Computer Engineering Students Research Articles

Major Design Capstone Projects: A Multidisciplinary Teaching and Learning Approach

Before 2020, Major Design Capstone Project (MDCP) courses in Mechanical Engineering and in Electrical Engineering and Computer Engineering departments involved teams of students engaged in capstone projects, which often required expertise beyond the scope of their disciplinary training. With the new robotic program, the purpose of the new multidisciplinary MDCP courses is to develop a unified framework that enables mechanical, electrical, computer and robotic engineering students to effectively work together by combining the disciplinary expertise required to achieve their projects. The multidisciplinary MDCP framework involves an open call for project ideas, multidisciplinary assessments by groups of students, three courses over the last three semesters of their undergraduate curricula, multidisciplinary team teaching, and skill-based evaluations. The resulting capstone projects improve in quality, efficiency, and complexity. Having the opportunity to combine their expertise with other engineering fields creates a real teamwork learning experience that enhances students preparation for their future professional practice.

Challenge-based learning applied with computer engineering students

Society demands professionals with technical and cognitive skills applicable in workplace contexts. Consequently, university students must be acquainted with issues linked to the professional sphere, and it is necessary that innovative teaching strategies such as Challenge-Based Learning (CBL) be implemented to enable students to acquire skills for the working world. The purpose of this research was to ascertain the perception that 32 Computer Engineering students had regarding the application of CBL during the fifth and sixth semesters of their education. To achieve this, students were tasked with solving a challenge that involved three subjects: databases, software engineering, and internet programming. A holistic approach was followed, and the research was descriptive. Data were collected through an instrument consisting of five open-ended questions, querying students about advantages, disadvantages, encountered difficulties, experiences, and suggestions regarding the implemented strategy. A qualitative analysis technique was applied to the comments provided by the students. The results highlighted expressions of resistance to change, teamwork, and product delivery time, as well as learning difficulties on topics enabling them to solve the challenge. They also expressed organizational difficulties for teamwork. Additionally, they indicated that collaboration necessitated better group communication to proceed with the challenge and provided them with insight into professional practice. The students suggested further implementation of such strategies, preferably with projects proposed by themselves.

ChatGPT Enhances Programming Skills of Computer Engineering Students

This research paper aims to outline the role of ChatGPT as one artificial intelligence technology that has progressed in depth and positive effect on the field of education and research with highly capable language developed by OpenAI. This technology presents an exciting opportunity for students and educators, including personalize feedback, increased ability accesses, lesson preparation, assessment and new way of teaching complexity such as code correction and completion, automatic syntax error fixing, code snippet suggestion, code refactoring suggestions and optimization, generate of missing code, document, text to code, and answering technical queries. The experimented was adopted with 51 students in final grade of Computer Engineering, Souphanouvong University and selected 30 students in interviews to collect data for analysis and evaluation. The results show that students with using ChatGPT to help in programming they can more understandable by able to explain, giving examples, concepts, technology of complex method, searching related information and technical solving problem, which can improve programming skills and careers in software development in the future. However, students are still concerned about the accuracy of information provided, loss personal interaction, data privacy issue and price.

The Understanding of Electrical and Computer Engineering Students to Translate Sharia Economic Texts Via Google Translate

The potential of Islamic economics to develop in Aceh where Islamic culture and values ​​are very large and strong. Therefore, even though electrical and computer engineering students do not specifically study Islamic economics courses but live in Aceh, it is important to know the insight into Islamic economic texts. Google translate is very helpful in translating texts with nuances of sharia economics in Aceh to electrical and computer engineering students. This research was a descriptive-qualitative. The data used as a test comes from the abstract of an article by Ode and Hamizar (2024) entitled "Quantitative Analysis of the Relationship between Income and Welfare of Tuna Fishermen from the Perspective of Sharia Finance" which title is themed on sharia finance which is needed to determine the abilities of electrical and computer engineering students so that they can have insight related to the sharia economic system where this system is implemented in Aceh where they live. It can be concluded that electrical and computer engineering students can understand the interlingual translation of abstracts related to Islamic economics in English into Indonesian via Google Translate.

