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Prospective authors are requested to submit new, unpublished manuscripts for inclusion in the upcoming event described in this call for papers. [ABSTRACT FROM AUTHOR]

Contribution: This article features a systematic literature review with the objective of presenting a study that reflects the current scenario of research on the cognitive load theory (CLT) in the domain of teaching and learning computer programming. Background: Computer programming is a highly cognitive skill, requiring mastering multiple competencies, and recognized as being difficult to learn, for this reason, the cognitive load (CL) in the learner’s working memory emerged as an influential concept, making CLT one of the most common theories in computing education research. Research Questions: What are the approaches that relate CLT to teaching and learning computer programming? What CLT-related concepts are covered? What evidence is reported with respect to this context? Methodology: Following a formal protocol, a survey was performed for papers linking CLT to teaching and learning programming published between 2010 and 2020. The selection of papers was based on a set of criteria established to drive the selection process, including alignment with the research questions and paper quality assessment. Findings: The approaches applied in the papers are based on measuring the CL; through instructional design based on the development or use of resources or tools, a range of different pedagogy strategies and the CLT concepts. With respect to the concepts, the subjective measurement technique and worked example effect are the most commonly deployed. As far as the evidence reported, the better part is related to the worked example effect and measuring CLs. [ABSTRACT FROM AUTHOR]

Contributions: The underrepresentation of women in computer science (CS) majors has long been a focus of attention in many academic documents, the majority of them from the United States and Europe. There is, however, a lack of information about educational interventions (EIs) for women in computing in Latin America. The contribution of this article is to cover this gap and describe what researchers in Latin American countries have been publishing about the recruitment and retention of women in the CS field. Background: Many EIs targeting female students at different educational levels—K-12, undergraduate, and graduate—have been undertaken to increase the participation of women in computing in Latin America. However, descriptions of these activities rarely are included in international academic databases. Research Questions: This literature mapping addresses two main research questions (RQ) about the topic of women in computing in academic publications in Latin American countries: RQ1) what are the characteristics of the publications about women in computing in Latin America? and RQ2) what are the published interventions to recruit and retain women in computing in Latin America? To answer RQ1, six subquestions were created covering year, language, country of origin, document type, and professional track. Furthermore, for RQ2, two subquestions were created involving educational level and the use of software development with a female theme. Methodology: This investigation used the systematic literature mapping process. To achieve a broad coverage of papers, the following sources were included: Scopus, Web of Science, Google Scholar, EBSCO, the proceedings of the Latin American Women in Computing Conference (LAWCC), and those of the Women in Technology (WIT) workshop colocated with the annual conference of the Brazilian Computer Society (SBC). The included papers were published in the last decade (2010–2020) and written in English, Portuguese, or Spanish. Findings: The literature mapping encompasses 197 academic documents, 48.2% of which were written in Portuguese, 28.7% in English, and 23.1% in Spanish. The papers originated from 15 of the 20 Latin American countries. Brazil and Costa Rica have the highest number of publications overall. The documents describe initiatives to increase the participation of women in computing majors that cover the entire educational spectrum, from K-12 to graduate programs, but papers targeting populations in higher education have started to appear recently. [ABSTRACT FROM AUTHOR]

Contribution: A systematic literature review on the empirical evidence regarding the usage of programming languages for learning purposes is presented. The review analyzes different methods and tools at different educational levels and with different objectives. Background: Learning programming has gained relevance in the last decade. This is due to the massive presence of programmable elements ranging from computers to toys. Because of this, the interest of researchers on this topic has increased. Questions, such as what to use, in what educational stages to use it, the effectiveness of the method, and the focal objectives for learning programming are questions that do not have obvious answers. Research Questions: 1) What empirical evidence exists on the use of educational programming languages (EPLs)? 2) In what context is the research performed? 3) How is effectiveness reported in the literature after applying EPLs? 4) What pedagogical goals are achieved by using EPLs? Methodology: Following a formal protocol, automated searches were performed for primary studies from 2007 to 2018. A total of 62 studies were identified, of which 29 were selected and analyzed since they include some type of empirical evidence. Findings: After performing the evaluation, the results support the need for better approaches with empirical evidence when reporting research on the usage of EPLs. Some research opportunities are identified which concerns the used programming languages, the areas or stages of their application, or the need to have more empirical evidence in general and more studies in non-WEIRD (Western, educated, industrialized, rich, and democratic) contexts. [ABSTRACT FROM AUTHOR]

