Mechanical Engineering Program Research Articles

A framework for integrating additive manufacturing into engineering education: perspectives of students and educators

ABSTRACT Additive manufacturing (AM) and 3D printing (3DP) offer unique opportunities for experiential learning and practical application in engineering education. In developed countries, AM is integrated into engineering education to train mechanical engineers. However, existing research has not investigated the integration of AM and 3DP into higher education in developing countries. Semi-structured interviews were conducted with students and educators from mechanical engineering programmes in Vietnam to examine AM usage in engineering education. Our study revealed that no curricula or policies to integrate AM into classrooms exist in the participating institutions. Engineering schools are attempting to introduce 3DP to students through short courses, but educators have inadequate training. The lack of consistent communication among institutions has hindered the growth of 3DP education. Therefore, to meet the standards of Industry 4.0, it is crucial to have policies and funding in place to promote AM growth among first-year engineering students.

Exploring the Efficacy of Binary Surveys versus Likert Scales in Assessing Student Perspectives Using Bayesian Analysis

Likert-scale surveys are the undeniable protagonists of online evaluations. They ask the respondent to express their degree of agreement with a series of statements related to the development of a subject. In contrast, in social networks, dichotomous surveys are mostly used. They force respondents to polarize their opinions by selecting “like” or “dislike”. This study compares the efficacy of binary and Likert surveys in gathering student opinions on mechanical engineering program subjects. Using Bayesian analysis, it analyzes the similarity of responses obtained from both formats. For each question and scale, the ratio of “I like” among the total responses collected was calculated. The Bayesian factor method was used to compare the ratios obtained. The null hypothesis was equality between the ratios obtained by the different scales for the same question. This hypothesis was rejected in only 7 of the 49 questions evaluated—less than 15%. Finally, the students were surveyed on the preference for use of both scales. More than 80% stated a preference for the use of the dichotomous format. In view of the results obtained, we recommend more frequent use of the dichotomous scale to gather students’ opinions.

Hands-on engineering design in an undergraduate thermodynamics learning context

Hands-on engineering design is a critical element of quality engineering education commonly featured in the first and last year of undergraduate programs. Technical science and engineering coursework dominate the sophomore and junior year, often with fewer hands-on design experiences. We sought to mitigate this by integrating a hands-on engineering design project into a second-year thermodynamics-focused course for mechanical engineering students. We iterated on a heat-to-work device design project developed by Shepard and Hoxie to make it more open-ended, and to introduce a ‘who’ and a ‘why’ into the project by having students design devices to help hypothetical users accomplish tasks. We analyzed student reflections about the project using an inductive thematic approach. Our results indicate that the project was challenging; students consistently described experiencing failures. Most students were eventually able to succeed in the project using a combination of design iteration, risk-taking, and adaptation. They articulated growth in engineering design capabilities (including the valuation of simplicity in designs, brainstorming, applied learning, and time management), and increases in confidence (including takeaways about the importance of self-trust and intuition). In this paper, we present the revised project design and findings from its implementation using student and instructor reflections, and suggestions about how it could be implemented in thermodynamics courses for other mechanical engineering programs.

Linguistic and non-linguistic factors impacting EMI academic success: a longitudinal study

AbstractThis study explored changes in English language proficiency and several non-linguistic factors during four years of English medium instruction (EMI) in two academic disciplines in a Turkish university setting. Moreover, it also investigated whether changes (if any) had a predictive impact on the academic success of EMI students. In addition, potential differences between disciplines were also investigated. The participants were 241 EMI students from Business Administration (n = 117) and Mechanical Engineering (n = 124) programmes. Our findings revealed that in addition to the language proficiency scores, various non-linguistic factors, including self-efficacy, ideal L2 self, motivation, self-regulation skills, and anxiety levels, changed throughout EMI education. However, only English proficiency and instrumental motivation emerged as positively significant predictors of EMI success.Our findings also revealed that the increase in participants' intrinsic motivation scores was a significant negative predictor of EMI success. These results are discussed and implications are given regarding the impact of linguistic and non-linguistic factors in EMI contexts.