The underlying potential of NLP for microcontroller programming education

AbstractThe trend for an increasingly ubiquitous and cyber‐physical world has been leveraging the use and importance of microcontrollers (C) to unprecedented levels. Therefore, microcontroller programming (CP) becomes a paramount skill for electrical and computer engineering students. However, CP poses significant challenges for undergraduate students, given the need to master low‐level programming languages and several algorithmic strategies that are not usual in “generic” programming. Moreover, CP can be time‐consuming and complex even when using high‐level languages. This article samples the current state of CP education in Portugal and unveils the potential support of natural language processing (NLP) tools (such as chatGPT). Our analysis of CP curricular units from seven representative Portuguese engineering schools highlights a predominant use of AVR 8‐bit C and project‐based learning. While NLP tools emerge as strong candidates as students' C companion, their application and impact on the learning process and outcomes deserve to be understood. This study compares the most prominent NLP tools, analyzing their benefits and drawbacks for CP education, building on both hands‐on tests and literature reviews. By providing automatic code generation and explanation of concepts, NLP tools can assist students in their learning process, allowing them to focus on software design and real‐world tasks that the C is designed to handle, rather than on low‐level coding. We also analyzed the specific impact of chatGTP in the context of a CP course at ISEP, confirming most of our expectations, but with a few curiosities. Overall, this work establishes the foundations for future research on the effective integration of NLP tools in CP courses.

From traditional teaching to flipped classroom: Impact on learning in engineering degrees

Computer engineering students should develop competences related to the contents of databases design and SQL queries. For this purpose, the recommendations on the convenience of changing the traditional teaching methodology to the flipped classroom are followed. In this article we present a quantitative study in which we compare the potential for the development of engineering students' competences in the design and use of databases of the flipped classroom methodology and the traditional teaching methodology. The results obtained in the evaluation of the subject in two different courses are compared. In the first course, traditional teaching methodology was used. In the second one, flipped classroom was used when its implementation had already been tried and tested. The results of the content blocks of database design and SQL queries are compared, according to the type of learning promoted. In this article we show evidence that the implementation of the flipped classroom teaching methodology provides different results depending on the learning promoted and on the specific contents in the subject of relational databases. The benefits of implementing the flipped classroom depend on the content and type of learning promoted. We have found evidence that they improve theoretical learning outcomes for database design and in the resolution of non-reproductive activities in the SQL queries block. No conclusive benefits are reported for students’ competency development for either of the two content blocks.

Implementation of Problem-Based Learning to Improve Students' Mathematics Learning Outcomes Class X Computer and Network Engineering Vocational School

This study aims to enhance the mathematics learning outcomes of Class X students by implementing Problem-Based Learning (PBL) at SMK Negeri 1 Bengkalis. The research method employed is Classroom Action Research (PTK), involving Class X Computer and Network Engineering (TKJ) students as the research subjects. The study was conducted during the odd semester of the 2021/2022 academic year, from August 12, 2021, to November 30, 2021, and consisted of two cycles. Each cycle included stages of planning, implementation, observation, and reflection. The findings indicate that applying PBL significantly improved students' mathematics learning outcomes, with an increase of 62.86% in Cycle I and 97.43% in Cycle II. These results demonstrate that PBL is an effective teaching model for enhancing student engagement and conceptual understanding in mathematics. Therefore, PBL can be a valuable learning paradigm to help students at SMK Negeri 1 Bengkalis study mathematics more effectively and deeply.

Exploring the impact of “onlyness” among Black women doctoral students in computer science and engineering.

Exploring the impact of “onlyness” among Black women doctoral students in computer science and engineering.