This Special Issue is a product of the collaboration between the Frontiers in Education (FIE) Conference and the IEEE Transactions on Education (IEEE ToE) Journal, both known for producing high-impact, peer-reviewed scholarly publications. FIE was founded in 1971 by the IEEE Education Society, joined by the ASEE Educational Research and Methods (ERM) division in 1973, and supported by the IEEE Computer Society since 1995. From its inception, FIE has been a vibrant hub for international computing and engineering educators and professionals to exchange ideas, network, and communicate quality research. [ABSTRACT FROM AUTHOR]

Contribution: This document presents a systematic bibliographic review that demonstrates the need to conduct research on how the user experience impacts the development of computational thinking. Background: In the field of computer science, computational thinking is defined as a method that enhances problem-solving skills, system design, and human behavior understanding. Over the last few decades, several tools have been proposed for the development of computational thinking skills; however, there is no area of study that evaluates the implications or the impact that these types of platforms have on users belonging to any knowledge area. Research Question: Do user interfaces influence the development of computational thinking skills? Methodology: To address this issue, a systematic review of the literature was conducted using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology for analyzing and evaluating scientific publications. Findings: The results show that despite the dearth of literature on the subject, the specific design of a user interface has a significant impact on the development of computational thinking. Bearing the above in mind, it is necessary to conduct research that delves more deeply into the effects caused by the technologies that are used to develop computational thinking, this being a line of research that is worthy of consideration. [ABSTRACT FROM AUTHOR]

Presents the table of contents for this issue of the publication. [ABSTRACT FROM AUTHOR]

This article is an extension of a work in progress paper originally presented at the conference FiE 2020, Frontiers in Education by (Schirichian et al., 2020), as a result of Schirichian’s master’s in science dissertation. It studies the relations between academic performance, protection factors, life at university, and personal characteristics to understand how they influence students’ academic success in undergraduate engineering programs in Brazil. In this challenging environment, several students overcome these issues and graduate, which indicates that some protection structures allow students to face challenging situations and be successful in their studies. Current research studied the relationships between academic performance, self-efficacy, causal attributions, personal characteristics, and life at university, with a group of 30 students. Models were studied by combining the different variables and aspects evaluated in the research, and the findings show relationship between academic performance and: 1) self-efficacy, causal attributions, and personal characteristics (such as leisure activities, living with their parents, or college accommodations) and those who attended private schools during basic education; 2 protection factors self-efficacy and causal attributions with advancing in the program and the time of enrolment in the university; and 3) the dimensions initiation and persistence, success/internality and failure/internality, indicating that those who perceive themselves as playing a major role in their academic journey tend to have better outcomes. Further results show the influence of social inequalities, particularly for those students who declared themselves brown and who conducted their basic education in public schools (which are generally of lower quality than private ones in Brazil). [ABSTRACT FROM AUTHOR]

Contribution: This study uncovered specific benefits, challenges, and facilitators to participating in undergraduate research for physically disabled students (PDSs) taken directly from students themselves. Background: Disabled students (DSs) earn bachelor’s degrees and gain employment in STEM careers at rates lower than their peers. The paradigm shift in undergraduate STEM education from lecture-based to inquiry-based learning is an opportunity to explore new options for including DSs. Little is known about designing inquiry-based learning settings for DSs. Research Question: This article seeks to increase the understanding of how to support PDSs in inquiry-based settings. Specifically, the authors documented the experiences of PDS in a summer undergraduate research program to uncover: 1) benefits they receive from participating; 2) specific challenges these students face; and 3) novel ways to facilitate participation. Methodology: The authors conducted semistructured interviews of five undergraduate PDS, who participated in a summer research program. The paper reports representative student responses across themes related to benefits, challenges, and facilitators of success in the program. Findings: The students enjoyed many benefits typically gained from undergraduate research, most notably career clarification. Additionally, the students experienced personal growth, including improved self-advocacy, increased confidence in their independence, and greater understanding of limitations. The main facilitator was the positive attitudes of research mentors. A principal challenge was the lack of knowledge about disability in peers without disabilities who participated in the program. [ABSTRACT FROM AUTHOR]

