Engineering Education Research Articles

Exploring the Role of DingTalk for Teaching and Learning English Listening Skills in Blended Learning Environments

This study explores how digital platforms such as DingTalk can be used to teach and learn English listening skills as one of the tools for blended learning instructions. These platforms offer synchronous and asynchronous learning methods and provide students with a flexible and interactive platform that promotes real-time communication, peer feedback, and self-paced learning. Although this platform has shown potential benefits for improving listening comprehension using constructivist and social learning theories, drawbacks include technological limitations, insufficient platform features for listening instruction, effective instructional design, and students' need for digital literacy. This article highlights the importance of Dingtalk as one of the tools for blended teaching and learning and the issues to be addressed so this platform can be used to help students' English listening skills. The changes in the dominance of technology in education, like AI and AR, need to be considered for blended learning. The findings suggest that to help students' learning outcomes using this digital platform, educational institutions and teachers need to adapt to the needs of their students continuously.

Exploring attitudes toward ChatGPT among college students: An empirical analysis of cognitive, affective, and behavioral components using path analysis

The advent of generative artificial intelligence (AI) applications, such as ChatGPT, has significantly impacted various aspects of human life, including higher education. This study explores university students' attitudes toward ChatGPT, focusing on the cognitive, affective, and behavioral components of attitudes, on the basis of Mitcham's philosophical framework of attitudes toward technology. A total of 595 university students from six public and private universities in northern Peru participated in an online survey. The results of the structural equation modeling (SEM) analysis revealed that the affective component (β = 0.672∗∗∗) and the cognitive component (β = 0.260∗∗) positively influence the behavioral component of students' attitudes when ChatGPT is used. Moreover, the cognitive component (β = 0.931∗∗∗) positively influences the affective component of students' attitudes. However, gender and age did not have significant moderating effects on the relationships between the cognitive and affective components and the behavioral component. The discussion highlights that these findings contribute to understanding the psychological mechanisms underlying the adoption of ChatGPT in educational settings and offer valuable guidance for implementing this technology in teaching and learning processes. In conclusion, this study represents a significant advancement in comprehending attitudes toward generative AI technologies in higher education and opens new avenues for future research in this field.

Application of interactive software in classrooms: a case of GeoGebra in learning geometry in secondary schools in Uganda

The incorporation of subject-specific technologies in teaching and learning mathematics has been extensively investigated in different areas outside Uganda. The benefits are extensive, although the adoption of these technologies has been threatened by teachers needing help to apply them effectively for instruction. While this alone would aptly justify a comprehensive assessment of its applicability on the local scene, the post-COVID-19 era dynamics escalated its urgency and relevance. Thus, third-year pre-service mathematics teachers’ knowledge and aptitude to use GeoGebra in teaching and learning geometry were developed in this study. In addition, the consequence of using this software on students’ achievement in geometry was investigated using a quantitative research approach. Ninety-four third-year pre-service mathematics teachers completed a three-week intensive capacity-building workshop using GeoGebra. Their self-ratings on their technological pedagogical content knowledge (TPACK) before and after the training were measured using a self-administered questionnaire. A total of 406 students from four schools in Central Uganda participated in the quasi-experiment, with 199 and 207 students assigned to the experimental and control groups, respectively. Pre- and post-achievement tests were meted out to the students. While descriptive statistics showed a positive change in the teachers’ technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and TPACK, independent samples t-tests revealed a substantial difference in the post-test mean scores between the two groups since the experimental group students outshone those in the control group. These findings are consistent with global literature, and thus, schools in Uganda should adopt the use of GeoGebra through a continuous capacity-building approach, while considering the challenges and limitations associated with the software.

Construction and Validation of a Survey on the Technological Difficulties in Italian Secondary Schools: The Mathematics Teacher Case

(1) Background: This study explores the technological difficulties of mathematics teachers in Italian secondary schools, focusing on the factors that influence their ability to integrate technology in teaching. (2) Methods: A questionnaire was developed and administered to a pilot group of 45 mathematics teachers from vocational secondary schools in Sicily and Veneto, followed by a larger survey with 557 mathematics teachers across Italy. The structural model was analysed using the maximum likelihood method via AMOS software (v.22 SPSS Inc., Chicago, IL, USA). (3) Results: The results highlight the importance of personal commitment in the school context and students’ problem-solving skills as key factors influencing the teachers’ technological challenges. The findings also indicate dissatisfaction with the school institution and families, as well as personal resistance to using information and communication technologies (ICT) in more advanced educational activities. (4) Conclusions: The study underscores the significant impact of these technological difficulties on teachers’ effectiveness in fostering students’ problem-solving abilities, calling attention to the need for better institutional support and strategies to reduce resistance to ICT use in education.

