Engineering Education Research Articles

Metaverse technologies in acute care medical education: A scoping review.

The concept of the metaverse is a virtual world that immerses users, allowing them to interact with the digital environment. Due to metaverse's utility in collaborative and immersive simulation, it can be advantageous for medical education in high-stakes care settings such as emergency, critical, and acute care. Consequently, there has been a growth in educational metaverse use, which has yet to be characterized alongside other simulation modalities literature. This scoping review aims to provide a comprehensive overview of all research describing metaverse use in education for emergency, critical, and acute care. We used Arksey and O'Malley's framework with the Levac etal. modifications to conduct a scoping review by searching these five databases (MEDLINE, EMBASE, ERIC, Web of Science, and Education Source). The framework comprises six steps: (1) identifying the research question; (2) identifying relevant literature; (3) study selection; (4) data extraction; (5) collating, summarizing, and reporting data; and (6) consultation with key informants. Relevant themes and trends were extracted and mapped for reporting. The search yielded 8175 citations, which ultimately led to data extraction from 65 articles. Studies evaluated metaverse programs for the learning and assessment of both technical skills (management of code blue, sepsis, stroke, etc.) and nontechnical skills (e.g., interprofessional collaboration, communication, critical decision making). Barriers to metaverse implementation include technical challenges and difficulty evaluating educational effectiveness. The results of this scoping review highlight the current applications of metaverse as an educational tool, its identified strengths and weaknesses, and further comparison between metaverse and other educational modalities such as high-fidelity simulation. This work provides direction for future primary and secondary research that can aid educational programmers and curriculum planners in maximizing metaverse potential in emergency, critical, and acute medical education.

From concept to application: building and testing a low-cost light detection and ranging system for small mobile robots using time-of-flight sensors

Advancements in light detection and ranging (LiDAR) technology have significantly improved robotics and automated navigation. However, the high cost of traditional LiDAR sensors restricts their use in small-scale robotic projects. This paper details the development of a low-cost LiDAR prototype for small mobile robots, using time-of-flight (ToF) sensors as a cost-effective alternative. Integrated with an ESP32 microcontroller for real-time data processing and Wi-Fi connectivity, the prototype facilitates accurate distance measurement and environmental mapping, crucial for autonomous navigation. Our approach included hardware design and assembly, followed by programming the ToF sensors and ESP32 for data collection and actuation. Experiments validated the accuracy of the ToF sensors under static, dynamic, and varied lighting conditions. Results show that our low-cost system achieves accuracy and reliability comparable to more expensive options, with an average mapping error within acceptable limits for practical use. This work offers a blueprint for affordable LiDAR systems, expanding access to technology for research and education, and demonstrating the viability of ToF sensors in economical robotic navigation and mapping solutions.

Students perspectives on the development and deployment of an AI-enabled service robot in long-term care.

The need for Artificial Intelligence (AI) in gerontology education is underscored by the potential benefits it offers in addressing loneliness and supporting social connection among older adults in long-term care (LTC) homes. While the workforce in LTC is often overburdened, AI-enabled service robots present possible solutions to enhance residents' quality of life. However, the incorporation of AI and service robots in current gerontology curricula is lacking, and the views of students on this subject remain largely unexamined. This study aims to fill this gap by capturing the perspectives of university students regarding the deployment of an AI robot, Aether, in LTC environments. In this qualitative study, we conducted focus groups with 22 university students. Our thematic analysis identified three themes: (1) Aether's anticipated usage in geriatric care: companionship support and complementing the work of staff; (2) Challenges in using Aether: technical and emotional challenges; and (3) Solutions and future possibilities: expanding functionalities and integrating personalization features. Students expressed a positive outlook on the role of AI-enabled robots while also highlighting the necessity of addressing ethical and practical considerations. To effectively integrate AI technology in gerontology education, it is essential to understand and incorporate student perspectives, attitudes, and opinions.