Contribution: This article lends empirical evidence to this research area of factors influencing students’ choice of and success in science, technology, engineering, and mathematics (STEM). Background: Understanding these factors is crucial as it informs recruitment and support interventions provided to students and constitutes a premise to improving graduation rates. The social cognitive career theory (SCCT) was used as a theoretical framework to provide insight regarding factors influencing students’ choice of qualifications. Research Questions: What is the state of research on the factors influencing students’ choice of and success in STEM programmes? Which of these factors have interested most researchers? What research themes are covered in articles investigating these factors? Methodology: This study followed the general bibliometric analysis workflow—study design, data collection, data analysis, data visualization, and interpretation. Data collection followed the preferred reporting items for systematic review and metaanalysis (PRISMA) guidelines. From an initial set of 408 articles, 179 related to the theme and were published in the Web of Science between 2004 and 2020. These articles were analyzed using the standard bibliometric metrics. Findings: Findings indicate that this research field is still growing. Thirty-two factors were identified and rated based using an objective assessment criterion. In addition, a classification of the factors is presented based on the SCCT. This study provides a theoretical reference for improving success rates for STEM qualifications and better understanding the theme. The study proposes a research agenda of what future research in the field should focus on, based on current gaps. [ABSTRACT FROM AUTHOR]

Here, we continue the tradition, begun in 2005, of publishing the award descriptions and their recipients in the IEEE Transactions on Education, [A1]–[A17], in order to present the increasingly important research and development in engineering education. [ABSTRACT FROM AUTHOR]

These instructions give guidelines for preparing papers for this publication. Presents information for authors publishing in this journal. [ABSTRACT FROM AUTHOR]

Presents the table of contents for this issue of the publication. [ABSTRACT FROM AUTHOR]

Contribution: This article demonstrates the impact of today’s Information and Communication Technologies (ICT) in teaching software engineering (SE) course with design-based learning (DBL) and project-based learning (PBL). The results show a positive influence of integration of DBL and PBL in reducing industry gaps with improved student performance, engagement, and learning through designed PBL activities. Background: For an engineering graduate analysis, design, thinking, and validation of complex systems interactions is a desirable skill to support sustainability goals. A restructuring in delivery of the course through interactive lecture time and more project-based activities can improve students’ engagement, performance, and overall achievement in attaining desirable program learning outcomes (LOs). Intended Outcome: The objective is to provide student learning with an experience on how to apply critical thinking and creativity to specify, design, and validate software systems by focusing on challenges faced in the software industry. Application Design: Google classroom was used to conduct interactive class and tutorial sessions, design various PBL activities, exchange information, and work in teams. Throughout the semester, all learning and practice modules of the course were linked sequentially with intermediate milestones. Findings: The results show a positive outcome in helping students in attaining the knowledge, and understanding of both theoretical and practical concepts. These findings are based on academic results, PBL activities, and two anonymous surveys. The findings of statistical analysis suggest a positive influence of DBL and PBL in SE course to meet industry challenges, expectations, and overall course and program LOs. [ABSTRACT FROM AUTHOR]

Contribution: This study compares the outcome-based education (OBE) system with the traditional teaching–learning methods. A detailed analysis regarding the effectiveness of these techniques at Riphah International University (RIU), Faisalabad Campus is presented. Background: Education is becoming more demanding in terms of students’ learning. In the same way, teaching methods are becoming more systematic and outcome-oriented. Pakistan has turned out to be a full signatory of the Washington Accord, and Pakistan Engineering Council (PEC) has directed all engineering institutions to implement the described OBE system. Intended Outcomes: The aim of this work is to investigate the advantages and drawbacks of both teaching methods. Also, it reveals the strengths of the OBE system to improve future students’ learning. Application Design: The analysis is performed by considering the student’s feedback, average learning scores, letter grades, and overall class impact as the main driving factors toward the comprehensive system’s evaluation. The data for two consecutive batches under OBE and non-OBE systems is collected and compared. Reliability and validity tests were also performed for the data validation. Findings: The overall transformation from non-OBE to OBE has proved the new educational system superlative in student learning, subject delivery, and teaching technique. [ABSTRACT FROM AUTHOR]