Embedding Sustainability into Mechanical Engineering Master Programs—A Case Study of the Top Technical Universities in Europe

Considering the vital role of higher education institutions (HEIs) in accomplishing sustainable development goals, this study examines the ways in which sustainability is integrated into mechanical engineering master’s programs in the selected top technical universities in the EU. The content analysis was employed to evaluate the universities’ commitment to sustainability and approach to integrating sustainability into mechanical engineering programs. The Sustainability Tracking, Assessment, and Rating SystemTM (STARS) credit AC1 was used as a reference to categorise the courses into sustainability-focused courses (SF) and courses that include sustainability content (SI). We used the Sustainability Tool for Auditing University Curricula in Higher Education (STAUNCH) to identify the sustainability-related topics integrated into the mechanical engineering programs. The empirical findings indicate that while all three top technical universities in Europe demonstrate a comprehensive commitment to sustainability, their approaches for integrating sustainability into their mechanical engineering master’s programs vary, leaving room for further improvements. The paper thoroughly analyses the top technical universities’ sustainability efforts, offering valuable insights for educators and institutions seeking to enhance sustainability integration in higher education curricula.

Analysis of Work Readiness Research Instruments for Vocational High School of the Mechanical Engineering Program

Objective: One of the levels of education in Indonesia is Vocational High School (VHS). VHS provides various skills programs, and VHS’s graduates should have greater opportunities to work based on their competencies. However, in East Java, most of the unemployed are VHS graduates. One of the skills programs at VHS is the Mechanical Engineering Skills program. The research purpose was to analyze the instrument research of work readiness vocational high school of the Mechanical Engineering program. Method: This research used a quantitative method. Instrument Work Readiness (WR) with variable problem-solving skills (PSS), Technology Skills (TS), Teamwork Skills (TWS) and Self-management Skills (SMS). Validity test of instrument used software Winstep Rasch analysis and reliability test of instrument used software Stata. The instrument, which has been validated by experts, was tested on 30 respondents. Results: aspect validity about test quality, model of legibility, and instrument sheet. Instrument validity of PSS was advisability 91.3%, CVR 0.92 and reliability 0.797, TS was advisability 93.6%, CVR 0.95 and reliability 0.491, TWS was advisability 90.3%, CVR 0.87 and reliability 0.798, SMS was advisability 92.6%, CVR 0.86 and reliability 0.941, WR advisability 95%, CVR 0.95 and reliability 0.946. Novelty: New model research instrument for measuring problem-solving skills, technology skills, teamwork skills, and self-management skills on the work readiness of students at Machining Engineering Vocational High School in East Java together. Machining engineering specially measured Computer Numerically Controlled (CNC) competence likely design workpiece, CNC programming, programming simulation, and inputting CNC programming.

Work Readiness of Competencies Machining Engineering’s Student

Objective: Vocational High School or Sekolah Menengah Kejuruan (VHS) is one of the levels of education in Indonesia. VHS provides various skills programs. VHS graduates should have more significant opportunities to work based on their competencies, but the most dominant unemployed were VHS graduates in East Java, Indonesia. VHS’s students must have work readiness and vocational competencies to reduce unemployment. The mechanical Engineering program encourages students to operate machines and produce goods. Machine CNC is one of the manufacturing industries. The research aims to analyze the influence of problem-solving, technology, teamwork, and self-management skills on the work readiness of VHS students in the Mechanical Engineering program. Method: This research used quantitative methods with a causality approach. The population was students of the Mechanical Engineering program in East Java Province in Indonesia. The random sampling technique was used with 377 respondents. Analysis data used SEM. Results: Problem-solving skills were 36.7% influenced by technology, teamwork, and self-management. Work readiness was 54.6% influenced by problem-solving skills. Novelty: The significant positive influence of problem-solving skills, technology skills, teamwork skills, and self-management skills on the work readiness of students at Machining Engineering Vocational High School in East Java simultaneously.