Education and smart technologies: towards a new pedagogical paradigm

Education and smart technologies: towards a new pedagogical paradigm

Assessing the effect of open distance and E-learning (ODeL) in enhancing women’s access to higher education in Zambia

Gender inequality remains a significant issue in developing nations, where many women face social, cultural, and political stigmas, stereotypes, and subjugations. Lack of education is a primary cause of these inequalities, disproportionately affecting women. Highly educated women are often perceived as rude, uncooperative, and incapable of managing household duties, discouraging some women and their parents from pursuing higher education. This study aimed at assessing the effect of Open Distance and E-Learning (ODeL) in enhancing women’s access to higher education in Zambia. The study utilized a desk review methodology, examining relevant empirical literature to identify main themes and extract knowledge gaps. The study found that women are significantly marginalized by conventional learning systems at the university level, with restrictive socio-economic factors being the primary barriers to accessing tertiary education. The study further established that ODeL provide women with the flexibility to study while working and managing family responsibilities. ODeL helps women overcome constraints related to time, space, resources, and socio-economic barriers, significantly contributing to their empowerment. The study therefore recommends pursuing policies and programs to develop information and communication technology (ICT) and open distance education to broaden access to quality educational opportunities for women in higher education.

Inscribing uncertainty. Visualizing edu-automation through spatializing techniques

ABSTRACT How are educational values and pedagogical approaches inscribed into automated education technologies and their data visualizations? In this article we analyze the design process and technical and pedagogical debates of a team of researchers and developers working on an automated scoring tool for primary school students’ early writing as part of an innovation project. We demonstrate that diagrams and dashboards are not just representations, but also transformations of data, and draw on shared cultural understandings of how to read graphs and how to bridge the gap between statistical literacy and action-oriented data interpretations. Zooming in on attempts to visualize the inherent uncertainties of the automated scorings and on users’ reactions to a mock-up dashboard, we suggest that not only teachers, but also parents, policy-makers, and others should reflect on the pedagogic philosophies, central concepts, and functionings of automated technologies in education.

The institutionalization of teacher training in business higher education as a consequence of pandemic experiences

ABSTRACT This experiential report underscores the ongoing need for training higher education business teachers in educational methodologies and technologies, as observed from the results of actions taken during the COVID-19 pandemic’s social distancing process. The institutionalization of teacher training became evident following the emergency transition from in-person to remote teaching and learning. Based on this experience, a series of continuous training initiatives have been structured and proposed as outcomes. The objective of the study is to identify the key aspects of institutionalizing teacher development as a consequence of these measures. Action research served as the research methodology to measure and evaluate the applied processes, with results presented and assessed in three cycles, each offering opportunities for improvement. Ultimately, this report highlights how the institutionalization of continuous teacher training aligns with the objectives of Education 4.0 and the imperative for pedagogical practice updates, potentially offering insights for teacher training research and practical actions.

‘Internationalisation at a Distance’ at the intersections of educational technologies and the internationalisation of higher education

‘Internationalisation at a Distance’ at the intersections of educational technologies and the internationalisation of higher education

First Year to Future Career: Women’s Engagement in Technical Participation Is Associated with Long-Term Retention

Societies realize the value of increasing the number of engineering and other STEM graduates, yet universities often struggle to enroll and retain STEM students, particularly women. To remedy this, many engineering programs have shifted their pedagogical approaches to include project-based learning in group settings. However, prior research on engineering teams revealed, for example, gender gaps in active participation, reflecting stereotypes of men as engineering experts and women as supporters. In the current study, we examined the long-term correlates of such gaps. Specifically, in a mixed-method study (behavioral observation, surveys, and longitudinal follow-up) we found gender differences in active technical participation during students’ first year in engineering project group presentations, such that men engaged in more active participation than women (N = 589). Longitudinal follow-ups in their final year revealed that first year technical participation was a predictor of feelings of belonging, and these feelings of belonging in turn predict retention in engineering majors and intentions to pursue graduate education in engineering. Together, these results suggest that the first year engineering team experience plays an important role in retaining students and highlight opportunities for early interventions.