Boosting English Motivation with Mobile Tech: Action Research Among Engineering Students

Boosting English Motivation with Mobile Tech: Action Research Among Engineering Students

Examining the Foreign Language Writing Experiences of Computer Engineering Students

<i>Identifying the relation between the processes of programming and foreign language writing may lead to new directions for programming language and natural language focused instructional design. The present qualitative case study supported by quantitative data investigated foreign language writing experiences of computer engineering students taking an object-oriented programming course. Forty-five sophomores learning programming and academic English simultaneously in a foundation university in Ankara, Turkey, were selected purposefully for the case study. There were two data sources (students’ opinions and documents) and three data collection tools (a semi-structured interview, a short diary, and a composition. In terms of the findings of the research, four themes were obtained; however, only the use of metacognitive strategies will be explained in detail due to the length of the study. Participants stated that they feel the positive effects of programming experience on the use of self-evaluation strategy and that there are similarities and differences between the processes of programming and foreign language writing. Participants’ views on the effect of programming on foreign language writing did not differ according to their writing and programming performance scores. Participants stated that programming experience may have an effect on the use of metacognitive language learning strategies in the writing process. Upon analyzing participants’ comments, it is understood that programming experience does not hinder the use of metacognitive strategies but has a role in supporting and reinforcing their use. It is suggested that multiple case studies be done for similar views on the effects of programming and that each finding be proven by quantitative studies. </i>

Evaluation of Students' Achievement in the Development of Innovative Learning Tools for PPG Computer Engineering and Informatics Students Using the Rasch Model

This research aims to measure students' performance from the Teacher Professional Education Program (PPG) in Category 1 Batch 2 Computer and Informatics Engineering at Manado State University in 2023 using the Rasch Model. The Rasch Model was chosen as a measurement method because it can provide a more accurate picture of individual student abilities, as well as identify the level of difficulty and differentiating power of each evaluation item. The research method involves collecting student performance data through various evaluation instruments, such as written exams, projects, and practical assignments. The collected data is then analyzed using the Rasch Model to evaluate the quality of the measurements and understand the extent to which the evaluation instrument can describe students' true abilities. The research results are expected to provide in-depth insight into the abilities of PPG students in Category 1 Batch 2 Computer Engineering and Informatics, as well as provide recommendations for improvements to the evaluation instruments used. Applying the Rasch Model in measuring student performance is expected to increase objectivity and accuracy in assessing students' abilities, which in turn can support improving the quality of education at Manado State University.

Computer science and engineering students’ self-directed learning strategies and satisfaction with online learning

There is an increasing need for computer science and engineering (CSE) online education. This study examined CSE online learners’ perceptions of self-directed learning (SDL) readiness, strategies, and satisfaction. The researchers surveyed 225 students and conducted semi-structured interviews with 15 online CSE students. The quantitative survey data and the qualitative interview data were analyzed using descriptive statistics and thematic analysis, respectively. The findings were as follows: (1) Both extrinsic motivation strategies (e.g., future career development, building a learning routine) and intrinsic motivation strategies (e.g., interest in learning) were utilized; (2) Diverse metacognition strategies (e.g., assignments, quizzes, and tests, discussing with peers, tracking progress, staying in touch with professors and teaching assistants) and cognitive strategies (e.g., watching recorded lectures, taking notes, reading books, seeking out information) were used to monitor learning; (3) Time-management (e.g., priority, checklist, fixed schedule, time-block for study) and resource management strategies (e.g., focused on lectures, textbook reading) were leveraged; (4) Specific designs or instruction promoted students’ SDL skills, such as access to documented learning materials, reminders sent from instructors, availability of the instructor, group interaction, and flexibility, and (5) Student satisfaction depended on the design of the course. The advantages and disadvantages of online learning were identified. The findings indicated that the instruction strategies and online course design are critical for CSE students’ SDL.

