Engineering Education Research Articles

Exploring the Impact of Digital Literacy and Policy Cognition on Rural Residents' Eco-friendly Behaviors.

The active participation of rural residents in ecological protection is crucial for preserving the rural environment and advancing ecological civilization. However, existing literature often neglects the impact of rural residents' digital literacy and policy cognition on their adoption of eco-friendly behaviors. In the digital age, rural residents can efficiently access and utilize ecological information, deepen their policy cognition, and consequently, become more actively involved in ecological protection through enhancing their digital literacy. This enhancement is crucial for ensuring the smooth implementation of rural ecological policies at the grassroots level, thereby providing a strong impetus for the further development of rural ecological protection. Therefore, based on survey data from 851 respondents in four counties and cities in Hainan Province, this paper uses the Ordered Probit model to analyze the impact of digital literacy on rural residents' adoption of eco-friendly behaviors, supported by theoretical mechanism analysis. The results indicate that: (1) Digital literacy enhances the adoption of eco-friendly behaviors among rural residents; (2) The mechanism analysis shows that digital literacy promotes such adoption through improved policy cognition. Consequently, the government should actively promote digital technology education and training to improve rural residents' digital literacy. Therefore, targeted digital skills training policies should be developed according to the individual characteristics of rural residents. Additionally, promoting digital literacy to improve policy cognition will likely lead to greater engagement in eco-friendly behaviors.

ALHK: Integrating 3D Holograms and Gesture Interaction for Elementary Education

The integration of technology in elementary education offers innovative ways to enhance learning. One such advancement is the use of three-dimensional holograms (3DH), which provide immersive displays that merge seamlessly with the learner’s environment, creating a dynamic and engaging atmosphere. Educators have found that 3D visual tools significantly improve student comprehension, with 94.4% agreeing in a preliminary study. However, using interactive 3D holography alone has limitations, such as the inability for students to physically touch or manipulate holographic objects. To address this, Active Learning with Holo-Kid (ALHK) is introduced as a desktop application for elementary school students (grades 1 to 6). ALHK combines Leap Motion technology’s precision with interactive 3D holography to overcome these limitations. The combination allows students to interact with virtual objects in a more immersive and realistic manner. Holograms provide visual representation, while Leap Motion enables precise gesture recognition and hand tracking, resulting in a seamless and intuitive user experience. Initial evaluations demonstrate improved student engagement and comprehension. Future iterations aim to enhance scalability by incorporating features like custom object upload, multi-user interaction, and broader age applicability. ALHK shows promise as a tool for creating an immersive and intuitive learning environment using 3D holograms and interactive technology in elementary education.

Hand Gesture Recognition for Interactive On-Screen Drawing with Real-Time Subtitling for Teaching

This research presents the development of an innovative educational tool leveraging hand gesture recognition for interactive on-screen drawing with real-time subtitling. Built on OpenCV and Python, the platform enables educators to draw and manipulate digital content through intuitive hand gestures, enhancing classroom engagement. Additionally, real-time subtitle generation offers accessibility for hearing-impaired students by converting drawn content into text notes. This system addresses key challenges in traditional digital drawing tools, such as limited interaction methods and accessibility, aiming to deliver a more inclusive learning environment. Preliminary results indicate high recognition accuracy, smooth interaction, and potential for broader educational applications. Future improvements will involve expanding the gesture set and refining accuracy for complex gestures. Keywords: Hand Gesture Recognition, Interactive Learning, Real-Time Subtitling, Educational Technology, OpenCV

Children’s understanding and STEM-related experiences of solar energy and technologies in a smart kindergarten in Norway

ABSTRACT In the quest to tackle complex societal and environmental challenges, Norway stands as one of the nations that are increasingly incorporating and transitioning to renewable and green energy solutions, particularly solar energy and technologies. In this context, science and technology education, starting from an early age, have been highlighted as important to achieving carbon-neutrality goals and sustainable futures. That notwithstanding, a significant knowledge gap persists regarding young children’s understanding and experiences with renewable energy and technologies. This study explores kindergarten children’s STEM-related knowledge and experiences, particularly regarding solar energy and technologies. Specifically, the study focuses on a pioneering kindergarten in Stavanger, Norway, that relies on solar technologies for warmth and waste management. After using a comprehensive qualitative case study approach, the study's findings underscore the effectiveness of experiential learning and multi-method approaches within early education, particularly in enhancing children’s knowledge about renewable energy and technologies.

