Technology In Engineering Education Research Articles

Challenge-Based Learning and Scrum as Enablers of 4.0 Technologies in Engineering Education

Incorporating Industry 4.0 technologies in higher education is crucial for preparing future engineers in a digitalized industrial environment. A challenge-based educational model and the agile Scrum methodology were implemented to move in this direction, combined with the use of Industry 4.0 technologies. New physical and virtual laboratories were enabled with Industry 4.0 hardware/software equipment. The engineering academic programs at the second-largest university in Chile were modified, and all the academic staff involved were trained. Based on conducting challenges that Industry 4.0 technologies can address, this study presents the results of implementing a new educational model and students’ response to freely adopting new technology, such as artificial intelligence (AI), the Internet of Things (IoT), and collaborative robotics. The results showed a high rate of acceptance and use of 4.0 technologies by the students, so the proposed methodology could be extrapolated to other engineering programs worldwide.

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.

Immersive Extended Reality (XR) Technology in Engineering Education: Opportunities and Challenges

Immersive Extended Reality (XR) Technology in Engineering Education: Opportunities and Challenges

Digital Generation Influence on the Post-COVID-19 Use of Digital Technologies in Engineering Education: A Statistical Study

The COVID-19 pandemic caused a global health crisis that led to a sudden migration of many educational activities to digital environments. This migration affected the digitization process of higher education. This paper conducts a quantitative statistical analysis of the impact that the COVID-19 pandemic had on the habits of use of information and communication technologies (ICT) among 426 Latin American university professors in engineering areas. In particular, this impact has been analyzed in terms of the digital generation of the participating professors. To achieve this, the responses given by them on a validated questionnaire were examined for the purposes of this research. As a result, the COVID-19 pandemic has led to an increase of up to 47% in the use of ICT among engineering professors, but unevenly according to the different uses of these tools within the teaching activity. In addition, in engineering areas, it seems that digital natives have increased their use of ICT more than digital immigrants after the pandemic (between 8% and 20%, depending on the type of digital tool in question). It is suggested that universities take measures for the digital integration of older professors.

Exploring the Drivers for the Adoption of Metaverse Technology in Engineering Education using PLS-SEM and ANFIS

Exploring the Drivers for the Adoption of Metaverse Technology in Engineering Education using PLS-SEM and ANFIS

The Ethical Dimension of Emerging Technologies in Engineering Education

Emerging technologies are part of the constituting datafication and digitalization process that poses major challenges to the current educational infrastructure. Clearly, universities are challenged to respond to the demands that seem to develop faster and become more complex over time. The complexity, though, is not just technical; it is the combination of technology, and specifically big data use, with job requirements, educational practices, ethical responsibilities, and the socio-cultural aspects of education. The purpose of this paper is to analyze and discuss elements of these issues in trying to clarify the complexity and lower the threshold for those who are involved and to look for a better understanding of the opportunities and challenges. Therefore, different issues related to emerging technologies are discussed, with a focus on big data and artificial intelligence, as core technologies, followed by the impact of the COVID-19 pandemic as a societal development, the EdTech industry, and the ethical dimensions of the technological change and the consequences for education. Ethics have been shown to be of value, also, in times of increasing complexity and can guide the use and development of emerging technologies in higher education.

Integrating IR4.0 Technology in Engineering Education: Robotic Arm Remote Lab

The education sector, in general, is constantly trying to integrate the current fourth industrial revolution known as Industry Revolution 4.0 (IR4.0) into its curriculum. In efforts to do that, this capstone project was assigned to a group of students doing their Bachelor's in Engineering to effectively create and design a virtual or remote lab that would further help students everywhere to be more engaged and involved in the learning process. In this regard, this paper introduces the initiative being carried out by the UOW Malaysia KDU University College (UOWMKDU) to implement IR 4.0 in various modules being taught, in terms of projects or assignments. Therefore, a remote lab was created based on the learning outcomes of a subject available in the module. The lab includes a robotic arm manipulated through an established interface developer Blynk, being simultaneously observed through a website built by a student in the School of Engineering, UOWMKDU. The movement of therobotic arm is viewed through the website by incorporating an inexpensive camera chip into the design. Also, this paper discusses the advantages of using those components, in-depth information regarding the components and their usage, and a detailed methodology that could be used as a guideline for future students interested in creating their robotic arm. It highlights the objectives of the lab, procedures, and challenges that were faced during the period of assembling the prototype and how those challenges were overcome to produce a wellfunctioning robotic arm. Keywords : education sector; IR4.0; remote lab; robotic arm; virtual lab

