Learning In Engineering Education Research Articles

Enterprise Implementation of Educational Technology: Exploring Employee Learning Behavior in E-Learning Environments

In the rapidly evolving landscape of information technology and with the ubiquitousness of the internet, corporations are increasingly focused on harnessing educational technology to boost their competitive prowess. A pivotal question emerges: Can they implement this technology effectively and sustainably to enhance the learning capabilities of their workforce and facilitate their accumulation of knowledge and skills? This concern remains a central focus in the corporate sphere. From educational psychology, goal orientation theory offers an explanatory framework for understanding learner (employee) behavior variations following learning interventions. This research is grounded in the e-learning environment fostered by educational technology within corporations. It explores and hypothesizes the impact of employee achievement motivations—including learning, proving, and avoiding goal orientations—on self-regulated learning (encompassing cognitive, motivational, and behavioral adjustments). Additionally, this study examines how employees’ self-regulated learning and learning satisfaction with the learning process influence learning effectiveness (learning outcomes) assessments. Our empirical survey targeted 380 employees from 26 companies participating in corporate educational technology learning (e-learning), with our research hypotheses tested through PLS structural equation modeling. The analysis indicates that employees’ learning and proving goal orientations indirectly positively affect their learning outcomes by mediating self-regulated learning and learning satisfaction. Conversely, employees’ avoidance goal orientation indirectly negatively impacts their learning outcomes by mediating their self-regulated learning and learning satisfaction. Finally, the researchers offer recommendations for management and future research directions.

Model for Facilitative Practical Learning in Engineering Education Under India's New Education Policy (NEP): A Stepwise Framework

Model for Facilitative Practical Learning in Engineering Education Under India's New Education Policy (NEP): A Stepwise Framework

A Feasible Study of a Deep Learning Model Supporting Human–Machine Collaborative Learning of Object-Oriented Programming

Due to the development of deep learning technology, its application in education has received increasing attention from researchers. Intelligent agents based on deep learning technology can perform higher-order intellectual tasks than ever. However, the high deployment cost of deep learning models has hindered their widespread application in education. In addition, there needs to be more research on applying deep learning technology in education. In this study, we develop an intelligent agent using a Performer-based encoder-decoder neural model to classify object-oriented programming (OOP) errors in student code and generate hint feedback in natural language to help students correct the code. This study investigates the feasibility of deploying this agent in an educational setting to support the learning of OOP. This study first examines the low-speed inference problem of the deep learning model. A fast inference algorithm is proposed for the model, which achieves a speedup of eighty times. This study further explores integrating a human-machine collaborative learning process with the deep learning agent. Students were surveyed about their perceptions of the agent in supporting learning. Student responses are interpreted within the learning partnerships model (LPM) framework to show how the agent's technical automation and autonomy features support student-agent learning partnerships. Finally, implications and suggestions for educational application and research of deep learning technology are presented.

Integrating Language Learning and Problem-Based Learning in Engineering Education: A Promising Approach

Abstract—In the evolving landscape of global education systems, the need for transformation is evident to have an impactful teaching and learning process. English language teaching is no exception to this. As the contemporary engineering graduates increasingly engage with professionals across the globe, proficient English language skills have become paramount. This research paper examines the effectiveness of integrating problembased language learning (PrBLL) into English language classes for undergraduate engineering students, aiming to enhance language proficiency, foster collaborative teamwork, and optimize the language learning experience. This approach aims to enhance the practical application of language skills, mirroring the demands of future engineering interactions on a global scale. This study employs a mixed-methods research approach to comprehensively investigate the integration of problem-based language learning into English language teaching. By contextualizing language acquisition within real-world scenarios through the innovative lens of PrBLL, this study seeks to contribute to the enrichment of language classrooms and the advancement of modern educational paradigms. Beyond language education, PrBLL's success echoes the broader potential for educational innovation. Keywords—Problem Based Language Learning; 21st Century Skills; Innovative Pedagogy; Language Practice for Engineering Graduates.