Aligning Cognitive Development Theory with Whole Language Teaching in Elementary Education: Strategies and Activities for Enhancing Language Learning

This paper explores the role of whole language teaching in addressing the developmental needs of young learners by emphasizing natural, holistic approaches to language acquisition. Drawing on Piaget’s cognitive development theory, the study examines how educators can adapt instructional strategies to align with students' cognitive abilities, fostering both linguistic proficiency and cognitive growth. The integration of technology in language instruction is highlighted as a key trend, providing interactive platforms and digital tools that enhance learning. Additionally, the importance of developing critical thinking, collaboration, and communication skills is discussed in the context of preparing students for the demands of the 21st century. Recommendations for teacher training programs are proposed, focusing on incorporating whole language principles, Piagetian approaches, and effective technology use. Curriculum development that aligns with developmental psychology is presented as a strategy for creating integrated language learning experiences that promote academic success and personal growth.

Pedagogical technologies for teaching environmental engineering in the online learning system of higher education institution

The article outlines the pedagogical technologies for teaching environmental engineering in the online learning system of higher education institutions. There are proposed ways of developing educational technologies for teaching environmental engineering: active and collaborative learning, individualisation of training, use of video and audio materials, using electronic tools for evaluation of educational results, development of digital literacy, implementation of interactive online courses and professional communication and mentoring. There are presented the use of these technologies in the different aspects of environmental engineering, such as analysing water quality parameters, soil quality assessment, studying waste management practices, and studying the integration of renewable energy into the practice through virtual labs, online tests, video lectures, and collaborative projects. The proposed pedagogical technologies for teaching environmental engineering in the online learning system of higher education institutions were tested in the educational process. The Student's t-test was used for statistical calculation of the obtained experimental data. At the end of the experiment, there is a statistically significant difference between the mean values of the experimental and control groups. It can be claimed that the use of pedagogical technologies for teaching environmental engineering in the online learning system of higher education institutions is perspective.

Digital Transition Framework for Higher Education in AI-Assisted Engineering Teaching

Digital Transition Framework for Higher Education in AI-Assisted Engineering Teaching

Enhancing University-based Organic Product Initiatives through Digital Innovation: a Case Study of Dev Bhoomi Uttarakhand University

This study explores the potential of digital innovation to enhance the organic product initiative at Dev Bhoomi Uttarakhand University (DBUU). Through a mixed-methods approach, including interviews and surveys, we identified key challenges in the current workshop-based production model, such as inefficient order management and lengthy fulfillment times. We propose a mobile application, "DBUU Organic," designed to streamline operations, enhance educational value, and facilitate growth. The app integrates inventory management, order processing, and educational components, addressing current inefficiencies while providing students with hands-on experience in sustainable agribusiness. This research contributes to the growing body of knowledge on integrating technology in agricultural education and sustainable food systems, offering a model for other institutions to emulate.

Correspondence of self-assessment of physical development according to indicators of physical fitness of higher education acquires

The purpose of the work is to study the correspondence of self-assessment of physical development according to indicators of physical fitness of students of higher education to determine the effectiveness of pedagogical control in the process of motor activity. To achieve the goal, the following research methods were used: data analysis of scientific and methodological literature, regulatory and legal documents, programs on physical culture, pedagogical testing of physical fitness, methods of mathematical statistics, test-questionnaire E.V. Bochenkova "Self-description of physical development". To study the individual profile of the physical "I" of the individual, we used the test-questionnaire of E. V. Bochenkova "Self-description of physical development". The questionnaire included 70 statements related to the field of physical development of a person and an indicator of general self-esteem. The purpose of this technique is to study the peculiarities of self-esteem of boys and girls and to compare the obtained data. Research was conducted on the basis of the Lutsk National Technical University, at the Faculty of Digital, Educational and Social Technologies with students of higher education. The conducted studies revealed the inadequacy of the self-assessment of physical fitness of higher education students, which indicates the importance of theoretical coverage and practical implementation in physical education classes of the section of pedagogical control and self-control of physical fitness, which should be an incentive for self-improvement of boys and girls in the process of physical activity.