Gender Digital Divide and Education: A Reflection from the University of Nairobi, Kenya

The use of digital technology safely and effectively is increasingly becoming important. Moreover, since the onset of the COVID-19 pandemic, digital technological skills have continued to transform the educational landscape, bringing a wide range of benefits to both students and teachers. This requires both men and women students and teachers to know how to use digital devices and connectivity tools for high-quality and future-focused teaching and learning processes. The objective of the study was to find out the extent to which gender digital divide exists in the Faculty of Education, University of Nairobi. Findings and information presented and discussed in this paper were obtained from a critical review of relevant literature based on gender and digital technology in education. In addition, using documentary analysis guide statistical data based on the number of women and men in selected Information, Communication and Technology courses was derived from the University of Nairobi’s E-Graduation booklets covering three consecutive academic years; 2020, 2021 and 2022. Descriptive data was computed using frequencies and percentages. Findings reveal that gender digital divide gap is clearly visible, for instance, there were only 6 and 8 men and no women graduates in Masters of Science in Computer Science and Masters in Education Technology respectively. Such gender disparity is likely to impact the number of women pursuing Information Communication and Technology-related careers. There is evidence to show that to some extent, the gender digital divide is a result of gendered-related social norms and stereotypes to poor advocacy of digital technological careers. Thus, there is a need to encourage both men and women students to study Information Communication and Technological courses with the aim of ensuring inclusivity and equitable education for everyone, while developing lifelong learning opportunities as stipulated in Sustainable Development Goals 2030

Personalizing AI tools for second language speaking: the role of gender and autistic traits

IntroductionIt is important to consider individual differences in research on educational technology. This study investigates the interplay between autistic traits, gender, and the perception of artificial intelligence (AI) tools designed for second language (L2) speaking practice, contributing to a deeper understanding of inclusive educational technology.MethodsA sample of 111 university students completed the Broad Autism Phenotype Questionnaire (BAPQ) to measure autistic traits (AU) and their sub-traits Aloof (AF), Rigid (RD), and Pragmatic Language (PL). Perceptions of AI tools were assessed across five dimensions: Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Attitude (AT), Behavioral Intention (BI), and Usage Behavior (UB). The study utilized correlation and regression analyses to examine relationships between these variables, while exploring gender-specific moderating effects.ResultsKey findings revealed no significant gender differences in autistic traits or overall perceptions of AI tools. Contrary to expectations, autistic traits were negatively correlated with perceptions of AI tools, suggesting that current AI designs may not adequately support individuals with pronounced autistic traits. Additionally, gender moderated some relationships, with males displaying stronger associations between autistic traits and both PEOU and UB.DiscussionThis research bridges critical gaps by linking neurodiversity and gender to technology acceptance, advancing the field’s understanding of individual differences in AI-based language learning. It underscores the importance of designing personalized and adaptive educational tools that address diverse learner needs, promoting inclusivity and effectiveness in L2 practice.

Integrating drone technology in STEM education: Curriculum, pedagogy and learning outcomes

Abstract This study explores the integration of drone technology into STEM education through the development and evaluation of the Drone Technology Enabled STEM Curriculum (DTESC). Grounded in “dronagogy”, a pedagogical framework that utilizes drones to enhance learning, DTESC effectively incorporates drone technology within science, mathematics, technology, and the humanities. The curriculum is structured to progress from multidisciplinary exploration to interdisciplinary integration, ultimately culminating in transdisciplinary applications. Sixteen Grade 9–10 students from a secondary school in Hong Kong participated in the study, engaging in activities such as designing drone-assisted water sampling systems and formulating entrepreneurial proposals for future applications. Employing mixed research methods, the study assessed the curriculum’s impact across cognitive, psychomotor, and affective learning domains. Results indicated high levels of student engagement and satisfaction, alongside significant improvements in psychomotor and affective skills. However, enhancements in cognitive learning outcomes, particularly in mathematics and programming, are necessary. This research offers valuable insights into the implementation of dronagogy to foster cross-disciplinary STEM education.