Experiential Learning in Engineering Education: A Book Review

"Experiential Learning in Engineering Education" by Alan L. Steele offers an in-depth exploration of experiential learning (EL) within engineering education, uniquely enriched by global research, case studies, and the author’s extensive experience and theoretical grounding. Steele’s work stands out for its comprehensive coverage of EL applications, addressing the evolving landscape of post-pandemic education and emphasizing the expansive nature of EL. The book is invaluable for faculties, educators, and researchers, providing practical strategies, insights, and a solid theoretical foundation. Its eleven chapters are grounded in educational theories like Kolb's Cycle and reflective practice, and are enriched by Steele's extensive experience in education and practical application. The book particularly stands out for its incorporation of evident-based EL strategies, including innovative laboratory methods, flipped classrooms and best practices from cross-disciplines. However, it could benefit from a more balanced chapter depth, a broader narrative perspective, clearer guidance on student reflection, and addressing the implications of AI tools in assessments. Future editions should aim for a more equitable exploration across chapters, inclusion of diverse stakeholder perspectives, and enhanced visual content. By addressing these areas, the book has the potential to solidify its position as a pivotal resource in engineering education, shaping future generations of engineering educators.

Experiential learning in engineering education: A systematic literature review

AbstractBackgroundThe evolving transformations of our society at large, academic institutions, and engineering discipline in the 21st century have profound implications for the nature of experiential learning being offered in engineering education. However, what is experiential learning in the context of engineering education?PurposeThe introduction and evaluation of experiential learning in undergraduate engineering education between 1995 and 2020, as well as the essential elements for consideration in its future implementation, have been analyzed and synthesized.Design/MethodA population–intervention–comparison–outcome framework and PRISMA flow diagram were used to outline a systematic literature review on how experiential learning was introduced into undergraduate engineering curricula, how it was evaluated, and the essential elements for consideration in its future implementation.FindingsA total of 220 studies were synthesized. These studies offered a new lens of seeing experiential learning, which were interpreted as “paradigm shifts.” More than one‐half of the total studies were conducted between 1995 and 2005. These studies were strongly directed at measuring student performance and occurred in a decade when many North American engineering curricula were being restructured. The review indicated that experiential learning has been successfully carried out via diverse methodologies. However, there is a strong need to enrich it with a theoretical basis.ConclusionsExperiential learning introduced into engineering education appeared to be an interdependent self–school–community entity. In the changing work environment of the 21st century, heightened by the impacts of the COVID‐19 pandemic, invoking the inseparability of self, school, and community would provide unique perspectives to our evolving understanding of experiential learning and its relevance in engineering discipline.

The impact of an innovators group on the development of a culture of innovation in the use of educational technologies

Realising the full potential for educational technologies to improve the student experience is a challenge for higher education institutions. Although academic resistance is often blamed for poor dissemination of teaching technologies, recent literature has more satisfactorily framed the issue in terms of intransigent organisational culture. Features of higher education organisational culture that are conducive to innovation include senior executive support, freedom to experiment and permission to fail and interdisciplinary and cross-institutional engagement. One approach to changing organisational culture is to establish new organisational structures embodying positive traits. This study qualitatively evaluated a technology in teaching innovators group established in 2018 in a science, health and engineering faculty of an Australian university; it provides evidence that the group improved the culture of teaching technology innovation by creating a safe space for innovation, which members then disseminated into their departmental communities. The study also found that the group created a forum for teaching technology innovators to engage with stakeholders in the university’s learning and teaching and information and communication technology units, leading to improved outcomes for the university’s learning environment. Implications for practice or policy Teaching technology dissemination in higher education can be enhanced through a community of practice model. Higher education learning technology environments can be improved through an innovators group leading to greater cross-institutional collaboration. Educational technology staff may be able to overcome academic resistance to strategic projects by pursuing a community of practice approach.