Mastering the digital frontier: Development of pedagogical use of ICT competences among student-teachers in Tanzania

This study investigated the factors influencing student-teachers’ development and use of pedagogical ICT competences in teaching and learning process. The study was guided by the Theory of Planned Behavior and the Technological Pedagogical Content Knowledge model. A descriptive research method was employed to gather quantitative data from a purposive sample of 187 third-year student-teachers from three universities in Tanzania. Data analysis included descriptive statistics and correlation analysis. The results indicated a significant positive correlation between variables related to facilitative condition factors for the development of pedagogical ICT competences. Other factors such as attitudes and expectations, operational usefulness, and social influences had positive corrections; although, they were statistically insignificant. Regarding perceived pedagogical ICT competences related to content delivery, about 74% of the respondents perceived themselves as very skilled and 25.67% as fairly skilled. In addition, competences related to incorporating ICT in instructional strategies, 58.82% of the respondents reported that they were very skilled and 34.22% said they were fairly skilled. These findings highlight the need for targeted interventions to strengthen the training on pedagogical ICT competences and promote effective technology integration in content delivery and instructional strategies.

Virtual Computer Laboratory Learning System Integrated With Social Media And Video Conference

The advancement of information and communication technology has driven innovation in various aspects of education, including computer laboratory learning. Traditional computer laboratories often face challenges in terms of time, cost, and accessibility. To address these challenges, this study developed a virtual computer laboratory learning system integrated with social media and video conferencing. This system is designed to provide flexible access, allowing students to learn and practice anytime and anywhere. The integration of social media aims to enhance interaction and collaboration between students and instructors, while video conferencing enables real-time learning sessions with direct interaction. The research methods used include system design, software development, and system testing. The results showed that the virtual computer laboratory learning system integrated with social media and video conferencing can facilitate learning and is expected to be an innovative solution in information technology education.

‘It’s like being there, but not in the way'. Exploring the use of virtual reality tools to stimulate reflection in Norwegian physical education teacher education

ABSTRACT The ongoing discussion surrounding the incorporation of technology in education has persisted over time. While technology offers significant advantages, such as improved collaboration and access to quality educational materials, it also introduces complexities such as the digital divide and concerns about data privacy, awareness and appropriate use. VR presents opportunities for future teachers to practice decision-making skills in controlled environments, although its effectiveness varies depending on the context and user perceptions. Research indicates that 360° videos enhance reflexivity, support practice and improve observation skills and content knowledge. However, the impact of viewing these videos individually versus in groups remains inconclusive. This study aims to explore students’ perspectives on the use of primary school physical education (PE) 360° video recordings and VR technology to enhance reflexivity. To this end, the theory of practice architectures was reviewed to provide a framework for analysing how educational practices interact with wider contexts, while another theory, reflection, helps to examine students’ critical thinking and introspection. The study intervention involved fourth-year students at a Norwegian university, who observed 360° recordings of physical education lessons using VR technology. Data were generated through these observations, which included the 360° recordings and small group interviews, and were analysed using reflective thematic analysis. The results highlight the importance of group dynamics, and that the authenticity of VR experiences can foster motivation and reflection. These insights can inform the design of future educational approaches in physical education teacher education (PETE), emphasising the need for careful consideration of technological and pedagogical practices to support effective and innovative teaching and learning to enhance experience and teaching.

Enhancing University English Teaching through Mobile Interactive Applications from an Educational Technology Perspective

In the context of globalization and rapid advancements in information technology (IT), the application of educational technology in higher education has become increasingly prevalent. Particularly in university English teaching, mobile interactive applications have emerged as a significant teaching model. These applications transcend the constraints of time and space, providing students with a flexible learning environment that promotes interaction between teachers and students, thereby enhancing learning outcomes. However, existing research has primarily focused on the technological development and effectiveness evaluation of mobile interactive applications, neglecting the impact of student interaction and trust on learning outcomes. Additionally, there is a lack of dynamism and personalization in the recommendation of educational resources and study partners. This study constructs global and local dynamic trust models for mobile interactions, calculates trustworthiness based on mobile interactive behaviors, and integrates mobile interaction trust relationships and behaviors with a dynamic English recommendation algorithm, thereby providing a new theoretical framework and a practical approach for university English teaching, aiming to enhance the teaching effectiveness and improve students’ learning experiences.