Contribution: In this study, we accumulated the knowledge and generated evidence on how and in what context CDIO framework has been used in software engineering (SE) education. The aggregated evidence will enable SE academics in making informed decisions while adopting CDIO for SE education and build upon it. Background: CDIO framework is relevant for SE as it focuses on enabling engineering graduates in conceiving, designing, implementing, and operating complex systems and products. We were not able to find any study that identifies and aggregates the evidence on the use of CDIO for SE education. Research Questions: This study attempts to answer the following research questions: 1) how CDIO has been used in SE education? and 2) what are the experiences of academics in applying the CDIO framework in SE education? Methodology: Using a mixed-method approach (systematic mapping study and interview study with experienced academics in SE), we established the state of the art and practice on the use of CDIO in SE education. Findings: Getting a commitment from the higher management, teachers, and students is a major challenge in the adoption of the CDIO initiative followed by a lack of competence, finance, and resources. Ownership, motivation, persistence, and training of teachers and students are required not only to adopt CDIO for SE but also to sustain it. [ABSTRACT FROM AUTHOR]

Contribution: This work contributes to computer-supported collaborative learning (CSCL) offering support to the teaching presence among the enormous volume of interactions to provide a more active classroom posture in online environments. Background: Tracking interactions on collaborative learning environments (CLEs) with an increasing number of collaborative tools, offering real-time support for students, is one of the most intense and exhaustive challenges online teachers face. In this work context, social presence indicates a level of awareness of the other in the CLE, and it is necessary to improve and promote online social interactions. Research Questions: Aiming to answer the research question if the support of the teaching presence through Amadeus-SIMM helps to promote the learners’ social presence in a distance learning course, an experiment was conducted through a Python Programming distance course with Computer Science and Electrical Engineering learners. Methodology: The research methods adopted were a survey and the reports generated by Amadeus-SIMM. The statistical models used were the difference between means calculated in two moments on the same sample and the chi-square test with two criteria. Findings: The conclusion is that the significant differences in six of the eight survey-independent questions related to the dependent question indicate an increase in learners’ perception of social presence. The statistical analysis verified that the difference between the sample means in the two measurements of social behavior visibility, engagement, information intermediation, and prestige is statistically significant to confirm that Amadeus-SIMM supports teachers in promoting learners’ social presence. [ABSTRACT FROM AUTHOR]

Contribution: This article measures the impact of a service-learning project in a first-year introduction to computing course on students’ understanding of engineers’ roles and responsibilities and their attitudes toward plastic pollution. Background: Service learning has been integrated into classrooms for many years, but its utilization in engineering courses is lacking. Furthermore, plastic pollution is a complex and multidisciplinary problem that requires social, political, environmental, and engineering solutions. This work provides a quantitative assessment on whether service learning through a litter pickup project impacts students’ views of the role of engineers in solving complex sociotechnical problems. Research Questions: 1) How does service learning change students’ perception of an engineer’s role in solving sociotechnical problems? and 2) how can service learning be used to increase students’ environmental awareness and action? Methodology: Surveys were administered to students before and after their participation in a service-learning project. The study was conducted across five sections of an introduction to a computer programming course that is required of first-year civil, electrical, and mechanical engineering students. Findings: After the service-learning project, students were more likely to agree that engineers have the skills, knowledge, and responsibility to solve societal problems. Students also demonstrated a more holistic understanding of plastic pollution and reported changes in their waste reduction behaviors. [ABSTRACT FROM AUTHOR]

Contribution: This article presents the innovative prototypes used in materials and fabrication technologies in medical devices (MFTIMD) laboratory course, under the curriculum of Biomedical (BME) and Electrical Engineering (EE) undergraduate studies. A special part of the course is devoted to state-of-the-art topics, such as flexible and wearable electronic devices and microfluidic devices. The article contains a brief overview of the laboratory course content as well as an assessment analysis with a satisfactory review and an academic outcomes review. Background: The course should address the properties and the applications of new types of materials used in medical electronics as well as corresponding fabrication technologies and devices. The course content and literature provide a multidisciplinary approach to contemporary engineering problems, specifically in a fast-developing field of biomedical electronics. Intended Outcomes: After successfully completing the MFTIMD course, undergraduate Biomedical (BME) and EE students are trained to independently fabricate and characterized various materials and components for medical devices. They are also capable of creating original ideas and realizing them according to gained knowledge. Application Design: The assessment and evaluation study consist of satisfactory test with positive statements and gradual multiple-choice options for student to rate the statements as well as teachers and the literature. An additional survey of acquired knowledge was conducted before the June exam period and a short prior/post-test focused on main course topics. Findings: The satisfactory survey results indicated a very positive students’ attitude toward the course material and the teaching methods. The pass rate was above 85% in first (June) exam period with an average mark of 8.63 (on a scale from 5 to 10). The prior/post test revealed a significant improvement in the overall knowledge of the course subject, while the preparation test before the exam period resulted in 84% of correct test answers. [ABSTRACT FROM AUTHOR]

