Undergraduate Engineering Research Articles

Effectiveness of Using ChatGPT as a Tool to Strengthen Benefits of the Flipped Learning Strategy

In this study, we evaluate how ChatGPT complements and enriches the traditional flipped learning strategy in higher education, particularly in engineering courses. Using an experimental design involving 356 students from basic programming courses in undergraduate engineering programs, we compared the normalized learning gain between groups that used the ChatGPT-assisted flipped learning strategy (focus groups) and those that followed a traditional video-based flipped learning methodology (control groups). The intervention lasted ten weeks, with two sessions of two hours each week. A pre-test–post-test analysis revealed that the focus groups showed significant improvement in normalized learning gain values compared to the control groups. These results confirm that incorporating ChatGPT into the flipped learning strategy can significantly enhance student performance by providing a more active, interactive, and personalized approach during the teaching–learning process. We conclude that the flipped learning strategy, upgraded with the assistance of ChatGPT, provides an effective means to improve understanding and application of complex concepts in programming courses, with potential to be extended to other areas of study in higher education. This study opens routes for future research on the integration of artificial intelligence into innovative pedagogical strategies with the goal of scaffolding the learning experience and improving educational outcomes.

Impact of Physical Model Projects and Multidisciplinary Teams in Fluid Mechanics Education

Fluid mechanics, a required course in many undergraduate engineering disciplines, is often described as a challenging subject as it weaves together advanced mathematics and physics to solve conventional engineering problems. This study examines the effect of incorporating a physical model project via multidisciplinary teams into two theory-based fluid mechanics courses to address two general questions: Does the design and construction of the physical model aid in understanding fluid mechanics concepts? Does working with students of different engineering disciplines improve student experience and comprehension? The study was conducted in Spring 2023 with a cohort of 49 mechanical and civil engineering students; each project team had a mix of both disciplines. At the end of the semester, all projects were presented at a common venue, followed by an anonymous paper-based survey. The results indicate that around 83.7% of students felt the project had an overall positive impact on their learning experience. Despite initial student apprehension about multidisciplinary teams, 72% of students appreciated the opportunity to work with engineers from other disciplines, with qualitative inputs describing the value added from varied skill sets. In conclusion, this project enabled students to apply their in-class training to a real-world model while working in multidisciplinary teams. The results provide insight into the implementation of similar projects and the value of multidisciplinary teams.

Using case-based learning to enhance students’ performance in mechanical engineering undergraduates

Among the myriad of instructional approaches in engineering education, case-based learning (CBL) has emerged as a promising pedagogical strategy that promotes active learning, critical thinking, and real-world application of knowledge. This study investigates student performance and satisfaction with CBL methodologies in the context of mechanical engineering education, conducted in Sri Lanka. A mixed-methods approach was employed, including paired t-tests to analyze academic performance data and a survey to assess student perceptions and practices. The results indicate a positive relationship with grades and perception of CBL among students, with a majority expressing agreement or strong agreement with its implementation. Additionally, results from the survey discovered that conversational AI systems and chatbots emerged as a much-preferred supplementary resource utilized by students. Recommendations for future higher education methodologies include enhancing the integration of CBL, leveraging technology-driven resources, promoting active learning strategies, implementing continuous assessment and feedback mechanisms, investing in educator professional development, and promoting research and evaluation initiatives. These findings contribute valuable insights into student experiences and preferences, informing the development of evidence-based instructional practices in higher education.

Experiences of Female Undergraduate Engineering Students in Academia and Industry: A Literature Review

Experiences of Female Undergraduate Engineering Students in Academia and Industry: A Literature Review

Inspiring Sustainability in Undergraduate Engineering Programs

Inspiring Sustainability in Undergraduate Engineering Programs

Developing Problem Solving Competency for Future Engineers in Medicine

This paper summarizes five critical aspects of problem-solving competency for engineers in medicine, including the balance of depth and breadth, research capability, ideation skills, teamwork, and communication skills. Furthermore, the paper outlines the imperatives for enhancing undergraduate engineering education to cultivate problem-solving competency. An interdisciplinary approach to education in medical engineering can cultivate students to develop a holistic view of the field and equip them with a broad range of skills for problem-solving.