Comparative Study on Physical Education Learning Quality of Junior High School Students Based on Biosensor Network

A biosensor is an innovative analytical detecting instrument utilized across many sectors due to its sensitiveness, precision, ease of use, and capability for in vivo surveillance via the internet. Biosensors provide extensive applicability in sports science, facilitating rapid physical activity tracking. This will emerge as a significant approach and technology for sports teaching and scientific study in sports. This study aims to evaluate the variations in bodily schooling mastering exceptional junior center college students underneath exceptional rearing modes and to use the specialist gadget primarily based on the synthetic neural community for analysis. The contrast index of gaining knowledge first-rate is an index gadget composed of numerous one-of-a-kind parameters. It is tough to be particular and has apparent fuzziness due to its giant variety and complicated content. There are many obstacles in fixing the contrast hassle using the skill of frequently used assessment methods. This paper proposes an assessment mannequin of junior excessive college students' bodily schooling mastering excellent primarily based on a synthetic neural community specialist system. The purpose of this method is to put processed records in a community and generate results by computation, other than by manual computing. It decreases the number of people in the comparative procedure, enhances the credibility of the assessment, and makes the comparative result more enormous and objective. However, the neural community additionally has some limitations. It can obtain international optimization by continuously editing the connection weights between neurons; however, making the community fall into neighborhood minima is convenient.

HyFlex Course Design in Community Colleges: Instructors’ Challenges, Strategies, and Supports

ABSTRACT This study investigates community college instructors’ experiences with teaching Hybrid flexible (HyFlex) courses. Using a multiple methods approach, the study seeks to determine the challenges that the HyFlex modality presents to community college instructors and the strategies, technologies, and supports that they find most beneficial in mitigating these challenges. Twenty-two instructors teaching at five community colleges completed an electronic survey, and six of these instructors participated in a semi-structured interview. Analysis revealed that community college instructors face challenges in facilitating communication between students attending HyFlex classes in different modalities, engaging online students, managing technology, and managing instruction in two or more modalities simultaneously. They meet these challenges with a variety of instructional technologies and strategies, including trial and error and their colleagues’ support, but would like more access to technical support, training in HyFlex strategies, and consistent institutional policies for managing HyFlex courses. Implications and recommendations for future research are discussed.

Digital CRM in Nagpur's Primary and Secondary Schools: A Health Systems Approach to Enhancing Student Wellbeing in the Digital Transformation Era

Over the last couple of years, a significant increase in the use of educational technologies has changed the ways of student relationships and students’ well-being management. This study aims at establishing the extent and nature of utilization of Digital CRM system in primary and secondary schools in Nagpur from a health systems perspective, and the effects on students health. The research explores the effectiveness of the adopted digital CRM platforms to enhance more friendly, effective communication, and to create supportive mental and physical health student centred programs. The study utilizes survey questionnaires and short interviews with school administrators, teachers and students to determine the extent in which the digital CRM systems are effective and the difficulties encountered in the learning environment. Other relevant areas of interest include improvement in the services available to students, parents and strengthening of efficient mechanisms of collecting student health data for policy formulation. The details will describe the implication of the future digital CRM tools on the present issues related to the Nagpur students’ needs and the implications of health systems integration among schools. Based on this study it is suggested that digital CRM can greatly enhance the capacity of the school to support and respond to students’ needs through timely interventions, accessible collaboration communication, and a positive school climate. However, the program maintains several difficulties which have the potential to hinder valuable implementation: Data protection issue; Training of the system for the stakeholders; and Resource issues. Based on integrating the concepts of digital CRM with health systems the following recommendations for development of student’s wellbeing in the conceptual normal of digital transformation have been formulated by this research for the policymakers, educators, and technology suppliers.

Students’ perceptions of an artificially intelligent chatbot as a support tool to develop their research skills

