Engineering Education Research Research Articles

Conducting Power Analyses to Determine Sample Sizes in Quantitative Research: A Primer for Technology Education Researchers Using Common Statistical Tests

Conducting Power Analyses to Determine Sample Sizes in Quantitative Research: A Primer for Technology Education Researchers Using Common Statistical Tests

Responsible research and innovation and tertiary education in chemistry and chemical engineering

This paper investigates the relationship between Responsible Research and Innovation (RRI) and chemistry / chemical engineering education at university level. It does so by describing the genealogy of the RRI concept as well as outlining three different interpretations of what RRI refers to and combining them into the hexagon model of RRI. This model constitutes the theoretical framework for this work. The second part of the paper addresses how the science and engineering education research literature has embraced insights from RRI. The hexagon model of RRI explicitly includes a dimension on (science and engineering) education, and this paper will contribute to this dimension by investigating and discussing how research literature can link RRI and tertiary chemistry and chemical engineering education. The paper shows that very limited work has been done to liaise chemistry higher education and chemical engineering education with the RRI framework. In the concluding section of the paper, we discuss how the reported educational experiences on RRI in STEM can be translated into higher education in chemical engineering and chemistry. Hereby a proposal to fill the identified knowledge gap is made. The core of the paper is conceptual, and its central purpose is to introduce RRI to a chemical engineering and chemistry ethics education audience. As mentioned, the RRI approach has gone largely unnoticed within engineering ethics education, and only received limited attention within ethics of chemistry education. We hope that these research communities will find it inspirational to get involved in the RRI framework and to actively enact RRI insights.

Dreaming of disability‐as‐possibility as a humanistic STEM education futurity

AbstractI Dream with and through a positionality that lacks critical theorizing in Science, Technology, Engineering, and Mathematics (STEM) education research: Students labeled with disabilities; Disability beyond students’ accommodations. Understanding this marginalized population can push humanistic STEM scholarship to disrupt ableism by design, thereby honoring students’ voices, identities, and Dreams as knowledge‐building sources. Engaging purposefully along such a proactive centering of these margins pushes STEM researchers to think beyond past challenges and break away from the free‐market value commoditizations of education. I urge we Dream future possibilities of humanistic STEM education where researchers, teachers, and students are aligned to build new cultures of joy and feelings of relational belonging. In this way I seek to nurture the brilliance of students who are historically marginalized, including Disabled people, because of a desire to define their studenthood on their own terms. I argue that STEM education researchers working toward “what if” leveraging intersectionality as a way to critically theorize design can do more than change disciplinary practices: We can help students to Dream beyond “what is.”

The Impact of Virtual and Augmented Reality on Enhancing Higher Order Thinking Skills (HOTS) of Students: A Bibliometric Analysis Study

This paper presents a bibliometric analysis study focusing on the impact of virtual and augmented reality (VR/AR) technologies on the enhancement of Higher Order Thinking Skills (HOTS) among students. In recent years, VR/AR has gained significant attention in educational contexts due to its immersive and interactive nature, offering unique opportunities for fostering critical thinking, problem-solving, and creativity among learners. This research aimed to systematically analyze the existing literature on the subject to identify trends, key themes, influential authors, and significant research gaps. Through comprehensive bibliometric analysis, encompassing citation networks, co-authorship patterns, and thematic clusters, this study provides insights into the evolution and current state of research in the intersection of VR/AR and HOTS enhancement. Furthermore, it seeks to elucidate the theoretical frameworks, methodologies, and pedagogical approaches employed in these studies, shedding light on effective strategies for integrating VR/AR technologies into educational practices. By synthesizing and evaluating the scholarly output in this field, this research contributes to the understanding of the potential of VR/AR in promoting HOTS development and informs future directions for research and practice in educational technology and curriculum design.