A neural network simulator for educational purposes

Artificial neural networks are inspired by biologic processes. Artificial neural networks are important because they can be used to deduct a function from observations, in other words artificial neural networks can learn from experience. Artificial neural network simulator to fulfill a need into the growing interest of neural network education is introduced in this study. NeuroQuick Laboratory simulator is implemented using object-oriented programming by Delphi programming and these classes can be used to create a standalone application with artificial neural networks. The NeuroQuick Laboratory Simulator is designed for a broad range of users, including beginning graduate/advanced undergraduate students, engineers, and scientists. It is particularly well-suited for use in individual student projects or as a simulation tool in one- or two-semester neural network-related courses at universities.

A multimodal pedagogical approach to teaching electromagnetics

AbstractElectromagnetics is a core course in the undergraduate electrical engineering curriculum that entails the study of electric and magnetic fields. Students, usually, perceive it as a challenging course since it requires them to build mental models of the spatial and time‐varying electric and magnetic fields that cannot be seen by the naked eye. Moreover, the mathematics used in this subject is quite complex and abstract and can further compound the students' difficulties in connecting abstract math with real‐life industry applications. To address these challenges, the author designed an undergraduate electromagentics course, which utilized certain pedagogical techniques to enhance the learning experience of the students. These pedagogies include extensive usage of MATLAB simulations, animations, and videos during the course that helps students visualize and conceptualize abstract concepts, usage of a comprehensive course‐wide equation sheet, and highlighting the connection of the theory with real‐life applications and industry jobs. This paper presents some of the simulations designed by the author as part of this course. Moreover, the equation sheet is also reproduced and access to its source is provided for the benefit of other instructors and students. The paper also presents results from the end‐of‐semester students' survey to measure the efficacy of these pedagogical techniques.

Augmented Reality for the Development and Reinforcement of Spatial Skills: A Case Applied to Civil Engineering Students

The architecture, engineering, construction, and operation (AECO) industry has brought transformations within the field. Despite the changes, traditional teaching methods such as analyzing two-dimensional plans and models are still being used in training processes, which do not effectively promote the development of spatial skills. In this context, augmented reality (AR) can be used as a tool to translate two-dimensional information into three-dimensional space. Thus, the present study explores the use of the VT-Platform AR tool to develop and reinforce spatial skills among undergraduate civil engineering students. The study follows a quantitative approach with a descriptive scope and an experimental design. Students in the sanitary engineering subject were divided into two groups: an experimental group and a control group. A short-term teaching-learning methodology was proposed for the experimental group using the VT-Platform AR tool. Both groups took the differential aptitude test (DAT) to measure their spatial skills. The experimental group showed a higher average score compared to the control group, with a difference of 29.8%. Furthermore, the use of the VT-Platform AR tool helped standardize the level of spatial skills within the experimental group. It was concluded that using the VT-Platform AR tool can effectively develop and reinforce spatial skills among students.

From Doubt to Drive: How Instructional Modality and Self-Efficacy Shape Motivation in Remedial Spatial Visualization Courses

Spatial thinking is the foundation for successful problem-solving and critical thinking. Scholars have confirmed that spatial skills are essential tools for problem solving in fields such as engineering, design, physics, and mathematics. Drawing on Bandura’s self-efficacy theory, this study investigates the impact of instructional modality, self-efficacy, and attitudes toward a spatial visualization app on student motivation in the context of an engineering remedial spatial visualization course. Our study focused on undergraduate engineering students from two cohorts with different instructional modalities, one in 2019 and the other in 2020. This study employs a quantitative approach, gathering data through questionnaires to measure student motivation, self-efficacy, attitudes toward the app, computer-aided design (CAD) experience, gender, and instructional modality. Our findings indicate that instructional modality significantly influenced student motivation, with online instruction during the pandemic being associated with lower motivation. Furthermore, significant predictors of student motivation were identified as self-efficacy and attitudes towards the app, independent of instructional modality. The findings provide insights into strategies for educators to implement educational technology in their courses while also remaining committed to nurturing student self-efficacy in online and in-person learning.