A Sustainable Educational Tool for Engineering Education Based on Learning Styles, AI, and Neural Networks Aligning with the UN 2030 Agenda for Sustainable Development

This study addresses the United Nations 2030 Agenda Sustainable Development Goals 4, 8, 10, and 12 by developing a resource-efficient tool that promotes equitable quality education and lifelong learning opportunities, supports decent work and economic growth, reduces inequalities, and ensures sustainable consumption and production patterns. This study contributes to sustainable education by providing a tool that is designed to be easy to use, easy to modify, and resource-efficient, making it accessible to institutions with limited technological resources. The tool uses artificial intelligence and a long short-term memory (LSTM) neural network to provide personalized teaching, adapting to the unique learning styles of its users. A custom survey adapted from the Felder–Silverman model was used to track weekly learning style transitions among 72 engineering students at the Faculty of Engineering at the University of Los Llanos. These data were used to build the LSTM model to predict learning style transitions over a 16-week semester. Two interfaces were created: one for instructors, integrating the LSTM model, and one for students, incorporating a custom survey. An OpenAI API-powered chat was also built into both interfaces to provide study advice to students according to their styles and enable professors to personalize their teaching methodologies in engineering education.

Educational Management in Professional and Technological Education

Educational Management in Professional and Technological Education

Educational Management in Professional and Technological Education

Educational Management in Professional and Technological Education

TEACHER OPINION ABOUT USING PROBLEM-BASED LEARNING IN TECHNOLOGY AND ENGINEERING EDUCATION

A school for the 21st century requires innovative approaches to learning and teaching. The presented research investigates the current state of innovative teaching methods, particularly problem-based learning (PBL), among teachers of the subject Technology and Engineering (TE) in Slovenian lower secondary schools. The main aim of the research was to determine the attitude towards such innovative teaching approaches, how often innovative teaching methods are used, how teachers perceive their importance, and finally, according to the teachers, how they are qualified for this. In the research, an appropriate questionnaire for teachers is developed. Qualitative and quantitative research was conducted using an online survey and statistical data processing. The online survey results showed that teachers positively assess the importance of using PBL, which is perceived as a more challenging method than traditional teaching methods. Despite numerous challenges, teachers express high motivation to improve their teaching practices. Based on the data obtained, it is found that teachers' knowledge is assessed less positively than their competence assessment, which indicates the need for more accurate methods of evaluating knowledge and emphasizes the importance of continuous professional development. The research findings could be important for improving teaching practices and promoting innovations in the educational process. High motivation and readiness of teachers to accept innovative pedagogical approaches can contribute to a better learning environment and the development of a more competent teacher in the future. Keywords: continuous professional development, innovative teaching methods, problem-based learning, student motivation, teacher competence, technology and engineering

THE USE OF ARTIFICIAL INTELLIGENCE, VIRTUAL AND AUGMENTED REALITY IN TEACHING GEOGRAPHY IN SECONDARY SCHOOL

In today's innovative education, artificial intelligence (AI), virtual reality (VR) and augmented reality (AR) technologies are increasingly emerging as powerful tools to enhance the learning experience, especially in the teaching of geography in primary schools. This research explores how these technologies are being used to improve geography teaching and stimulate students' interest. AI brings personalised learning where content is adapted to individual learners' needs. Easier access to information, better visualisation of content, and help with analysis and interpretation make learning more accessible for students. At the same time, the ease of recreating content and the help in tracking individual learners' progress allows teachers to adapt learning strategies better and provide additional resources according to individual needs. VR and AR technologies help to create more interactive and realistic learning environments. Virtual reality allows learners to experience geographical phenomena more directly, while augmented reality complements the real world with digital information that can enrich the understanding of geographical concepts. These technologies focus on creating interactive content, virtual field trips, simulations of natural phenomena, and encouraging student participation and interest. The study also discusses challenges and solutions related to introducing AI in school geography, such as access to technology, teacher training and professional development, curriculum adaptation and ethical dilemmas. AI, VR and AR technology enable a new, at least in Slovenia, technologically sophisticated approach to teaching geography in primary schools. It encourages students to explore, interact and better understand complex geographic content. Keywords: geography education, artificial intelligence, virtual reality, augmented reality, interactive content

Intellectual landscape of scholarly work on 21st century skills: A bibliometric and science mapping analysis