Geo-STEM learning ecosystems: A transdisciplinary theory-based framework to establish and engage communities in the geosciences

The geological sciences, technology, engineering, and mathematics (geo-STEM) have the capacity to investigate and address geological and environmental challenges. Many of these challenges (e.g., pollution, flooding, and slope failure) unjustly impact lower socio-economic communities in urban and rural settings where there is limited access to geo-STEM expertise. Geo-STEM learning ecosystems (GLEs) integrate geo-STEM and social science research paradigms to broaden civic engagement in the geosciences. GLEs are communities of practice consisting of geo-STEM professionals, educators, and learners who address local issues through place-based STEM research and education. The purpose of this study was to connect the concept of GLEs with the extant literature on learning ecosystems. We conducted a thematic review of the literature evaluating how the term “learning ecosystem” is used in psychology, educational technology, and STEM education research. We categorized the learning ecosystem components described in the literature in terms of inputs (e.g., motivation, software, learning environment), processes (e.g., cognition, device development, curriculum), and outputs (e.g., creativity, innovation, engagement). This approach revealed themes aligned with GLE-relevant research on communities of practice, and place-based and problem-based education, connecting GLEs to a century of existing research. To demonstrate how to use a GLE framework, we analyze the attributes of three existing programs through the GLE lens. Based on our findings, we recommend that to build GLEs geo-STEM researchers should: engage in transdisciplinary collaborations to develop local geo-STEM solutions, use the GLE framework to assess geoscience education and outreach programs, evaluate the role of place in efforts to engage diverse communities, and leverage other fields of inquiry to broaden our theoretical understanding of GLEs.

Applications of Photovoice-Based Entrepreneurial-Minded Pedagogical Interventions in the Engineering Classroom

The recent emergence of generative AI technologies is beginning to shape workforce hiring practices. The shift towards skills-based hiring over degree-based hiring has sparked concerns over the ability of college graduates to be prepared for their career roles. One approach to equip students to work with technology and adapt to rapidly changing environments is the development of an entrepreneurial mindset. One way to cultivate entrepreneurial thinking is through the participatory action research methodology, photovoice. This study explores how photovoice promotes discovery, evaluation, and exploitation of opportunities in university engineering classrooms. For this study, a literature review was conducted to identify, evaluate, and interpret available research. For the review, a five-step process was used. This process included defining a search criterion, constructing a Boolean logic search query, inserting the query into multiple academic search engines/databases, screening and selecting articles, and categorizing and mapping the literature. The review’s findings were organized based on the type of study, participants, duration of study and photovoice interventions used, study outcomes, and entrepreneurial mindset development. The results discussed in this paper offer insights, guidance, recommendations, and future directions for engineering education research.

A Systematic Review of Research on Gender Diversity in STEM Education

Science, technology, engineering, and mathematics (STEM) education research has increased worldwide in recent years. Recognition of STEM education's importance in producing highly skilled scientists and technologists and its economic benefits to society are driving this increase. However, STEM labor force gender representation is a persistent issue. A meta-analysis using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol and a thorough literature search assessed STEM gender diversity. A total of 42 STEM education gender diversity research papers were reviewed using PRISMA. These Scopus papers provide a database from 2013 to 2023. The study used text analysis and synthesis to evaluate and highlight the countries, extract key phrases, identify research issues of interest to scholars, and suggest future research directions. The research findings indicate that current publications primarily focus on developing STEM education programs to attract and provide more opportunities for women. Additionally, other research areas of interest include proposing solutions to enhance gender equality in STEM education, women's awareness, and skills in the STEM field. Furthermore, research gaps have been identified in course design, learning material development for STEM education, and establishing a direction for implementing STEM education starting from early elementary school, with the optimal period being before grade 3. These findings can help academics explore STEM research ideas in new situations. However, the investigation was limited by using only a Scopus catalog database; disregarding alternative sources may have led to material being omitted.

Analyzing the Possibilities of Implementation of AI and Social Networks in Teaching Foreign Language Students: Ukrainian Universities Case Study