Transforming Educational Dynamics: Machine Learning's Influence on Teacher-Student Interactions in Hybrid Learning Environment

Teacher-student interactions are changing in both physical and virtual classrooms as a result of the adoption of machine learning technology in education. This study examines the significant effects of machine learning on the educational landscape, enlightening its many uses and educational advantages for both teachers and students. This study focuses on teacher-student connections, emerging technologies, enhancing teaching strategies, personalized learning experiences and educational results by investigating the integration of machine learning algorithms and tools in educational contexts. Personalized learning opportunities and adaptable feedback techniques can help students become self-directed learners, which has a positive effect.

Application of effective methods in the educational process based on innovative, interactive, and game technologies

The article aims to examine the content and effectiveness of educational technologies in the educational process. In the study, a combination of methods including literature analysis, synthesis, induction, deduction, generalization, and design were employed. The article provides a brief overview of interactive, game-based, and innovative educational learning technologies, analyzes research on their effectiveness in various age groups of children and adults, and explores their potential for individuals with disabilities. The study also identifies the conditions necessary for the effective utilization of these technologies in the educational process. Based on the findings, it is concluded that these technologies have the potential to enhance learning outcomes and meet the diverse needs of learners. Recommendations for future directions include further research on the optimal integration of these technologies and their continuous adaptation to keep pace with evolving educational requirements. Keywords: Educational process; game technologies; innovative technologies; interactive technologies.

Application of the Flipped Classroom Model Using Games-Based Learning Multimedia in Increasing Students’ Learning Outcomes

This paper discusses the low students’ learning outcomes and students’ satisfaction, which continues to decline. In contrast, distance and face-to-face learning are limited to non-formal education learning technology courses. The study aimed to improve learning in the Non-Formal Education Learning Technology course in the S1 Non-Formal Education Study Program by implementing games-based learning multimedia with the flipped classroom model. The research was conducted on 30 students in semester III/A. By applying the flipped classroom model, the research was conducted in the classroom and at each student's home. The research used a Pre-Experimental Design with a One-Group Pretest-Posttest Design. The data collection technique was carried out by testing. The pre-test was carried out to collect data on students' initial abilities, while the post-test was carried out to test the effect of the treatment. The study used three statistical tests, namely (1) normality, (2) homogeneity, and (3) hypothesis testing. The results indicate that the control class sample data were normally distributed. After treatment, initial data on students' abilities are interpreted as normal or homogeneous. The results of hypothesis testing show that there is a significant effect of flipped classrooms based on game multimedia in non-formal education learning technology courses with an average value of the experimental class at 81.63.

A Five-Year Bibliometric Analysis of Education 4.0 and Direction for Education 5.0 Future Research

Education 4.0 is a conceptual education framework for current generations. The evolution of education has continued to evolve, which in turn creates a research niche for innovation development in higher education institutions. This study aimed to analyse articles on Education 4.0 research from 2018 to 2022 using the Scopus database as well as identifying current trends in the field of education. This research examined trends in publication and citation performance, journal-related performances, most frequently cited articles, top affiliated countries, and emerging research trends. A bibliometric study was employed in achieving the objectives of the study, guided by five research questions. The study began by extracting metadata and analysing keyword co-occurrence using VOSviewer software and Microsoft Excel. Results showed that Malaysia, Mexico, and Indonesia are three of the top countries to which authors who publish about Education 4.0 research are affiliated. It was also found that there were five emerging research trends related to Education 4.0, namely (a) Education 4.0 on various educational mechanisms, features, and applications; (b) the effect of COVID-19 on the engineering education learning system and the role of Education 4.0; (c) Education 4.0 by means of modern information technologies; (d) developing a framework for innovation in Education 4.0, and (e) technology and digital transformation in Education 4.0. Two suggestions are also made for the direction of future study. Lastly, the implication of this bibliometric study on Education 4.0 informs and shapes the direction of the upcoming Education 5.0 research.