Hands-on and Project based Learning in Noise, Vibration and Harshness (NVH) Course for the Undergraduate Students in Mechanical Engineering Program

The noise, vibration, and harshness (NVH) course is crucial for mechanical engineering undergraduate students since it covers a wide range of engineering applications. It makes students ready for their careers in the area of NVH which has received attention from industry. The traditional treatment in teaching the course is mathematically challenging and might not be helpful for some undergraduates who are kinaesthetic learners. The explanation of topics can be facilitated by modern computation tools with simulation and visual capabilities in NVH course. These contemporary simulation tools make it feasible to more effectively and engagingly teach mathematically complex subjects to students for better understanding. This paper describes teaching NVH course in the Mechanical Engineering department at the KLE Technological University. Course is taught in two parts at 5th and 6th semester level. The first course is Mechanical vibrations and the second one Noise, Vibration and Harshness (NVH). Hands-on lab sessions with the simulation tool are included in the second course to give student in-depth understanding of concepts. Keywords—Vibration; FEA; Course project.

Factors Influencing the Work Interest of Mechanical Engineering Program Students of a Vocational High School in Yogyakarta

This study aimed to investigate the effects of 1) self-competence, 2) social motivation, 3) labor market, 4) self-competence, social motivation, and labor market on the work interest of Vocational High School (VHS) students. This study employed the ex-post facto design with the regressional approach. The population in this study consisted of 306 students of Class XII of the mechanical engineering expertise program in a vocational high school in the city of Yogyakarta. The sample size was determined using Issac & Michael’s table. The participants of this study were 170 vocational high school students. The sample was collected using purposive sampling, and data were collected through a survey. The collected data were then analyzed using multiple linear regression analysis which was applied for hypothesis testing. The results of this study show that (1) self-competence has a positive and significant effect on work interest (effectiveness value = 48.6%, rcount = 0.697, and tcount = 12.602); (2) social motivation has a positive and significant effect on work interest (effectiveness value = 58%, rcount = 0.762, and tcount = 15.236; (3) job market has a positive and significant effect on the work interest (effectiveness value = 70%, rcount = 0.837, and tcount = 19.821), and (4) self-competence, social motivation, and labor market collectively have a significant effect on the work interest with a percentage of 73.1% and the calculated value of 0.855. The effective contribution value of the self-ability variable is 10%, the social motivation variable is 12.7%, and the labor market variable is 50.4%. The relative contribution of the self-competence variable is 13.5%, the social motivation variable is 17.4%, and the labor market variable is 69%.

Implementation of the SMK Manufacturing Engineering Drawing Learning Model in Sleman

This study aimed to examine the effects of implementing a learning model for manufacturing engineering drawing on students’ learning achievement in Vocational High School (VHS) in Sleman, Yogyakarta, Indonesia. This study employed the quantitative descriptive method. The population in this study was all students of class XII of the mechanical engineering program at some VHSs. Using proportionate stratified random sampling, 142 out of 240 students from five VHSs were selected as the research participants. The results of this study show that the five VHSs implemented different learning models, namely project-based learning and discovery learning models. The percentage of Project-based Learning Model implementation in state vocational high schools SMKN 1 Sayegan and SMKN 2 Depok is 79%. Meanwhile, the percentage of discovery learning implementation in SMK Muhammadiyah Prambanan, SMK Nasional Berbah, and SMK Piri Sleman is 72%. Therefore, based on the student learning achievement, project-based learning is better than discovery learning.

Implementation and benefits of hybrid methodology: Flipped classroom and project-based learning in mechanical engineering courses

This research article introduces a hybrid methodology encompassing project-based learning (PjBL) and flipped classroom (FC) approaches. It is aimed to advance the comprehension of the implementation and benefits of FC and PjBL methodologies, particularly within engineering education. The hybrid methodology was implemented in a Mechanical Engineering program during the first semester of 2022. It was designed to address synchronous class restrictions caused by the pandemic, leading to online classes via the Microsoft Teams platform. The population consisted of 101 students from various semesters and courses. Implementation involved quizzes, workshops, a classroom project, and personal challenges as evaluation activities. The FC materials included explanatory videos, solved problems, readings, and slides. These materials were organised on the Moodle platform. The research employed quantitative and qualitative methodologies, formulating five hypotheses and designing a 14-indicator survey. The data were analysed using statistical methods such as Cronbach's alpha, Guttman's split-half, Kolmogorov–Smirnov, KMO analysis, Bartlett's test, principal component analysis, Kruskal–Wallis ANOVA, and Spearman's rho. Results indicated excellent reliability of the survey indicators, non-parametric data, and good adequacy of the proposed structure. Analysis indicated that the implementation of this methodology leads to significant benefits in terms of satisfaction, emotional engagement and stimulation levels, resulting in more effective learning and preference over the traditional approach. The perception of technology, timing, and content of videos varied among different courses. Positive comments from students supported the benefits of the hybrid methodology. It was recommended to improve the selection and quality of study materials.