A quick search on Google Scholar for the exact phrase ‘21st century skills’ resulted in three thousand plus results. More than two-third of these are dated within the last decade, indicating growing attention to the topic in the academia. The purpose of the current study is to investigate existing literature on 21st century skills by employing techniques of bibliometric and science mapping analysis to provide a helicopter view of scholarly work on 21st century skills. The search was conducted on SCOPUS database during 2021 using the keyword ‘21st century skills’ which produced 1644 results. Further refinements were made using publication year, document type and language reducing the sample size to 1281 documents. Data were analysed employing various bibliometric indicators such as number of publications, contributing authors, institutions and countries, citation, co-citation, and keywords. The results indicated an exponential growth in the number scholarly publication on the topic since 2010. Similarly, a positive trend in average citations was also observed in recent years. USA was the biggest contributor to the number of publications, followed by Indonesia, and Malaysia respectively. With respect to author collaboration, Nussbaum, M. was found the highest collaborator, followed by Griffin P., and Sharples M. while among the institutions, University of Melbourne was at the top. Analysis of the keywords revealed that, specific 21st century skills, learning tools and processes, technological advancement, and education and training are amongst the most common research themes. Findings of the current study provide insights into future research trends on the topic of 21st century skills.

What Explains Teachers’ Trust in AI in Education Across Six Countries?

AbstractWith growing expectations to use AI-based educational technology (AI-EdTech) to improve students’ learning outcomes and enrich teaching practice, teachers play a central role in the adoption of AI-EdTech in classrooms. Teachers’ willingness to accept vulnerability by integrating technology into their everyday teaching practice, that is, their trust in AI-EdTech, will depend on how much they expect it to benefit them versus how many concerns it raises for them. In this study, we surveyed 508 K-12 teachers across six countries on four continents to understand which teacher characteristics shape teachers’ trust in AI-EdTech, and its proposed antecedents, perceived benefits and concerns about AI-EdTech. We examined a comprehensive set of characteristics including demographic and professional characteristics (age, gender, subject, years of experience, etc.), cultural values (Hofstede’s cultural dimensions), geographic locations (Brazil, Israel, Japan, Norway, Sweden, USA), and psychological factors (self-efficacy and understanding). Using multiple regression analysis, we found that teachers with higher AI-EdTech self-efficacy and AI understanding perceive more benefits, fewer concerns, and report more trust in AI-EdTech. We also found geographic and cultural differences in teachers’ trust in AI-EdTech, but no demographic differences emerged based on their age, gender, or level of education. The findings provide a comprehensive, international account of factors associated with teachers’ trust in AI-EdTech. Efforts to raise teachers’ understanding of, and trust in AI-EdTech, while considering their cultural values are encouraged to support its adoption in K-12 education.

Digital media interns

While COVID-19 dramatically changed the way that we taught during the pandemic, not all of these changes were negative. In response to the pivot to remote learning, Western University employed student digital media interns (DMIs) to support faculty in adapting their courses. This resulted in the formation of the Digital Media Intern program at the Schulich School of Medicine & Dentistry (SSMD), a students-as-partners (SaP) approach that supports faculty in the adoption and use of educational technology. Despite moving back to in-person learning, the DMI program is thriving and has expanded its scope. An understanding of the learner context of technology can be missing when faculty are designing and updating their courses. The DMI program helps bridge this gap by creating a way for students to directly contribute to their education, gain meaningful employment or experience, and provide feedback to instructors. Instructors benefit in two ways: by gaining hands-on support and ongoing, actionable feedback. This case study will outline the evolution of the DMI program, its implementation and its impact. Leader and student perspectives will also be shared. It describes the evolution of this student intern strategy from a band-aid solution to a fully integrated and supported unit in one academic faculty.

Influences Personalisation and Student Engagement in the AI Era: Exploring Effects and Influences

The study is based on a conceptual model to examine the integration of artificial intelligence (AI) technologies in education and their impact on student engagement. This model structures the analysis around several axes: AI technologies, including intelligent tutoring systems (ITS), adaptive learning platforms, and educational chatbots, play a key role in personalizing learning paths, making pedagogical support more accessible, and adapting content to students' specific needs. Student engagement is thus assessed through the personalization of pathways and the accessibility of support, while taking into account individual moderating factors such as learning styles, self-motivation, and prior experience with AI technologies, which influence the effectiveness of these tools. In addition, the study examines contextual conditions, including the importance of adequate technological infrastructure and teacher training, which are essential for the successful integration of AI technologies into pedagogical practices. This conceptual model guides the study in evaluating the assumptions made, providing an in-depth understanding of the interactions between these variables and making recommendations to optimize the use of AI technologies in education.