PurposeThis research aims to evaluate students’ perception of using a chatbot to develop their understanding of the various parts of a research article, and their ability to apply what they have learned to write a new research plan.Design/methodology/approachThis research is qualitative in approach. The sample contained 10 students on a research skills course as part of the master of educational technologies program. The research instruments consisted of (1) semi-structured interviews to gather the students’ perceptions of the effectiveness of using a chatbot, and (2) observation notes to triangulate the interview results, relating to the students’ application of what they had learned from the teacher and ChatGPT, in new contexts.FindingsThis study found that the use of ChatGPT contributed to developing students’ knowledge of writing a research plan. The students were satisfied with their personalized learning experience, and believed that ChatGPT had improved their autonomy, competence and relatedness. These three variables had played a role in developing their application skill. However, there were concerns about using ChatGPT in learning, like limiting the students’ creativity, human interaction and critical thinking skills. There were also concerns over accuracy, ethics and plagiarism.Originality/valueThe originality of this study lies in its examination of how ChatGPT can help satisfy students' need for autonomy (having more knowledge to communicate with the app and control their choices), competence (feeling more capable of using artificial intelligence [AI] and possessing the necessary knowledge and skills to succeed) and relatedness (being less disappointed when failing to obtain satisfactory responses from the AI application), while improving their skills in application. According to self-determination theory (SDT), these factors affect students’ skills in applying what they have learned to new tasks. Therefore, this study extends the examination of SDT and its effect to include application skill, using qualitative methods to study the relationships between variables in depth.

Effect of physics education technology project simulation on improvement of retention ability of grade six learners in state of matter

Effect of physics education technology project simulation on improvement of retention ability of grade six learners in state of matter

Research on Promoting the Spirit of Scientists among Normal University Students under the Background of New Liberal Arts—A Case Study of Educational Technology

The spirit of scientists is the precious spiritual wealth accumulated by scientific and technological workers in the long-term scientific practice, and it is an important driving force to promote national development and progress. Normal university students are the promising youth who forge ahead and also are the future educators, who are responsible for the inheritance and dissemination of knowledge and spiritual civilization. Only by cultivating the spirit of scientists can normal university students promote the spirit of scientists better, which is profit for the younger generation to cultivate patriotic feelings and strengthen patriotic belief. It is also profit for cultivating the innovative and practical consciousness and gathering strength of enriching the people and strengthening the country. Moreover, it is profit for stimulating the spirit of dedication and coordination of the students, gathering strength for realizing the Chinese dream of national rejuvenation. Only in this way can the spiritual connotation of scientists be sown more deeply and widely in people’s hearts. The new liberal arts initiates that colleges and universities should break barriers between disciplines, deepen interdisciplinary integration, and integrate into modern educational technology. Normal colleges and universities should strengthen science education, improve the scientific literacy of normal university students constantly, promote the spirit of scientists throughout the whole process of education. They can break barriers between disciplines in the context of new liberal arts, so that normal university students establish ideals and beliefs, strengthen their convictions, and promote the spirit of scientists better. Educational technology, as a normal major, is an emerging discipline that integrates contemporary educational science and information technology science. It contains both theory and technology and aims to improve learners’ information technology literacy and scientific literacy. Advanced information technology is not only an important factor to promote the further development of humanities and social sciences, but also an important tool of spreading the spirit of scientists. Similarly, the development of educational technology disciplines requires the support of the new liberal arts to avoid falling into the misunderstandings of technology-only theory and application-only theory. This paper takes educational technology, which is a typical interdisciplinary subject of arts and sciences, as an example to explore the path of integrating the spirit of scientists into normal university students’ spiritual blood under the background of new liberal arts.

Pre-service foreign language teachers’ TPACK preparation for technology integration: what are the profiles and key drivers?

ABSTRACT Technological Pedagogical and Content Knowledge (TPACK) denotes teachers’ professional knowledge to teach specific subjects in the age of information and communication technology. Though the TPACK framework has received extensive research attention in the educational technology field, little effort has been devoted to the profiles of TPACK and technology integration from an intraindividual perspective. Also, the role of TPACK in facilitating technology integration needs more comprehensive exploration before it offers greater theoretical contributions to directing foreign language teacher education. This study explored the profiles of TPACK and technology integration intention using latent profile analysis (LPA) with a sample of 474 pre-service Chinese-as-a-foreign-language (CFL) teachers. The roles of each TPACK component in facilitating technology integration intentions were also examined based on comparative structural equation modelling (SEM) analyses that account for the integrative and transformative views of TPACK. The results provided both person-centred and variable-centred evidence on the contribution of TPACK in preparing teachers’ technology integration. The importance of technology-related knowledge in fostering TPACK has been highlighted, while TK and TPCK were found to be essential dimensions that influenced teachers’ technology integration intention. The findings offer significant implications for future language teacher education to promote technology-integrated instruction through TPACK preparation.