Contribution: This article identifies the participation of external stakeholders as a key contributing factor for positive outcomes in project-based software engineering courses. A model for overlapping virtuous circles of lasting positive impact on both stakeholders and students from such courses is proposed. Background: Project-based courses are widespread in software engineering education, and there are numerous designs for such courses presented in literature. It is found that the needs and motivations of external stakeholders, from industry and government sectors, in these courses has received limited attention in related work. Intended Outcomes: A course design that prepares students for graduate level studies and professional life, through close proximity to external stakeholders in a highly realistic setting, working on “live” projects. Application Design: Building on a long tradition of university-industry collaboration dating back to 1977, as well as findings in related work, students are assigned to live projects proposed by external stakeholders from industry and government, working in close proximity with their respective stakeholders throughout the project. The course places great emphasis on coaching over instruction, treating the many unforeseen challenges of such projects as a valuable part of the learning experience. Findings: Based on interviews with stakeholders and students, it is found that stakeholder and student outcomes are interdependent and build upon one another, and that positive outcomes for both groups are necessary for the sustainability of the course over multiple iterations. [ABSTRACT FROM AUTHOR]

Contribution: Instructors are leveraging open-source software (OSS) as a way to experience authentic examples of software problems with their students. Recommender engines might assist students in selecting the right project based on metrics mined from project repositories (e.g., GitHub). This vision is realized through GitMate, a GitHub-based recommender for supporting students in their OSS selection. Background: Contributing to OSS is a valuable way to immerse students into the realities of software development. When it comes to OSS selection, self-selection seems to be the most engaging alternative. Yet, students lack the time (and skills) to analyze project facets and draw comparisons among OSS projects. Research Questions: How can students be assisted to select a good OSS project to contribute to? Specifically, how would a recommender system might help? The envisioned intervention should be useful not only in finding the right project but also challenging students’ initial selections with other alternatives, spurring reflection. Methodology: The aim is to act upon a dependent variable (mind changing in project selection) through an independent variable (project comparison). This is achieved through GitMate, a recommender system on top of GitHub. Its search facilities are used for students to locate three projects at their wish. Next, GitMate recommends similar projects based on the project facets (e.g., number of committers, commits, and stars), mined from GitHub. Pondering the importance of distinct facets, students can now tradeoff different projects. The experiment checks whether students change their first choice. Findings: The results indicate that GitMate helps students compare GitHub projects to the extent of making them change their first choice. Nearly, 80% of the students changed at least one project as a result of using GitMate. This seems to suggest GitMate being effective on its goal: facet-based comparison thinking during OSS selection. [ABSTRACT FROM AUTHOR]

Contribution: This article presents a study that adds evidence to the field of computer education by focusing on the interaction between shapes of tables, group size, and gender, and their effects on on-task collaborative learning actions. By studying the collaborative learning environment in the context of computer education, the aim is to understand how different on-task actions are affected by the mentioned factors. Background: Previous research on collaborative learning space in the collaborative computer education context with the focus on the group formation, gender aspect, and analysis of on-task actions. Research Questions: Do different table shapes have different effects on open-ended computer education on-task actions for different groups sizes (two and three participants) and for different genders? Methodology: In order to study a collaborative problem-solving activity that is based on creating a prototype of a responsive toy, two main conditions were examined: table shape (round or rectangular) and how this interacts with group size (two or three participants) and gender. University students were engaged in design tasks conducted in small groups following the Jigsaw pattern. Findings: Results show that students engage more in interaction with physical artifacts when collaboration is conducted in dyads. In terms of gender, the analysis shows a tendency of female students to engage more when the activity is conducted in dyads. Furthermore, the combination of a dyad structure and a round table resulted in more discussion and nonverbal interaction. [ABSTRACT FROM AUTHOR]