Gambaran Prokrastinasi Akademik Mahasiswa dan Implikasinya dalam Pelayanan Konseling

This research is motivated by the existence of academic procrastination that occurs among students. Students carry out high academic procrastination because students do not have the ability to manage their time well and prefer to do more enjoyable tasks than completing tasks. This study aims to describe the academic procrastination of curriculum and educational technology students and its effectiveness in counseling services. This type of research is quantitative research with a descriptive method. The population in this study was 436 students with a research sample of 209 students of the Curriculum & Educational Technology Department who were active in lectures in the 2020, 2021, 2022, and 2023 classes of the 2024/2025 academic year. The sampling technique for this study used the Proportional Stratified Random Sampling technique. Data collection was carried out through the use of instruments using a Likert scale, namely using academic procrastination instruments for students. The results of this study indicate that: (1) the level of academic procrastination of students majoring in curriculum and educational technology as a whole is in the moderate category. (2) the level of academic procrastination of students based on aspects of being stuck in starting and completing tasks is in the moderate category. (3) the level of academic procrastination of students based on aspects of being late in completing tasks is in the moderate category. (4) the level of academic procrastination of students based on aspects of time discrepancies between plans and actual performance is in the moderate category. (5) the level of academic procrastination of students based on aspects of doing more enjoyable activities is in the moderate category. Based on the results of this research, counselors can provide assistance to students to reduce the level of academic procrastination of students in the form of: information services, individual counseling services, group guidance services and group counseling services.

Assessing the Contribution of Mobile Management Information Systems to Work-Life Balance and Job Satisfaction Among University Teachers in China: A Focus on System Accessibility and Efficiency

Mobile management information systems, job satisfaction, and work-life balance affect Chinese university teachers, examined in the study. The quantitative study surveyed 516 university teachers on a 5-point Likert scale. The research included instructors with diverse mobile management information systems backgrounds due to this systematic approach. Work-life balance, system accessibility, and teaching experience increased university professors' job satisfaction and balance, the study found. Regression analyses showed that teaching experience, system accessibility, and technology proficiency significantly affect outcomes. Teaching experience and system accessibility improve university professors' job satisfaction and work-life balance. Mobile management information systems and teaching experience boost teacher job satisfaction and work-life balance. We must integrate advanced technology and make systems user-friendly and accessible to all educators, regardless of technology background. The study found that teachers need ongoing technological training to use these systems effectively, improving job satisfaction and work-life balance. Working-life balance, mobile management information system accessibility, and comprehensive teacher technological training are recommended by the study. These factors improve work-life balance and job satisfaction by integrating mobile management information systems into education. Policymakers and administrators should consider cultural and contextual factors and provide personalized support to educators. This study shows how mobile management information systems, work-life balance, and job satisfaction can help administrators, educators, and policymakers understand Chinese educators' technology use. Technology in instruction, culture and personality affect Chinese university professors' well-being.

Academic Assessments and iPads: Performance of Students from a Low Performing Urban Elementary School

AbstractTechnology in education is used to support and supplement core instruction, to help students stay engaged, and assist teachers with academic assessments. While there is support in the use of technology in instruction and intervention, researchers still urge caution when using it in assessment. Current evidence suggests that students perform differently when assessed using traditional methods compared to technology-based methods. Further, these differences may be exacerbated for students from low-income economically marginalized at-risk communities. There is a need to thoroughly explore student performance when responding to assessment materials through different modalities. The current investigation used a within subjects group design to replicate Reynolds et al. (2023) using an urban low performing population. Results demonstrate that, on average, students answered more digits correct per minute on probes administered via paper-pencil, however preferred to answer problems on the iPad using a keyboard. These results differ from the original study that used a higher performing suburban population. Future research, limitations, and implications for educators are discussed.

The effect of role play prepared with video support on ethical decision-making and motivation levels of nursing students: A quasi-experimental study.

Background: Since the increasingly complex structure of health care services brings many ethical problems, it is important to use different instructional technologies in the ethical education of future nurses.Aim: The aim of this study was to determine the effect of role play prepared with video support on ethical decision-making and motivation levels of nursing students.Research design: A quasi-experimental study with pretest-posttest design.Participants and research context: The research was conducted in the Nursing Department of a University located in Istanbul, Turkey between October 15 and November 15, 2024. The sample of the research consisted of 3rd year nursing students. Data were collected using the Descriptive Characteristics Form, the Nursing Dilemma Test, and the Instructional Material Motivation Scale for Single-Use.Ethical considerations: Permission was obtained from Bezmialem Vakif University Non-Interventional Ethical Research Committee and the institution where the study was conducted for the implementation of the research. Written and verbal consent was obtained from all participants in accordance with the Helsinki Declaration.Findings: While there was no difference between the students' Ethical Dilemma Test Principled Thinking pre-test and post-test scores, their Practical Consideration (p = .005) and motivation levels (p = .037) post-test scores were found to be higher. There was a weak but significant negative correlation between academic achievement and pre-test teaching material motivation levels (r = -0.375, p = .041).Discussion: The use of different teaching methods and techniques in ethics education in nursing is important for future nurses to find more practical solutions to the ethical problems they will encounter during patient care.Conclusion: The results of the study indicate that the use of video-supported role play can be effective in teaching ethics courses in nursing education.