Preface

The International Conference on Applications and Design in Mechanical Engineering 2023 (ICADME 2023) was held on 4th and 5th September 2023 in Kuala Lumpur, Malaysia. ICADME 2023 was organized by the Mechanical Engineering Programme, under the purview of Faculty of Mechanical Engineering and Technology, Universiti Malaysia Perlis.The ICADME 2023 aims to provide a platform for participants from diverse field of Mechanical Engineering backgrounds to exchange ideas and findings to promote cooperation, networking as well as knowledge sharing in both engineering practice and research in higher education. The conference includes the fields of i) Material Science & Engineering, ii) Design & Manufacturing, iii) Energy & Thermofluids, iv) Robotics, Automation & Control System as well as v) Biomechanics. The conference received 37 papers from Malaysia and other countries over the world. After a rigorous peer-review process, 28 papers were accepted. The accepted papers that focused on theory, applications, design and experimental studies relevant to mechanical engineering fields were invited to present in this conference.We want to express our gratitude to all reviewers, both local and international, for their time and effort in reviewing the papers. Their feedbacks to the authors have been excellent and useful to ensure the high quality of papers for the conference. Our sincere thanks also go to all sponsors for their generosity. Last but not least, we would like to thank the organizing committee members for their hard work, cooperation and insights in ensuring the success of this conference.List of Editors are available in the pdf.

Influence of Emotional Intelligence, Digital Literacy, and Student Self- Efficacy on Job Readiness of the Mechanical Engineering Skills Program at Vocational Schools in Yogyakarta City

This study aims to analyze (1) the relationship of emotional factors to student work readiness in the Mechanical Engineering Expertise program at the Yogyakarta City Vocational High School. (2) digital skills on the student's work readiness in the Machining Engineering Expertise program at the Yogyakarta City Vocational School (3) self-efficacy towards student work readiness in the Mechanical Engineering Expertise program at the Yogyakarta City Vocational School (4) the effect of self-efficacy on student work readiness in the Mechanical Engineering Expertise program at the Yogyakarta City Vocational School. The method used was quantitative research. This research was conducted in five vocational high schools (VHS) of the Mechanical Engineering program in Yogyakarta. The subjects in this study were students in class XI. The population in this study amounted to 296 respondents. Sampling was determined using the purposive sampling technique with a total sample size of 184 respondents. The data collection technique uses a questionnaire on a Likert scale with four answer choices. Data analysis techniques using descriptive statistical analysis and multiple linear regression analysis showed that (1) emotional intelligence has an average value of 31.9 in the good category and affects work readiness by 10.11% with t count > t table (4,500 > 1,653). (2) Digital literacy has an average value of 31.15 in the good category, and digital literacy affects work readiness by 2.99% with t count > t table (2.355 > 1.653). (3) Self- efficacy has an average value of 38.51 in the good category and affects work readiness by 30.25% with t count > t table (8.843 > 1.653). (4) Emotional intelligence, digital literacy, and self-efficacy simultaneously contribute 61.6% with F count > F table (98.798 > 2.65). Based on the study's results, emotional intelligence, digital literacy, and self-efficacy positively and significantly influence job readiness

An Excel/VBA Teaching-Learning Solution of Velocity Triangle Analysis of Hydraulic Turbines