Creative learning in final year students in computer engineering: A case study of the University of Matanzas

The training of creative computer professionals is considered a strategic process in different countries because it is essential for the computerization of society. This paper proposes an approach to the study of creative computer science learning for the digital transformation of modern society. The aim of the research was to evaluate the creative learning of computer science during the training of computer science professionals. An instrument derived from previous research and metrics was applied to evaluate creative learning in the two groups of terminal years of the computer engineering course at the University of Matanzas with a mixed paradigm. The quantitative analysis diagnosed that more than sixty-five percent of the students are evaluated as poor and fair in both years. The qualitative analysis revealed the inadequacies of the teaching staff in the use of computer science teaching approaches, and the four stages of formation of creative learning in computer science in the degree course: pre-university stage, basic stage, professional stage and research stage. They also revealed three key factors in the formation of creative learning in computer science: the integration of subjects, the solution of real projects, and the mainly emotional support provided by teachers and other professionals to students during their integration into the computerization of organizations.

Screening the Possible Mental Health Issues in Adolescents

Abstract: The abstract reflects the collective decision of a group of computer engineering students who are passionate about exploring the intersection of technology and clinical psychology for young people. They see the transformative potential of data from insights to use technology to increase the efficiency and accessibility of health promotion for young people. The basis of their approach is a commitment to technological development and they aim to create advanced tools and platforms that engage young people digitally, leading to mental tests, that are more supportive and effective. Familiar with many aspects of youth health, these students are eager to collaborate. They believe that collaboration with professionals in fields such as psychology, social work, medicine and education is essential to develop solutions to mental health problems and mental challenges. Students emphasized ethical considerations such as privacy, consent, and technology provision at the center of their efforts. Ultimately, these briefs demonstrate their firm belief in the potential of computer engineering expertise to shape the future of youth mental health support, as well as the goal of promoting youth health and recovery through assessment, better use, and empowerment.

Development of the Bipolar Junction Transistor Diagnostic Test (BJTDT) to explore the second-year undergraduate Myanmar electronic and Thai electrical engineering students’ understanding of BJT working principles and applications

ABSTRACT A bipolar junction transistor (BJT) and its operation are fundamental concepts for the understanding of power electronics (industrial electronics), transistor-transistor logic (TTL), electronic switching, and signal amplification in modern electronics. Previous research showed that non-major engineering, computer, electronic, and electrical engineering students could not understand the basic concepts involved in a BJT. This paper describes the development of a two-tier diagnostic test, the test’s administration, limitations, the participants’ detailed context, and findings from a study that explores Myanmar and Thai second-year undergraduate students’ understanding of BJT working principles and applications. The results revealed that many students in both countries had the same alternative conceptions about collector current in each operation mode of the BJT. Some alternative conceptions differ from the previous research, such as a) the collector current does not depend on the base current in cut-off mode, and b) changing the collector current does not depend on the base current in active mode, but it depends on the collector supply voltage. These research findings provide valuable information and instruments for teachers to insight, prevent, and correct the alternative conceptions proposed by students.

Analyzing the Influence of Demographics and Logistical Provisions on Knowledge Acquisition in Computer Engineering Educational Tours

Educational tours, acknowledged as essential supplements to traditional classroom learning, provided students with direct, invaluable experiences relevant to their academic pursuits. The primary focus of the study was to assess the impact of industry educational tours on the demographic characteristics, particularly age and gender, of computer engineering students who had participated in the educational tour, as well as to examine the level of satisfaction among computer engineering students with the provisions of food, transportation, hotel accommodation, and knowledge acquisition during the educational tour, and the significant relationship between demographic characteristics of computer engineering students and their knowledge acquisition. Descriptive statistics were applied to summarize the demographic information and satisfaction levels, providing a clear overview of the participants’ backgrounds and their experiences. To delve deeper, inferential statistical methods, including correlation and regression analysis, were used to explore and determine the relationships between demographic characteristics, logistical factors, and knowledge acquisition. The majority of participants were young, predominantly around 22 years old, with a higher representation of males. Notably, satisfaction with food and hotel accommodations emerged as pivotal factors influencing knowledge acquisition, while transportation satisfaction showed a lesser impact. These findings underscored the critical importance of ensuring top-notch logistical arrangements, including food and accommodations, to optimize the educational outcomes of such tours. Future investigations could incorporate an evaluation of the factors driving students’ inclination towards engaging in educational tours, aiming to discern the underlying motivations that influenced their decision to participate. Additionally, it would be valuable to identify and analyze the challenges and obstacles confronted by students both prior to and during their involvement in such tours, thereby offering a comprehensive examination of the various aspects impacting students’ experiences throughout the tour duration.