Immersive Virtual Reality (IVR) Systems for Comprehensive Fire Safety Education in Primary School

In the evolving landscape of educational technology, immersive virtual reality (IVR) has emerged as a promising tool to enhance safety education for primary school students. Traditional fire safety methods, while foundational, face challenges in engaging young learners actively. This study aims to comprehensively investigate the intricate dynamics of integrating IVR technology into fire safety education for primary school students. By examining students' perceptions, assessing engagement levels, and evaluating learning outcomes, the research seeks to offer nuanced insights into the potential benefits and challenges associated with VR-based safety education. Conducted as a qualitative study, 25 semi-structured interviews were performed with primary school students (Grades 4-6 in China), employing a three-step thematic analysis. The research explores students' experiences with IVR fire safety simulations, comparing them with traditional methods, and addressing practical considerations for integration. Preliminary findings suggest positive perceptions, heightened engagement, and improved learning outcomes among students exposed to VR simulations. Practical challenges, including logistical considerations, were identified. The comparison with traditional methods illuminated strengths and weaknesses, guiding educators and policymakers. This research contributes to the intersection of education and technology by offering novel insights into the potential of IVR simulations in fire safety education. The study's significance lies in informing pedagogical practices, addressing practical challenges, and promoting safety awareness among primary school students, guiding future educational technology initiatives.

Successful strategies for preventing and controlling violence against people with intellectual disabilities: a scoping review

BackgroundViolence against people with intellectual disabilities is unfortunately a reality all over the world, as they are one of the populations most vulnerable to various forms of aggression. Assertive prevention and control measures are crucial to tackle and reduce this problem. The aim of this study was to map and summarize the main measures for preventing and controlling domestic violence against people with intellectual disabilities. MethodsThis was a scoping review conducted in accordance with the JBI guidelines. The databases consulted were: National Library of Medicine (PubMed); Cumulative Index to Nursing and Allied Health Literature (CINAHL), Web of Science; Excerpta Medica DataBASE (EMBASE); Latin American and Caribbean Health Sciences Literature (LILACS) and SCOPUS. Studies included in this review reported on strategies to address domestic violence against people with intellectual disabilities, published in the last ten years, in Portuguese, Spanish or English.ResultsA total of 11 studies were included in this review. Six studies had high methodological quality and five had moderate. Cognitive-behavioral intervention programs, educational technologies and/or auxiliary tools, along with the full participation of people with intellectual disabilities in domestic violence prevention measures are appropriate strategies for dealing with this issue.ConclusionDomestic violence against people with intellectual disabilities is relatively unexplored in the health-field scientific literature. Prevention and control measures should be developed with the active involvement of people with intellectual disabilities, generating engagement and knowledge. Preventive measures should be adapted to the personal context and conditions of individuals with special needs, such as those with persistent or chronic mental disorders.

The Role of UTAUT2 in Understanding Technology Adoption: A Study of the Merdeka Mengajar Platform Among Indonesian Teachers

This research investigates the adoption of the Merdeka Mengajar application using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) framework. The study aims to identify the factors influencing teachers' behavioral intentions and usage behavior regarding this educational technology platform. A total of 383 teachers from various levels in Malang were sampled from a broader population of 8,936. Statistical analysis uses SEM (Structural Equation Modelling) analysis techniques. The findings suggest that performance expectancy, effort expectancy, social influence, hedonic motivation, and price value significantly influence behavioral intention. However, facilitating conditions and habit do not show a direct significant impact on use behavior. These results indicate that while technological support such as infrastructure and internet access is necessary, it alone may not be enough to motivate consistent usage without internal factors like perceived usefulness or enjoyment of the app. Moreover, the habitual use of new technology may require additional support and time before it can significantly affect behavior. This study contributes valuable insights into the adoption of educational technologies, especially in the Indonesian context, where digital learning platforms are increasingly being integrated into teaching practices. Future research may explore how ongoing support and user experience improvements can further enhance the app's adoption.