Application and Optimization Strategies for Teacher-Student Interaction in Language Teaching through Interactive Mobile Technology

With the rapid development of information technology, the application of interactive mobile technology in the field of education has become increasingly widespread. In particular, optimizing the teacher-student interaction has become a key factor in enhancing teaching effectiveness in language education. Under traditional language teaching models, teacher-student interaction tends to be unidirectional, making it difficult to fully stimulate students’ interest and engagement. The introduction of interactive mobile technology has made the teaching process more flexible and diverse, providing new forms and approaches for teacher-student interaction. However, how to scientifically assess and effectively optimize teacher-student interaction remains a critical issue in current educational research. Existing studies mainly focus on technological applications and lack an in-depth exploration of the essence of interaction, particularly in terms of the quantitative analysis of interaction intensity and evolution. This study aims to explore the application and optimization strategies of interactive mobile technology in teacher-student interactive language teaching. The study includes four main components: first, analyzing the evolution of teacher-student interaction in language teaching; second, calculating the intensity of teacher-student interaction based on information entropy; third, constructing and calculating a model for the evolution of interaction intensity; and fourth, proposing language teaching optimization strategies based on the evolution of teacher-student interaction intensity. This study, through theoretical modeling and empirical analysis, seeks to provide scientific evidence and practical guidance for improving the quality of teacher-student interaction and optimizing language teaching.

Opportunities and Challenges in Harnessing Digital Technology for Effective Teaching and Learning

Most of today’s educators are in no shortage of digital and online learning technologies available at their fingertips, ranging from Learning Management Systems such as Canvas, Blackboard, or Moodle, online meeting tools, online homework, and tutoring systems, exam proctoring platforms, computer simulations, and even virtual reality/augmented reality technologies. Furthermore, with the rapid development and wide availability of generative artificial intelligence (GenAI) services such as ChatGPT, we are just at the beginning of harnessing their potential to transform higher education. Yet, facing the large number of available options provided by cutting-edge technology, an imminent question on the mind of most educators is the following: how should I choose the technologies and integrate them into my teaching process so that they would best support student learning? We contemplate over these types of important and timely questions and share our reflections on evidence-based approaches to harnessing digital learning tools using a Self-regulated Engaged Learning Framework we have employed in our research in physics education that can be valuable for educators in other disciplines.

The influence of a STEM unit on the interest in and understanding of science and engineering between elementary school girls and boys

Integrating hands-on Science, Technology, Engineering, and Math (STEM) education with a focus on the engineering design process into elementary school curricula has been associated with positive outcomes, including enhanced student understanding and increased interest in the topics. Here, we evaluated third grade student interest and perceived knowledge before and after a STEM unit on roller coasters and engineering was taught in this mixed-methods study. Pre and post instructional survey responses were compared and case studies were developed to determine student interest in and perceived understanding of STEM subjects, specifically science and engineering, before and after the unit. The study explores gender differences among students, aiming to identify variations in the impact of the STEM unit on boy and girl students. Prior to engaging in this unit, boys demonstrated higher interest in science and engineering than girl students. Post-unit, girls increased their interest in science and engineering at a higher rate than their boy counterparts. Students self-reported gaining knowledge about STEM subjects as a result of their participation in this unit. These findings were substantiated through the analysis of pre- and post-unit surveys as well as detailed case studies conducted on six students participating in the instructional unit. This study demonstrates the positive impact of engaging in a STEM unit on elementary school students’ interest in and knowledge of STEM subjects such as science and engineering. The findings underscore the importance of introducing STEM concepts at the elementary school level. Girl participants demonstrated an increase in interest at a higher rate than their boy peers, demonstrating the importance of teaching girls STEM from a young age. Therefore, teaching STEM and engineering units to elementary school students can have a strong impact on both girl and boy interest in and understanding of science and engineering.

Principals and Teachers’ Perceptions about Using Technology in Children's Education

The use of technology in children's education has been a topic of interest after the COVID-19 pandemic. However, rural schools are often situated in remote and quite underdeveloped areas where there is lack of resources and basic infrastructure. This study reports on the principals and teachers’ perceptions about using technology in the classrooms, including devices aimed to improve children’s education. It was conducted within four Limpopo rural schools in South Africa. It used a phenomenological design, and qualitative approach to collect the data. A semi-structured interview guide was utilised with nine teachers and four school principals. The data were analysed thematically being a more accessible form of analysis for qualitative research. The findings showed the potential benefit of using technology to improve communication and children's education in those schools that have limited access to technology. Additionally, it was found that school policies forbid students from using technology on school property, which served as a barrier for its utilization in the classrooms. The study made a series of recommendations that could promote educational equity, boost student performance, and deepen the teacher-parent-school relationships in those rural schools.