The growing integration of artificial intelligence (AI) and social networks into the educational landscape has raised questions about their impact on teaching and learning, particularly in foreign language instruction. This study explores the didactic properties of social networks and AI as information and communication technology (ICT) tools in the context of foreign language education at the university level. Through a comprehensive literature review, the researchers analyzed global studies on the integration of AI and social networks in language learning, as well as research specific to the Ukrainian higher education context. A SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis was conducted to systematically evaluate the potential benefits and challenges associated with the implementation of these technologies in foreign language instruction. The findings indicate that using AI-driven language learning applications, and social media platforms can significantly enhance vocabulary retention, language proficiency, and student engagement. However, the study also highlights potential threats, such as risks to academic integrity, entrenchment of discrimination, and the democratization of plagiarism. The research further emphasizes the importance of addressing teachers’ skills in navigating the ethical implications of AI integration in educational settings. The study provides valuable insights for university administrators, language instructors, and educational technology researchers. It underscores the need for a nuanced and informed approach to incorporating AI and social networks into foreign language curricula, balancing the pedagogical benefits with appropriate safeguards to ensure the quality and integrity of the educational process. The findings contribute to the evolving discourse on the role of emerging technologies in transforming higher education and language teaching.

Journal of Pre-College Engineering Education Research (J-PEER) Annual Report from January 1, 2023, to December 31, 2023

Journal of Pre-College Engineering Education Research (J-PEER) Annual Report from January 1, 2023, to December 31, 2023

Immersive multi-modal pedagogical conversational artificial intelligence for early childhood education: An exploratory case study in the wild

Educational technology research has found that parents of young children widely share concerns about extended screen time, lack of physical activity, and lack of social interaction. Kid Space was developed to address these concerns by enabling multi-modal and immersive collaborative play-based learning. Kid Space utilizes multiple sensing technologies with an immersive physical space through a human-scale wall projection and incorporates a conversational AI agent to interact with children, understand individual progress, and personalize learning experiences in a blended physical and digital environment. To evaluate Kid Space in the wild, we conducted a multi-method user study involving a quasi-experimental design and exploratory case study with 14 students and three educators in an elementary school. Mixed methods for data collection and analysis were used to understand the students' and educators' perceptions of Kid Space and its impact on the students’ educational outcomes (learning engagement, experience, and performance). The findings showed (1) positive perceptions toward Kid Space, (2) high levels of engagement - with decreased screen time (41% of the time), increased physical activity (99.3% of the time), and increased social interactions with conversational AI agent and the other collaborating student (52% of the time), and (3) significant learning gains after experiencing Kid Space (24% gain, paired t-test: p < 0.01). These positive results are accompanied by critical user insights for improving future iterations of Kid Space to validate long-term educational outcomes.

Self‐regulation and shared regulation in collaborative learning in adaptive digital learning environments: A systematic review of empirical studies

AbstractAdaptive learning technologies are closely related to learners' self‐regulatory processes in individual and collaborative learning. This study presents the outcomes of a systematic literature review of empirical evidence on adaptive learning environments to foster self‐regulation and shared regulation of learning in collaborative settings. We provide an overview of what and how adaptive technologies have been used to understand and promote self‐regulated learning in collaborative contexts. A search resulted in 38 papers being analysed. Specifically, we identified the seven main objectives (feedback and scaffolding, self‐regulatory skills and strategies, learning trajectories, collaborative learning processes, adaptation and regulation, self‐assessment, and help‐seeking behaviour) that the adaptive technology research has been focusing on. We also summarize the implications derived from the reviewed papers and frame them within seven thematic areas. Finally, this review stresses that future research should consider developing a converging theoretical framework that would enable concrete monitoring and support for self‐regulation and socially shared regulation of learning. Our findings set a baseline to support the adoption and proliferation of adaptive learning technology within self‐regulated learning research and development. Practitioner notesWhat is already known about this topic By providing personalized and learner‐centric adaptive learning environments (ADLEs), adaptive learning technology can support and foster self‐regulated learning (SRL) practices. It is possible to create a more student‐centred and effective learning environment by combining adaptive learning and collaborative learning. Socially shared regulatory activities can involve planning, monitoring, controlling and reflecting on a group's learning processes. What this paper adds Provides a systematic literature review of empirical evidence on ADLEs, SRL and socially shared regulation of learning (SSRL) in collaborative contexts. Summarizes the insights on (S)SRL through ADLEs in collaborative learning. Identifies challenges and opportunities for ADLEs to support (S)SRL in collaborative learning. Implications for practice and/or policy Learning analytics and educational technology researchers will be able to use the systematic review as a guide for future research. Learning analytics and educational technology practitioners will be able to use the systematic review as a summary of the field's current state.