“Having just the right answer is almost as worthless as not having an answer’’: conceptualizing the information needs of undergraduate engineers

PurposeThis paper explores the information needs and behaviors of undergraduate engineers.Design/methodology/approachThe paper reports on a qualitative study employing semi-structured interviews with 18 students.FindingsThe study identified the types of information needs undergraduate engineers encounter while working on problem solving tasks and the strategies they use to resolve these needs. The findings reveal that students often encounter difficulties due to a lack of procedural knowledge rather than conceptual gaps or misunderstandings. Students look for step-by-step solutions to address their information needs and become more efficient problem-solvers. However, most instructors do not provide answers or solutions, leaving students uncertain about their progress and unable to correct their mistakes. Consequently, students seek information from their peers, including step-by-step solutions and access to previous course materials. They use file-sharing and instant messaging platforms like Google Drive and Facebook Messenger as covert means of seeking help, sharing solutions and engaging in coursework-related discussions.Originality/valueThe findings enrich the theory of information needs by delineating between conceptual and procedural information needs. These findings also underscore the significant role that classmates and friends play as sources of information. The study offers implications for conceptual development of information needs, and for instructors to provide solutions and support sharing between peers on official platforms.

Comparing First-Year Engineering Student Conceptions of Ethical Decision-Making to Performance on Standardized Assessments of Ethical Reasoning

The Defining Issues Test 2 (DIT-2) and Engineering Ethical Reasoning Instrument (EERI) are designed to measure ethical reasoning of general (DIT-2) and engineering-student (EERI) populations. These tools—and the DIT-2 especially—have gained wide usage for assessing the ethical reasoning of undergraduate students. This paper reports on a research study in which the ethical reasoning of first-year undergraduate engineering students at multiple universities was assessed with both of these tools. In addition to these two instruments, students were also asked to create personal concept maps of the phrase “ethical decision-making.” It was hypothesized that students whose instrument scores reflected more postconventional levels of moral development and more sophisticated ethical reasoning skills would likewise have richer, more detailed concept maps of ethical decision-making, reflecting their deeper levels of understanding of this topic and the complex of related concepts. In fact, there was no significant correlation between the instrument scores and concept map scoring, suggesting that the way first-year students conceptualize ethical decision making does not predict the way they behave when performing scenario-based ethical reasoning (perhaps more situated). This disparity indicates a need to more precisely quantify engineering ethical reasoning and decision making, if we wish to inform assessment outcomes using the results of such quantitative analyses.

Contextual Knowledge Framework in CAD Education from the Perspectives of Practicing Engineers

The contemporary industry landscape requires engineering graduates to have expertise in utilizing advanced Computer-Aided Design (CAD) tools. However, prevailing practices reveal a lack of contextual knowledge among Mechanical Engineering undergraduates and fresh graduate engineers in effectively employing 3D CAD modelling software for optimal product design development. Consequently, this study was undertaken to address this issue, with a specific focus on the integration of contextual knowledge into 3D CAD modelling. The study aims to elucidate the fundamental elements of contextual knowledge regularly employed by practicing engineers in their daily design endeavours, specifically in 3D CAD modelling. A transcendental phenomenology approach was used, and four engineers from the engineering department of a shipbuilding company in Peninsular Malaysia were purposefully selected as respondents. The analysis yielded three recurring themes central to the application of contextual knowledge in visualizing and presenting models through 3D CAD modelling: Realization, Design Intention, and Normalization. These elements are pivotal in assisting engineers in contextualizing their design work during the modelling and presentation stages of the new product development process.