Abstract :This study reports an investigation into the use of computational techniques applied to selected Turbo machinery problems. Students in their third year of a B.S./ B.Tech in Mechanical Engineering program often focus on this topic. As a result of being exposed to an overwhelming quantity of hypothetical ideas, loads of recipes, and references from information handbooks, students sometimes become overwhelmed during lessons on Turbomachinery. An intuitive learning scenario, such as a computerized setting, can be useful in some circumstances. Thus, computer-based exercises are essential to improve dynamic learning. This study will present an alternate technique of demonstrating the turbo machinery analysis using Excel/VBA. The classroom isn't the only setting where a powerful computer application can alter the way subjects are learned and homework is completed. Both students and teachers can benefit from the introduction of this technology. Students will benefit from having this tool available because it will eliminate the need for lengthy calculations and allow them to easily observe the effects of changing values on various variables, thereby improving their understanding of the subject matter and increasingtheir interest in and enthusiasm for studying it. Further, it will aid educators in conveying a variety of turbomachinery ideas to their students. In addition, students can use these resources in the project's design phase. This program can do more than just solve the equations; it can also tell you how the various parameters influence the forces. This means that students can complete as many calculations as they need with the touch of a button, without the risk of making a mistake or growing bored with the process. Keywords : Computational tool; engineering tool; Excel/VBA; innovative pedagogy; turbomachinery tool.

Description of the design and construction of a physical model of a dam for educational purposes

The objective of this document is to present the construction process of a physical model that resembles a dam, the use of which allows the reproduction of different hydrological and hydraulic phenomena, for example: flow, pump calculation, pipeline design, flow in open channels, among others. The built physical model has plan dimensions of 2.85 m wide by 11.50 m long, built with 15x20x40 concrete blocks and f'c=100 kg/cm2, 150 kg/cm2 and 200 kg/cm2 resistance concrete, contains PVC pipes of 3” that contribute to the discharge of the flow; It will be part of the Hydraulics Laboratory facilities and impacts the academic development of the Civil Engineering and Administration, Energy Engineering and Mechanical Engineering programs of the Engineering Faculty of the Universidad Autónoma de Campeche.

“FLIPPED ASSESSMENT”: Proposal for a Self-Assessment Method to Improve Learning in the Field of Manufacturing Technologies

Striving toward goal completion and achieving objectives is one of the motors of personal advancement. The path to goal completion is fueled by many reasons, among which motivation stands out as one of the core impulses. Motivation acquires a particularly high relevance in learning, prompting educators to mind its substance when designing not only the material to be imparted but also the approach and the mechanisms to assess knowledge acquisition. The intrinsic nature of motivation might stem from self-realization, thriving in specific goals, or even exploring unknown ground. One of the main teacher–student interactions is the provision of adequate tools to achieve learning outcomes. One of the tools available to teachers is the exercise of extrinsic motivation. This paper proposes and assesses the initial implementation of a student-involved extrinsic motivation method. A pilot group in the Junior year of a Bachelor in Mechanical Engineering program was selected, in which the evaluation system was slightly modified with respect to the system that is normally used. The course selected for the study was a compulsory six European Credit Transfer and Accumulation System (ECTS) course covering production and manufacturing technology. Students were asked to partake in the drafting of questions to assess their own knowledge, hence indirectly increasing their motivation to learn the content. The tentative results obtained with the pilot group appear to be positive and relevant. Students showed a higher engagement during class and reported needing fewer hours of preparation at home (32% reduction). In addition, global satisfaction with the course was improved.

Common occupational machinery hazards in mechanical engineering workshops in TVET institutions in Nairobi metropolitan, Kenya

The metal fabrication sector involves a variety of processes, activities, products, and by-products. This involves various interventions such as milling, turning, welding, drilling, and grinding. Firms in this sector use one or a combination of these interventions where machinery is used, which can expose workers to machinery hazards if proper safety procedures are not observed. Occupational Safety and Health (OSH) is vital in Technical Vocational Education and Training (TVET) institutions, especially in mechanical engineering programmes where metal fabrication is practised. The objective of this study was to assess the awareness of occupational machinery hazards in mechanical engineering workshops in TVET Institutions. The study adopted a descriptive research design and employed a structured questionnaire for data collection. Purposive sampling was used to identify institutions participating in the study. SPSS version 25 was used to analyse the data and present it in tables and graphs. Noise (90.4%) and vibration (71.9%) were reported as the most common occupational hazards, respectively, in mechanical engineering workshops. Regarding workstations, the grinding section (39.4%) and milling section (15.8%) were reported as experiencing high levels of noise. The study recommends that adequate control measures be put in place to mitigate against these hazards.