Students Unlock the Power of Real Systems: An Experiential Learning in System Software Course

System Software is a fundamental core course for undergraduate students of Computer Science and Engineering. The traditional approach to teaching the System Software course within the School of Computer Science and Engineering lacked a meaningful connection to real-world machine architectures, leading to disinterest and reduced engagement among undergraduate students. This paper introduces an innovative teaching method designed to empower students to grasp the system programs of real systems effectively. Our approach involves effortlessly integrating the delivery of system software content with the Atmel AVR ATmega32 real-time machine, which students have previously encountered in a prior semester. Moreover, this paper provides a detailed examination of the use of a hypothetical machine in traditional teaching methodologies. While this method allowed for a more in-depth exploration of system software concepts, it struggled to establish a practical link to real machine. The novel teaching approach employed in this study adopts a unique method that links all the system software concepts with the practical system program of a real-time machine. This paper also explains how the advances in Technology has played a crucial role in considering real-time machines as examples. And it also discusses the limitations of teaching concepts using only hypothetical machine and concise overview of the chosen real-time machine is provided, followed by the observation of enhanced knowledge of system software concepts through its integration. To measure the effectiveness of the proposed methodology, we also gathered valuable feedback from the students. The course result analysis shows substantial improvement in understanding the concepts, performance and lifelong learning of the students. Keywords—System Software, Atmel AVR ATmega32, Hypothetical machine. Design thinking, Problem solving

Conceptualizing the Sample Mean: Insights for Computer Engineering Students in the Learning Process

Conceptualizing the Sample Mean: Insights for Computer Engineering Students in the Learning Process

Improvement Competency of Teachers and Students to Improve Capabilities in Security Awareness Aspects at SMK Pustek Serpong

Program Kemitraan Kepada Masyarakat (PKM), we propose in PUSTEK Serpong Vocational School that is targeted is Computer and Network Engineering (TKJ) students. Until now there have been several obstacles that occurred during the implementation and learning activities, namely in the previous curriculum there were materials and teaching materials for Network Security and since 2013 the curriculum and teaching materials have disappeared, and there is a need for discussion and material. In the form of learning modules for Network Security competencies. The results of this PKM are expected to gain an increase in scientific capacity and competence by 80% for Network Security training at the PUSTEK Serpong Vocational School. So that at the end of this PKM activity, the proposer hopes and tries with the knowledge and application of the training provided to students, to be able to motivate and provide Information Communication Technology (ICT) knowledge, especially in the field of Computer Network technology and Network Security, so that future students can be prepared use in the world and work industry.

Can Students without Prior Knowledge Use ChatGPT to Answer Test Questions? An Empirical Study

With the immense interest in ChatGPT worldwide, education has seen a mix of both excitement and skepticism. To properly evaluate its impact on education, it is crucial to understand how far it can help students without prior knowledge answer assessment questions. This study aims to address this question as well as the impact of the question type. We conducted multiple experiments with computer engineering students (experiment group:n=41 to 56), who were asked to use ChatGPT to answer previous test questions before learning about the related topics. Their scores were then compared with the scores of previous-term students who answered the same questions in a quiz or exam setting (control group:n=24 to 61). The results showed a wide range of effect sizes, from -2.55 to 1.23, depending on the question type and content. The experiment group performed best answering code analysis and conceptual questions but struggled with code completion and questions that involved images. However, the performance in code generation tasks was inconsistent. Overall, the ChatGPT group’s answers lagged slightly behind the control group’s answers with an effect size of -0.16. We conclude that ChatGPT, at least in the field of this study, is not yet ready to rely on by students who do not have sufficient background to evaluate generated answers. We suggest that educators try using ChatGPT and educate students on effective questioning techniques and how to assess the generated responses. This study provides insights into the capabilities and limitations of ChatGPT in education and informs future research and development.