AR Technologies in Engineering Education: Applications, Potential, and Limitations

Over the past decade, the use of AR has significantly increased over a wide range of applications. Although there are many good examples of AR technology being used in engineering, retail, and for entertainment, the technology has not been widely adopted for teaching in university engineering departments. It is generally accepted that the use of AR can complement the students’ learning experience by improving engagement and by helping to visualise complex engineering physics; however, several key challenges still have to be addressed to fully integrate the use of AR into a broader engineering curriculum. The presented paper reviews the uses of AR in engineering education, highlights the benefits of AR integration in engineering curriculums, as well as the barriers that are preventing its wider adoption.

Using Digital Twin Technology in Engineering Education – Course Concept to Explore Benefits and Barriers

Abstract Digital Twin (DT) technology is an essential technology related to the Industry 4.0. In engineering education, it is important that the curricula are kept up-to-date. By adopting new digital technologies, such as DT, we can provide new knowledge for students, teachers, and companies. The main aim of this research was to create a course concept to research benefits and barriers of DT technology in engineering education. The research confirmed earlier findings concerning digitalization in engineering education. DT technology can increase motivation for studying and improve learning when applied correctly.

Implantation of Digital Technology in Engineering Education as an Example of Study at Bauman Moscow State Technical University Discipline “Technology of Construction Materials”

The article considers the possibility of using online courses in higher engineering education in order to increase its effectiveness. The organizational and methodological aspects of e-learning at the university are considered, the features of the development of an online technological course are analyzed. Based on a study of the best foreign and Russian practices, the authors suggest a possible option of combining traditional full-time education using an electronic lecture course with voice-overs by a teacher and an automated knowledge control system for students hosted on the Open BMSTU platform.

Disruptive Architectural Technology in Engineering Education

Abstract With engineering students’ attention spans diminishing and the Internet challenging the knowledge resource of faculty it is time to innovate new methods in the teaching – learning process of the Indian Engineering Education. Most of the spaces designed by Architects now called “Smart Class Rooms” have 24/7 access to the Internet and a projector that can help us access and share knowledge with students just working smartly from our laptops. This paper concentrates on high tech architectural disruptions yet sustainable solutions to be brought into traditional smart classrooms teaching and Innovation Design Lab experiences to make it more vibrant, participative and innovative. Architecture, the creative science of place making will be conceived not to just satisfy the spatial, visual and functional requirements of the students and faculties using the classroom and labs as it does now but will also be conceptualized using Architectural Technology, AR & VR technologies. While we focus on Technology driven methods we also propose to enhance the CDOI model of Curriculum development (Conceive, Design, Implement and Operate) that is currently gaining acceptance globally and seems to be the future of Engineering Education too. The paper also explores the reality of “DeSchooling” the Indian Engineering education in the 21 stCentury.

Collective Subject in Implementation of STEM Technologies in Engineering Education

Provision of quality of engineering education upon implementation of international CDIO initiative (Conceive – Design – Implement – Operate) results in implementation of new education technologies, in particular: STEM (Science, Technology, Engineering, Mathematics). Its implementation allows to solve a set of educational issues concerning motivation of students from the first day by using integrated practically oriented assignments, step-by-step immersion into designing activity. Interdisciplinarity and integration, inherent in the STEM technology, assume moving out of a teacher as a holder of educational situation from his disciplinary area, would demand to be a co-participant of a student activity, his initiative in solving creative tasks. Successful realization of STEM technology depends significantly on new competences of teachers and managers, their capabilities to significant modifications of their occupational activity. Difficulty of implementation of STEM technology is related with unpreparedness of teachers and managers. This work is aimed at substantiation of necessary conditions providing readiness of managers, teachers, and students to implement the STEM technologies characterized as a collective subject. The experimental results serve as theoretical substantiation of the concept of formation of collective subjects (managers, teachers, students), determination of new functionality of managers, teachers, students, stepping of this process to provide implementation of STEM technology. The practical implementation was performed at the Federal innovation platform of Siberian Federal University: Model of system modifications in multilevel engineering education.