Contributions: This article presents a large-scale study which investigates students’ reaction to game-based learning as part of programming courses. The study focuses on knowledge acquisition, learner experience, and game usability. Background: Despite the rapid growth of the information and communication technologies (ICTs) sector, the lack of engagement with science, technology, engineering, and mathematics (STEM) subjects and high dropout rates in computer science and engineering majors is linked directly to the large number of unfilled vacancies in the ICT employment market. To tackle one of the underlying causes for this crisis, (i.e., traditional teaching paradigms struggle to attract students to rather abstract and difficult STEM subjects such as programming), innovative technology-enhanced learning solutions are sought. Intended Outcomes: A set of serious games were proposed and designed to promote students’ understanding of programming concepts, improve their confidence, stimulate their interest in STEM and increase engagement with the courses through vivid and appealing scenarios. Application Design: Targeting undergraduate and postgraduate students, the games focused on several key programming topics. They were designed to visualize the programming concepts in illustrative and entertaining scenarios. A comprehensive assessment methodology which includes surveys, observations, and interviews was employed to investigate the impact of the games. Findings: The results show that by using the games in the teaching and learning process all the students have benefited, although differently based on their location, educational backgrounds, and game played. The impact of detailed demographic aspects, such as participants’ use of technology, their initial attitude toward school, and learning STEM on the results needs further study. [ABSTRACT FROM AUTHOR]

Contribution: This article describes the implementation, assessment, and evaluation of conceptual-based writing exercises in an introductory course on electric circuit analysis. Background: Students’ struggles in gateway courses such as circuit analysis are often traced to inadequate metacognitive skills on the part of the student as well their misconceptions regarding fundamental phenomena related to the course. Writing is known to be a powerful tool for insight into a student’s thought process and to foster metacognitive activity. Research Questions: What effect does the use of short writing exercises have on students’ understanding of fundamental concepts related to the behavior of electric circuits operating at dc? What effect does the use of the conceptually based writing exercises have on students’ ability to justify their responses when answering conceptual questions related to basic electric circuit concepts? Methodology: In the first semester of the study, a single writing exercise was given and in the second semester, a total of five such exercises were administered. In each semester, students were separated into “at-risk” and “not at-risk” groups based on their responses to the first writing exercise. A $2 \times 2 \times $ (2) mixed analysis of variance (ANOVA) was conducted, with at-risk/not at-risk and semester/semester between-subjects factors and pre-test/post-test on a multiple-choice conceptual-based exam a within-subjects factor. Findings: Results suggest that only the at-risk group may have benefited in terms of deepened conceptual understanding and the ability to justify their responses from the use of multiple conceptual-based writing exercises. [ABSTRACT FROM AUTHOR]

These instructions give guidelines for preparing papers for this publication. Presents information for authors publishing in this journal. [ABSTRACT FROM AUTHOR]

Contribution: Understanding pupils’ conceptualization of robots and programming can help teachers to avoid a disconfirmation experience by selecting more appropriate educational tools, robot designers in improving the robot design, and researchers in further improvement of the field. Background: Human–robot interaction (HRI) is affected by the actual but also expected robot’s appearance and capabilities. Multiple factors, such as age, gender, media exposure, ICT exposure, or culture, influence mental models regarding robots; therefore, it is important to investigate those for a specific cohort in the designated geographical area. Research Questions: The mental models regarding robots and programming, and the way they are possibly biased by popular culture, exposure to ICT or parental influence were studied. Research questions concerned cognitive elements of mental models, namely, definitions and knowledge of robots, and programming and how those progress in time. Also, the research studied a figurative aspect of mental models regarding robots, with a focus on anthropomorphic features. Methodology: To research the influence of the short-term HRI, four classes of eight to nine years old elementary school pupils were included in a workshop where pre and postquestionnaires were used as research instruments. Besides pupils, later in this two-phase longitudinal research, after a year of formal education in Informatics, research instruments also included teachers and parents, to investigate their influence on children’s mental models. Findings: The change of mental models under the influence of the one-time workshop was not permanent. However, a combination of maturation with informal and formal intervention supports the conceptualization of programming. [ABSTRACT FROM AUTHOR]