КОМПЛЕКСНИЙ ПІДХІД У ВИКОРИСТАННІ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У ПРОЦЕСІ НАУКОВОЇ ДІЯЛЬНОСТІ МАЙБУТНІХ ЕКОЛОГІВ

On the basis of educational standard analysis and interrogation of ecology disciplines teachers from high educational establishments it is noticed the necessity to inculcate information and communication technologies in teaching and learning process of ecology disciplines. The article investigates the use of various ICT tools in the «urban ecology» subject study and teaching method that focuses on the use of ICT in the research activities of future environmental experts. The main areas of use of ICT in teaching discipline of «urban ecology» and the basic elements of electronic methodical complex of disciplines are highlighted. Examples of the use of ICT to solving practical problems and proprietary program solution are adduced.

A Review of Research on Engineering in K‐12 Science Education

ABSTRACTThe purpose of this study is to explore trends in interrelated engineering education and science education research within six science education research journals across the first decade since the release of the Framework for K‐12 Science Education and the Next Generation Science Standards. Journals were selected using a combination of impact factors and random sampling. The resulting qualitative systematic review exposes trends that arose and fell among science education journals and scholars as reflected in 141 articles published between 2011 and 2024 in the Journal of Research in Science Teaching, Science Education, the International Journal of Science Education, School Science and Mathematics, the Journal of Science Teacher Education and Cultural Studies of Science Education. Through the analysis of 289 published research questions and purposes, themes of research and stakeholder foci were developed to uncover trends in research across this timespan. The greatest proportion of research examined student learning of science content through engineering experiences and teacher practice concerning science and engineering adjacent learning. Gaps in the literature are also described including studies in greater need of focus, most notably those that examine the roles of communities, families, learner agency, and access to engineering and science. Findings illuminate a need for improved resonance between the calls of policy for advancing access to science, STEM, and engineering education and literacies and research that remains most focused on traditional settings and structures.

Use of Instagram as an Educational Tool with Pre-Service Teachers and the Impact on Digital Competence in Communication and Collaboration

The rise of social media is transforming education by replacing traditional materials and promoting digital competence, a key area of focus in current training. Platforms like Instagram facilitate collaboration, access to learning, and content creation, becoming essential tools for the development of students and future educators in digital environments. This study aimed to enhance the digital competence of pre-service teachers, particularly in communication and collaboration, through Instagram as an educational tool. A quasi-experimental study with pretest and post-test measures was conducted, involving 391 students from the University of Granada. The results indicated an intermediate level of digital competence with improvements in both groups, though no significant differences were found between them. However, significant effects were observed in the intragroup analysis. The experimental group, which used Instagram as an educational tool for 11 weeks, showed improvements in communication and collaboration, digital content creation, and security. The control group also demonstrated progress, mainly in information search and problem-solving. These improvements align with previous studies, though the progress in the control group may be attributed to factors such as content focused on educational technology, student motivation, and engagement. This study confirms that social media can enhance digital competence as a learning tool.

Research on the Collaborative Education Model of Industry-Education Integration for Building Electrical and Intelligent Specialty under the Context of Smart Construction

Under the background of smart construction and emerging engineering education, this paper addresses issues such as insufficient integration of industry, academia, and research, as well as a single education model in the cultivation of building electrical and intelligent specialty talents. A collaborative education model based on "multi-dimensional integration" is explored, establishing an education framework characterized by "One Core, Two Lines, Three Entities, Four Aspects, and Five Advantages" (1+2+3+4+5). The paper also develops a "KAQ" (Knowledge, Ability, Quality) shared mechanism to optimize the curriculum system, practical teaching, and quality evaluation framework. Furthermore, this study illustrates innovative pathways for university-enterprise collaboration through the case of smart construction site simulation teaching. The findings provide theoretical and practical references for training high-quality, interdisciplinary talents aligned with industrial needs, thereby enhancing the quality of emerging engineering talent cultivation.