E-Assessment Tools: A Potent Futuristic Approach for Economic Learning Among Learners

In today’s era, digitalization has made the most prominent effect on almost every field, especially in the field of education. In education, ICT integration is commonly used to describe a technology-based teaching and learning process that is closely linked to the use of learning technologies in education at a higher level. The use of technology in education adds significantly to the whole T-L process, whether we are discussing pedagogical or assessment elements. Technology in Assessment for Learning (AFL) is a teaching and learning strategy that generates feedback that is then utilized to enhance student performance. To improve the quality of assessment, one can use different assessment tools that can be directly linked to improvements in student performance. Various e-assessment tools that can help teachers, students, as well as administrators, are Google Form-based quizzes, Kahoot!, Quizizz, Socrative, Near Pod, Educanon, etc. Thus, the present paper focuses on the concept of e-assessment tools, the need and significance of the e-assessment tools, and a list of various e-assessment tools with their usage. Further, in this paper, the authors try to provide some suggestive educational implications regarding the effective usage of e-assessment tools in the teaching-learning process so as to optimize learning among students.

Approaches to learning in technology education during the global pandemic: secondary teachers’ technical and technological perspectives and practice in New Zealand

Approaches to learning in technology education during the global pandemic: secondary teachers’ technical and technological perspectives and practice in New Zealand

Pedagogical Technologies of Teaching Based on Competence

This article outlines the terms, definitions, directions, principles of pedagogical learning technologies in education based on competence. There may be such problems as the discrepancy between the level of professional training of specialists and the demands of society, the low level of education in schools, the lack of pedagogical technologies in the competence based. Over time, the content of the methodology and theoretical sciences changes, the development of methods of scientific knowledge improves and innovative training is carried out with new, modern ideas and achievements of pedagogical technologies and other opportunities in the learning process, and we tried to emphasize at least a little that the possibilities in other learning processes are realized. At the same time, we tried to consider the variety of pedagogical technologies, the ways of their occurrence, classification, models of the most versatile teaching technologies in modern didactics.

Futuristic applications of voice user interference on child language development

Voice User Interface (VUI) is an Artificial Intelligence tool that enables children to access a computing device and complete tasks through speech instead of using learning methods. VUI, a form of AI (Artificial Intelligence), takes a sound that children articulate in a spoken statement and use intent recognition to understand the action required to fulfill the child’s spoken request. The design and features of VUI have been developed to increase the interpersonal level of communication with users and, to some degree, make voice assistants behave like humans. The features that have been created, have been shaped in such a way as to improve learning efficacy and ease of use for early childhood learning development. The current available VUIs in the market have been geared to provide children with a simpler way to interact with access to educational technology learning tools. The research posits that there are two primary uses of VUI in childhood learning development exploration, whereby children use VUI as a form of entertainment and information seeking, and children use VUI to develop various knowledge facets. For children in the early language stages currently using language to communicate, VUI language stimulation can help children to engage in continuous communication processes, use and understand various words, and successfully complete more complex sentences. The research seeks to state the problems associated with VUI and the standard opinions based on research associated with the problem. Moreover, the study seeks to articulate the hypothesis that VUI is an effective tool for early childhood language learning through the use of peer-reviewed evidence and examples, to the hypothesis, to generate new and innovative perspectives.

Exploring the use of large language models (LLMs) in chemical engineering education: Building core course problem models with Chat-GPT

This study highlights the potential benefits of integrating Large Language Models (LLMs) into chemical engineering education. In this study, Chat-GPT, a user-friendly LLM, is used as a problem-solving tool. Chemical engineering education has traditionally focused on fundamental knowledge in the classroom with limited opportunities for hands-on problem-solving. To address this issue, our study proposes an LLMs-assisted problem-solving procedure. This approach promotes critical thinking, enhances problem-solving abilities, and facilitates a deeper understanding of core subjects. Furthermore, incorporating programming into chemical engineering education prepares students with vital Industry 4.0 skills for contemporary industrial practices. During our experimental lecture, we introduced a simple example of building a model to calculate steam turbine cycle efficiency, and assigned projects to students for exploring the possible use of LLMs in solving various aspect of chemical engineering problems. Although it received mixed feedback from students, it was found to be an accessible and practical tool for improving problem-solving efficiency. Analyzing the student projects, we identified five common difficulties and misconceptions and provided helpful suggestions for overcoming them. Our course has limitations regarding using advanced tools and addressing complex problems. We further provide two additional examples to better demonstrate how to integrate LLMs into core courses. We emphasize the importance of universities, professors, and students actively embracing and utilizing LLMs as tools for chemical engineering education. Students must develop critical thinking skills and a thorough understanding of the principles behind LLMs, taking responsibility for their use and creations. This study provides valuable insights for enhancing chemical engineering education's learning experience and outcomes by integrating LLMs.