Utilization of Big Data in Educational Technology Research

Utilization of Big Data in Educational Technology Research

Bibliometric Analysis to Reveal Research Evolution and Educational Technology Trends in Civil Engineering Education

Civil engineering education is a discipline that endeavors to find the best way through various pedagogical methods to teach civil engineering to prospective civil engineers. Civil engineering education is in the spotlight along with developments in construction technology and its application in learning. Thus, civil engineering education offers a broad field of research in the context of education and construction sciences. Therefore, investigating the evolution of educational research and technology trends in civil engineering education is of interest. In this context, we performed a bibliometric analysis of 545 Scopus and Web of Science (WoS) global publications in the field of civil engineering education published during the period 1967 to 2022. A comprehensive bibliometric analysis was conducted using the R language-based software Biblioshiny. The research results show that, first, research trends in civil engineering education in the 55-year period were divided into 6 themes, namely: engineering education, civil engineering education or construction education, fields of civil engineering, technology in engineering education, global and social aspects, and other. Second, the United States is a leader in civil engineering education research, as most authors and journals are from this country. Third, the evolution of educational technology in civil engineering education can be described in five eras: 1) simple software era (1976–1990); 2) geographic information systems (GIS) and virtual reality (VR) era (1991–2000); 3) multimedia and e-learning era (2001–2010); 4) building information modeling (BIM) era (2011–2022); and 5) the forthcoming era (2023−future). Using computers as analysis and visualization tools became increasingly accurate and real, such as the integration of VR technology and incorporation of BIM technology. These findings might help researchers regarding the future direction of research and educational technology in civil engineering.

Experiences of Engineering Education Research Faculty Members in Canada: A Collaborative Autoethnography

As Engineering Education Research (EER) capacity has grown in Canada, tensions have emerged including negotiating legitimacy and the struggle to find space in institutions. In Canada, these tensions have been examined through the perspectives of graduate students studying EER, however, the experiences of new faculty members in EER-specific roles in our region are under-researched. In this paper, we examine our experiences as pre-tenure faculty members in EER-specific roles using collaborative authoethnography. Through a series of reflective prompts and iterative discussions, we address the question of how early-career EER faculty negotiate building an academic “home.” Our findings highlight how our senses of belonging in our academic unit, our engineering faculty, and the wider EER national community are mediated by our abilities to take on engineering identities. This research can help other individuals and faculties understand what supports can help us survive and thrive in Canadian academic contexts.

Working with Others – An Analysis of Collaborative Research Likelihood

Background: While diversity and teamwork is valued increasingly in engineering education in particular and in our society in general, we intend to explore the quality and quantity of academic collaborations to understand the current state-of-art of collaborative research projects within engineering education. Purpose: Our long-term objective is to understand why collaborations occur and what makes it more likely to occur. For this work-in-progress paper, we observed the trends of collaborations within Engineering Education Research and observed whether and how collaboration behaviour changed, in measurable ways, during the COVID-19 pandemic. We also observed whether three seems to be a relation between the quality of research within Engineering Education Research because of collaborations. Methodology: We explored and compared the articles published in all sections of the annual conferences of American Society of Engineering Education, Canadian Engineering Education Association, and European Society for Engineering Education from 2017 – 2022 and publications in the Journal of Engineering Education from years 2017 – 2022. Results: Our preliminary results have shown that the quality of Engineering Education research seems to improve only slightly with collaborations. Additionally, we have observed that the percentage of collaborative research projects differ in the five places that we have explored. Conclusions: The long-term goal of this research is to identify the kinds of projects that can be done collaboratively and also identify gaps in collaborative research so that other researchers can use that information to design more collaborative projects. This initial work is to estimate recent levels of collaboration using author counts.

Reflections on my engineering student experience and career path: Exploring my positionality and the impact to my research

Critical reflection and positionality has become more common in engineering education research. I am a PhD student pursuing research to explore the influence of the undergraduate experience on career pathways for engineering graduates. The purpose of this critical reflection is to determine which aspects of my undergraduate experience and career path might have been influential for me and how this impacts my research process. This reflection included narratives describing pivotal moments or experiences in my undergraduate degree and career path, theming them using an inductive approach. The majority of experiences deemed to be pivotal or influential to my career were related to my sense of belonging and my involvement in student clubs. These experiences have affected my research process through my research topic, methodology and how I relate to my research participants. This allows me to be cognizant of my biases as I continue my PhD research.