A Comparative Analysis of Worldwide Trends in the Use of Information and Communications Technology in Engineering Education

This paper forecasts learning technologies that are predicted to impact the practice of engineering education according to the perceptions of engineering education researchers and practitioners. These forecasts were derived from three worldwide surveys carried out in 2013, 2014 and 2015. The responses were analyzed to know the technologies that will have an impact in the short, medium and long term. In turn, differences in forecasts according to area of specialization and geographical region were studied. Moreover, this paper applies social analysis (Google Trends) and bibliometric analysis (Google Scholar, Scopus and Web of Science) to these predictions in order to discover which technologies were successful and really impacted in engineering education, and which ones failed to have the predicted impact and why.

Information and Communication Technologies in Engineering Education

In the emerging digital era it is difficult to train highly-skilled, competent specialists without the use of information and communication technology (ICT). The use of ICT in education increases the motivation to learn, stimulates cognitive activity and independent work, facilitates information exchange, enables interactive communication between teachers and students, and improves learning outcomes. This paper reviews the literature regarding the use of ICTs in education, explores their advantages and challenges, and surveys first-year students at the Institute of Non-Destructive Testing, National Research Tomsk Polytechnic University to determine their attitude toward ICT in foreign language learning.

ITs in Engineering Education: Joining Efforts Between SPEE and IGIP

The International Society for Engineering Education (IGIP) and The Portuguese Society for Engineering Education (SPEE), the first being the oldest European Society for Engineering Education in Europe and the second the very young Society for Engineering Education in Portugal, have been intensifying the collaboration between the two societies as well as the exchange and dissemination of information about their relevant activities, whilst promoting understanding and cooperation between their respective members. One possible way is to create joint working groups, open to the members of both societies, on common topics of interest. In fact, both societies already kicked off this activity. The first initiative happened during the 1st World Engineering Education Flash Week (WEE), Lisbon, 2011. The SPEE-IGIP Flash Moment was a one day event integrated in the main Conference, which was dedicated to “Information & Communication Technologies in Engineering Education”.ITs allow the development of different teaching strategies which contribute to enhance the learning outcomes of students. ITs are also particularly suited to develop Life Long Learning tools, in a broad range of Engineering subjects, either open to the general market or oriented to a very specific public.Examples of teaching strategies involving ITs have been addressed during the Flash Moment SPEE-IGIP which took place during WEE, and some are described in detail in the present work.

Technology in Engineering Education: What Do the Faculty Know and Want?

AbstractThere currently exists a great interest in integrating technology into the engineering curriculum. The Southeastern University and College Coalition for Engineering Education (SUCCEED) has identified this topic to be one of four “focus areas” for the coalition, and is committed to supporting the effective use of technology in enhancing the learning and teaching environment. We report here the results of a survey of engineering faculty at the coalition universities to identify the training needs and present levels of experience with various technologies. The most surprising finding is that, despite the wide differences in the Coalition's colleges of engineering, the survey results are similar for all campuses. This implies that the results may be widely applicable to other universities. Generally, we found that the faculty's interest in receiving training in a specific technology is highly correlated with a low skill level for that topic, as expected. Of the ten potential workshop topics, those in highest demand include: presenting lectures or demonstrations from a computer creating, editing and incorporating multimedia into course materials creating Web pages for a course developing multimedia courseware developing a course delivered entirely via the World Wide Web developing Java applets to enhance courses holding electronic help‐sessions.

技術者教育における工業高等専門学校・技術科学大学の役割と学術・技術の国際交流 (<特集gt新しい工学教育への試み)

技術者教育における工業高等専門学校・技術科学大学の役割と学術・技術の国際交流 (<特集gt新しい工学教育への試み)

Introduction of Information Methodology and Technology in Engineering Education in Indonesia

SUMMARY Specific conditions and information needs of the engineer in Indonesia are described. Much foreign input is applied in development projects, resulting in a continuous need for transfer of technology. Information-seeking behaviour has not yet sufficiently developed to be used as a tool by the engineer in his problems of catching up on new technologies and systems. On the other hand, most library and information services are not adequately equipped for his special needs. Steps taken to improve this situation are introducing students to information searching and the use of special libraries. In university libraries, more engineers are now working as information specialists, and plans for computerisation, including online information services, are being realised. In view of the costs involved, the online services may not actually be used by students, but it may be useful in their future careers to know of its possibilities.

Educational Technology in Engineering Education

Educational Technology in Engineering Education