A Case Study Comparison of Undergraduate Education and Engineering Majors’ Understanding of Community Engineering

ABSTRACT As we prepare teachers to provide students with opportunities within STEM education, authentic experiences should guide the instruction. Unfortunately, due to the novel integration of engineering into national reform documents, there is a dearth of documentation on elementary preservice teachers’ engineering ideas as they align with student goals (e.g. enrolling in an engineering program). As teachers must provide authentic science experiences to help frame the work of scientists for students, creating authentic engineering experiences should frame the work of engineers. Thus, it is important to foundationally investigate how elementary preservice teachers’ ideas about engineering reflect those of novice engineers. This research uses multiple case study to investigate and compare teaching and engineering majors’ understanding of engineering within their communities. Additionally, while there were some similarities across groups, engineering majors were more likely to speak to the science behind the artifacts represented in the photo novellas they authored, and the preservice teachers found a larger variety and diversity of engineering elements. Findings indicate that these groups have fundamentally different perspectives on engineering and how it is manifested within the communities. This has implications for upper tiers of education as elementary teachers lay broad engineering foundations, while middle, high school, and community colleges must methodically highlight engineering disciplines to provide more authentic experiences, highlighting the connections between engineering, science, and math.

Integrating Professional Preparedness ePortfolios Within an Undergraduate Engineering Curriculum

Integrating Professional Preparedness ePortfolios Within an Undergraduate Engineering Curriculum

Bridging borders: assessing the impact of semester-long study abroad programs on intercultural competence development in undergraduate engineering students

BackgroundWorking and interacting with people from diverse backgrounds have become common in Engineering. Research has indicated that engineering graduates face challenges while working with a diverse workforce. Therefore, it is vital for higher education institutions to help engineering students develop intercultural competence skills by engaging them in intercultural learning activities. This study explores the impact of a semester-long study abroad program and its new curriculum on the intercultural learning gains of undergraduate engineering students. The study used a mixed methods design to assess the intercultural learning gains of the students enrolled in a study abroad program.ResultsThe results of the study indicated that overall, as a group, students demonstrated significant gains in their Intercultural Development Inventory (IDI) scores from the pre- to post-test. Moreover, hierarchical clustering was conducted to group students into three clusters based on their IDI scores. The results of the clustering helped us to understand the differential growth of students from their pre- to post-test. Based on clustering students were grouped into high, moderate and low intercultural learning clusters. Further inductive thematic analysis was conducted to understand the depth of intercultural awareness of the students in general and discipline specific for each cluster. The results of the thematic analysis revealed that students in cluster 1 showed a deeper understanding of cultural differences, mindfulness, and openness while interacting with people from other cultures, whereas the students in clusters 2 and 3 showed moderate to superficial level of intercultural awareness.ConclusionsThe implication of the study extends to both practice and theory. From the practice perspective, the study discusses the need for creating intentionally structured study abroad programs that encourage students to reflect on their intercultural experiences and internalize takeaways. From the theory perspective, the study contributes to the Intercultural Development Continuum model, as it emphasizes the importance of meaningful gains in intercultural competence. The study also suggests strategies to improve the intercultural learning experiences of students that could help them move towards more intercultural mindsets.

Validity of a self-report measure of student learning in active learning statics courses

Although faculty-centered pedagogies are endemic across undergraduate science, technology, engineering, and mathematics education, there is increasing interest in active learning approaches. As discipline-based educational research in mechanical engineering continues to assess strategies for improving student learning and development, researchers need data collection tools that ameliorate issues of bias, minimize costs (e.g. time and student attention), and provide reliable data that has been validated within the disciplinary context. This study analyzes the validity and reliability of a commonly used survey, the Students’ Assessment of their Learning Gains (SALG). Data from seven Introduction to Statics courses at two universities were used to identify and confirm the latent constructs of the measure and to assess their reliability and criterion validity. Results demonstrated that four scales—active learning, concept knowledge and skills, self-efficacy, and feedback mechanisms—explain the majority of variation in the SALG survey in relation to the teaching and learning of statics. These scales were statistically validated and shown to accurately capture the criterion they represent. The primary advantage of the SALG is that it is less burdensome to students, who are only required to spend 10 to 15 min once at the end of the course to complete the survey, rather than spending more time with longer surveys or with those that require completion at multiple points in time. The tool is therefore also less disruptive to the class, which may make it more likely that faculty will be willing to include data collection efforts in their courses.