THE INDUSTRY AND HIGHER EDUCATION INSTITUTIONS (HEIS) COOPERATION IN IMPROVING THE MARKETABILITY OF TECHNICAL STREAM STUDENTS

Marketability skills of technical students can be enhanced by fostering a strong cooperation between the industry and educational institutions. Therefore, this study was conducted to examine the roles played by the industry and Higher Education Institutions (HEIs) in increasing the marketability of technical students. This study was conducted to achieve two main objectives, first, to identify the role of HEIs in improving the quality of their curriculum and second, to identify the role of the industry in improving students’ performance during industrial training. This quantitative study involved 25 CISEC officers and lecturers of polytechnics across Johor and 210 students enrolled in the mechanical engineering programme at the same polytechnics who are undergoing industrial training. The mean value obtained from the analysis using Statistical Package for Social Science (SPSS) version 26.0 indicate that HEIs play a role in balancing the curriculum content, develop generic skills, and cultivating science and technology in teaching. Meanwhile, the industry plays a very important role in increasing graduates’ marketability skills, specifically in terms of their self-skills, knowledge, and personal attributes during industrial training. The finding indicates there is an-going collaboration between the industry and HEIs in improving the marketability of technical stream students. Therefore, the Vocational Training and Technical Education Division should encourage various industrial sectors to collaborate with HEIs ensure to increase marketability of technical stream graduates.

Self-Efficacy for Engineering Design (SEED): Instrument Development and Validation

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> This article presents the development and validation of a novel instrument, the self-efficacy for engineering design (SEED) instrument, using a sample of 257 undergraduate students who studied engineering design (ED) in their mechanical engineering program of study. The SEED instrument consists of 35 self-report survey items distributed across nine subsections representing phases of ED. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Background:</i> ED helps foster creative thinking and promotes the application of technical knowledge to real-world problems. Self-efficacy is frequently used to evaluate educational outcomes. No adequate instruments exist to measure SEED. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Research Questions:</i> 1) Do the proposed items adequately represent and measure the SEED construct, based on experts’ judgments, and thus providing evidence for content validity? 2) Do the proposed items coherently cluster into categories that meaningfully represent the SEED construct, thus providing evidence for internal structure validity? and 3) Do the proposed items pertaining to each subsection of the SEED instrument have strong and consistent relations among each other, thus providing evidence for internal consistency reliability? <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Methodology:</i> This study used established theoretical frameworks in ED and design thinking to develop the SEED items. Evidence for content validity came from agreements of three experts, and for internal consistency via confirmatory factor analysis (CFA) and McDonald’s <inline-formula> <tex-math notation="LaTeX">$\mathbf{\Omega}$</tex-math> </inline-formula> indices. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Findings:</i> The proposed items for the SEED instrument can be 1) used to adequately represent and measure the SEED construct, based on experts’ judgments (content validity) and 2) grouped into categories that represent the SEED construct (construct validity). The proposed items pertaining to each category of the SEED instrument have strong and consistent relations among each other (internal consistency reliability).

LEGAL PERCEPTION OF THE QUALITY OF VIRTUAL PHYSICS CLASSES IN STUDENTS OF THE TECHNICAL UNIVERSITY OF MANABÍ -ECUADOR

The objective of this study was to determine the opinions of students in the Food Engineering, Mechanical Engineering, Industrial Engineering, Electrical Engineering, and Chemical Engineering programs at the Technical University of Manabí on the virtual teaching of Physics that took place during the 2020-2022 period due to the COVID-19 pandemic. To accomplish this, a questionnaire consisting of 14 closed questions and two open questions was completed by 197 students. The results revealed that the majority of students had a negative view of the distance teaching of Physics, particularly regarding problems related to the home environment, connectivity issues, lack of communication between teachers and students, reduced concentration, and a decrease in experimental activities. However, several students also identified positive elements of distance education, particularly related to the teaching of Physics on general topics. These positive elements included increased use of audiovisual material, which contributed to understanding of Physics concepts and processes, and could be adopted more broadly in Physics education, not only in distance learning.