A Review of Trends in Engineering Education Research from an Equity, Diversity, and Inclusion Perspective

Equity, diversity, and inclusivity (EDI) have been a topic of high interest in recent years as engineering trends towards becoming a diverse and inclusive profession for all. The purpose of this research is to understand trends in EDI-related engineering education research in Canada over the past ten years and to allow for a reflection of previously identified needs that have yet to see change. This study considers engineering education papers based in Canada published from 2013 through 2022. Several unique subsets of EDI have been consistent areas of interest throughout the past 10 years; gender has been and remains one of the top researched EDI topics, with race and ethnicity receiving approximately consistent research attention throughout, albeit to a lesser extent than gender. Certain areas of diversity have seen consistently little research attention throughout the years, such as the need to consider accessibility in engineering education and practice.

Uncovering Emerging Trends in Technology and Art Education: A Bibliometric Mapping Analysis

The rapid advancements in technology have opened up new doors for both teachers and students to explore, learn, and create in innovative ways. However, this progress has also brought forth new challenges and complexities that demand a deeper understanding of the use of technology in art education. In this context, bibliometric analysis has emerged as a potent tool to examine emerging trends in the intersection of technology and art education. Employing the PRISMA approach (Preferred Reporting Items for Systematic Review and Meta-Analysis) and utilizing relevant Scopus databases with standardized procedures that ensure comprehensiveness and replicability, this bibliometric study identified 29 articles. The number of published articles in 2022, at 12, exceeded that of 2021, with only 6. Furthermore, the study highlighted the top 10 countries conducting research in technology and art education, with China having 17 studies, followed by the United States with 3 and Australia with 2. The top three keywords in current research trends are Education Computing, with 9 publications, E-learning, with 8, and Virtual Reality, with 7. Other keywords that relate to technology and art education are also pertinent to the research. These findings suggest that there is a growing interest in utilizing innovative research techniques to examine the intersection of technology and art education. As emerging technologies broaden the horizons of art-making and learning, they offer new avenues for creativity and innovation, but they also demand careful consideration of their potential benefits and risks. Educators and researchers will need to work in tandem to design effective strategies for integrating these technologies in ways that encourage creativity, learning, and social justice.

A Synthesis of Best Practices for Engineering Skill Self-Efficacy Measures: Towards Improved Evaluation of Computer-Aided Design Education

Self-efficacy is a concept that refers to one’s belief in one’s ability to complete tasks and achieve goals, and literature has shown it is correlated to student retention and success in engineering education settings. Task-specific self-efficacy measures can be used in engineering contexts to evaluate student confidence in specific skills, which educators can use to evaluate learning impacts in their classrooms. This work seeks to support the creation of these tools by presenting a structured literature review consolidating existing work on the creation of skill-specific self-efficacy measures, predominantly within engineering. An example of how instructors might use these learnings is then provided by explaining application of these findings in the context of the creation of a Computer-Aided Design self-efficacy measure. By summarizing key learnings around the development of engineering skill-specific self-efficacy measures, we hope to enable engineering education researchers and educators to conduct more comprehensive evaluation of educational interventions.

Are we talking about the same thing? – The use of “groups” and “teams” in Canadian Engineering Education Research

Engineering graduates must be able to work well in a team. As such, significant effort has been made to include teamwork elements in engineering curriculum (e.g., cornerstone and capstone design courses) which has resulted in several interesting research publications related to teamwork in the engineering classroom. However, the discourse that we use to describe these research outcomes has not always been clear, using words like ‘teams’ and ‘groups’ to describe similar sets of people in similar activities. In this paper, we review the proceedings from the 2018-2022 CEEA/ACEG annual conference to determine the use of these words in Canadian Engineering Education research. The quantitative and qualitative findings of this review reveal diversity in language describing collaborative efforts in the classroom. We observe that some articles use the two terms interchangeably. We conclude with some discussion about the implications for limited distinction between the words