A Study on the Development of College English Teachers’ Technological Psychological Capital and Educational Technology Learning Practical Strategies

Technological psychological capital is the psychological capital that plays a key role in technological learning and plays a key role in individual technological mastery. In this paper, a qualitative case study has been conducted to describe the process and strategy of College English teachers’ educational technology learning, in order to explore the connotation and interactive relationship of their educational technology learning practice and strategy, and to clarify the specific evolution and construction mode of teachers’ individual technological psychological capital. The research finds that teachers have different learning strategies for their educational technology learning because of different personal backgrounds and specific situations, which makes teachers present different practical characteristics in the process of educational technology learning. College English teachers improve their technological psychological capital from the aspects of technical efficiency, technical hope, technical optimism and technical resilience through the practical strategies of technology request, technology use, technology understanding and technology transfer. Teachers’ own teaching-learning-research background, technical background, teaching-research environment, technical environment, and the technical learning support they can obtain are the main factors influencing the development of their technological psychological capital and the practical strategy of teachers’ technology learning. The research suggests that we should: 1) construct a transdisciplinary teacher education under the guidance of technology value; 2) construct the situation of using and requesting educational technology with education as the main position; 3) construct an ecological view of teaching and scientific research integrating education and technology to promote teacher’s technology education. This study explains the evolution and construction process of College English teachers’ educational technology learning and technological psychological capital, provides a new perspective and empirical data reference for teachers’ technology learning and teachers’ technology education.

Impact of Service Learning in Engineering Education – A Case Study

In the 21st Century, significant number of students have access to the tools for digital learning and spending most of their time on the internet and other social media platforms. Our college core philosophy is “Doing Engineering” rather than just studying engineering. In this context, EPICS (Engineering Projects in Community Service), UBA (Unnat Bharat Abhiyan), EWB (Engineers without Borders), GCSP (Grand Challenges Scholar Program) have been introduced to promote the learning through service. The above service learning which encourages students to work with local communities. and NGOs. real-time problem faced by the communities are identified by following design thinking approach. EPICS originated from Purdue University, USA. HITAM has been sprinting the EPICS program for the past five years. All freshmen engineering students enroll into EPICS Program as a mandatory course. To work on the realtime problems, multidisciplinary teams are formed for doing the community-based projects to enhance communication skills, technical knowledge, teamwork, presenting skills, and other traits along with progress in data analysis which will be unfolded in this paper. Forming the multidisciplinary teams in the beginning of the process has become a hindrance because students are separated discipline wise in the classrooms. To overcome this setback, a google form is created which consists of questions about interesting areas, technical knowledge and circulated among all the students for recording responses and area of interest. Subsequently, a meeting is called for all students and kindled their design thinking activity among the multidisciplinary teams as well. A strict line structure is followed to adapt design thinking methodology for implementing the EPICS course in the curriculum. Keywords— EPICS; UBA; EWB; GCSP; Interdisciplinary

Inquiry-Based Learning in Engineering Education: A Norwegian Approach

Inquiry-Based Learning in Engineering Education: A Norwegian Approach

Collaborative Learning in Engineering Education: A Survey of Literature and Studies Toward a More Reflective and Responsive Research and Pedagogy

Collaborative Learning in Engineering Education: A Survey of Literature and Studies Toward a More Reflective and Responsive Research and Pedagogy