Mental health consequences of academic stress, amotivation, and coaching experience: A study of India's top engineering undergraduates

AbstractThe growing number of suicide cases in India's top engineering institutions indicates a mental health emergency. Deteriorated mental health status of engineering students has been a major concern for social scientists, policymakers, educationists, and parents. Nevertheless, not much academic research has addressed this issue. The current study aims to explore the anteceding factors associated with mental health crises among engineering students. This study relies on a sequential exploratory mixed‐method design. In the first phase, 16 undergraduate students were interviewed to explore the anteceding factors that deteriorate their mental health status. Based on the qualitative findings, we developed a hypothesized model. In the second phase, this model is tested through a quantitative study (N = 395). Inductive thematic analysis of the qualitative interviews revealed that students' mental health status (stress and guilt‐related symptoms) was associated with (a) centrality of engineering identity, (b) parental pressure, (c) academic stress during the coaching period and college years, (d) upward social comparison, and (e) motivation‐related factors (intrinsic motivation, extrinsic motivation, and academic amotivation). Based on this finding, a model is developed that connects academic amotivation, intrinsic/extrinsic motivation, academic stress, and the mental health status of the students. The quantitative study results indicated that academic amotivation significantly mediates the relationship between academic stress and mental health status. Moreover, male engineering students score significantly higher in mental health status and significantly lower in extrinsic motivation‐identified than female students. The study concludes that academic stress is a key issue in determining amotivation and deteriorated mental health status of engineering undergraduates.

A Comparative Study of Students Graduation Analysis Using Classification Methods in Undergraduate Electrical Engineering Tidar University

This research aimed to classify achievement factors for electrical engineering students at Tidar University using K-Means and Agglomerative Clustering classification algorithms. The goal was to understand if any parameters influence high-achieving student performance. The Indonesian government and private sector for university students provide significant education funds. Student scholarships are awarded based primarily on GPA and entry path, overburdening staff and causing confusion during distribution to eligible recipients. A system was needed to accommodate additional eligible criteria. The researcher selected factors to identify engineering student performance, including school origin, entry path, tuition fees, and GPA. These inputs could determine graduation status. The results compared calculation methods based on collected data accuracy, processing times, and characterizing clustered data to determine the best classification method. Agglomerative Hierarchical Clustering performed better. Accuracy testing on 600 training data points yielded 73.94% for improved K-means and 90.42% for AHC. The Average processing time was 674.92 seconds for improved K-means and 554.35 seconds for AHC. Silhouette testing also characterized calculation methods, with improved K-means scoring best at 0.654 and AHC at 0.787 using two clusters.

Examination of undergraduate students’ physics expectations

A body of beliefs based on previous knowledge, attitudes, and experiences creates physics expectations of students about what they will learn and which skills they will use in physics lessons. Previous research indicated these views about knowledge and learning influenced physics learning by affecting their learning approaches. This research aims to investigate the physics expectations of undergraduate engineering and education students, who take various and different numbers of physics courses in Türkiye. The physics expectations of students were examined due to certain variables and they were compared with experts' ideas. In the study, the Turkish version of the Maryland Physics Expectations Survey II (MPEX II) was given to 831 engineering and education students in different universities. The results indicated the statistical differences in the physics expectations scores according to the department that was registered, the number of physics courses taken, and the reading of popular physics books. However, no significant difference was observed in the physics expectations scores according to gender, being an engineering student or education student, the year of the program, and the instructional approach of physics courses. The mean of the percentages of students who thought like experts in item by item was around 2/5; however, when expert-like thinking was considered for the overall scores, almost 12% of students answered at least half of the items like experts.