Contribution: This multicase study compares computer orchestrated learning together (COLT) and student orchestrated learning together (SOLT) in cooperatively preparing first year university students for collaborative activities. COLT using computer orchestrated group learning environment (COGLE) was perceived efficient, effective, and inclusive for team effectiveness as it helps build domain knowledge and trust between neurologically typical (NT) and/or neurologically atypical (NAT) teammates. This study confirms existing and identifies two new antecedents for trust, namely, resolving cognitive conflicts and real-time updates to domain knowledge. Background: Industrial and organizational psychology literature links effective teamworking with domain knowledge and trust. Building team trust within a short period can be challenging, in particular in mixed teams of NT and NAT students. Facilitating teamwork can be resource hungry. Educational studies on trust and teamwork are therefore rare. Research Questions: This study investigates how orchestration affects teamwork by asking: 1) how does computer and student orchestration affect domain knowledge acquisition in NT and NAT students? and 2) how does computer and student orchestration affect the development of trust between NT and/or NAT students? Methodology: Both qualitative and quantitative data were captured at multiple points within multiple (literal and theoretical replication) cases. Case summaries and a cross-case analysis provided further data and the methodological triangulation needed for analytical generalization. Findings: COGLE’s scaffolding and nonsocial prompts for cooperation, shared goal orientation, shared monitoring, and shared working not only helped NT and NAT students learn together but also helped develop team-trust quickly. Delayed interactions, low team-trust, and clique formation were seen in SOLT teams. [ABSTRACT FROM AUTHOR]

Contribution: This work provides evidence of various approaches to studying longitudinal student unit record data in undergraduate education in the USA and the outcomes that can be realized using a large multi-institutional longitudinal dataset, Multiple-Institution Database for Investigating Longitudinal Development (MIDFIELD). Background: Cross-sectional studies introduce a variety of sources of error in estimating student pathways and outcomes. Longitudinal outcomes that ignore pathways also miss important information, and some populations are systematically excluded (such as transfer students). Intended Outcomes: By providing examples of how longitudinal student unit-record data can be analyzed and the results that can be expected, this work aims to deepen the research toolbox in engineering education. Findings: MIDFIELD is being used to support studies of demographic and financial trends among universities in the southeastern USA, required math and science course grades and disciplinary cultures, time to find graduation major, educational data mining, and applications of selected advanced models. [ABSTRACT FROM AUTHOR]

In the wake of the so-called fourth industrial revolution, computer programming has become a foundational competency across engineering disciplines. Yet engineering students often resist the notion that computer programming is a skill relevant to their future profession. Here are presented two activities aimed at supporting the early development of engineering students’ attitudes and abilities regarding programming in a first-year engineering course. Both activities offer students insights into the way programs are constructed, which have been identified as a source of confusion that may negatively affect acceptance. In the first activity, a structured, language-independent way to approach programming problems through guided questions was introduced, which has previously been used successfully in introductory computer science courses. The team hypothesized that guiding students through a structured reflection on how they construct programs for their class assignments might help reveal an understandable structure to them. Results showed that students in the intervention group scored nearly a full letter grade higher on the unit’s final programming assessment than those in the control condition. The second activity aimed to help students recognize how their experience with MATLAB might help them interpret code in other programming languages. In the intervention group, students were asked to review and provide comments for code written in a variety of programming languages. A qualitative analysis of their reflections examined what skills students reported they used and, specifically, how prior MATLAB experience may have aided their ability to read and comment on the unfamiliar code. Overall, the ability to understand and recognize syntactic constructs was an essential skill in making sense of code written in unfamiliar programming languages. Syntactic constructs, lexical elements, and patterns were all recognized as essential landmarks used by students interpreting code they did not write, especially in new languages. Developing an understanding of the static structure and dynamic flow required of programs was also an essential skill which helped the students. Together, the results from the first activity and the insights gained from the second activity suggest that guided questions to build skills in reading code may help mitigate confusion about program construction, thereby better preparing engineering students for computing-intensive careers. [ABSTRACT FROM AUTHOR]

Contribution: This single case study represents a unique attempt to examine a music teacher’s experiences as he took on the challenge of teaching a high school level engineering course. The study contributes to the growing body of research and conversations around science, technology, engineering, and mathematics (STEM) versus non-STEM beliefs, perceptions, and practices in precollege education. This work informs future teacher professional development (PD) and hiring efforts to broaden the pool of teachers capable of teaching precollege engineering classes. Background: Engineering education is growing in precollege settings but recruiting willing and qualified teachers has been a continuous challenge. Teacher PD programs should consider a broader and inclusive approach that builds confidence and empowers teachers from all disciplinary backgrounds (STEM and non-STEM) to teach precollege engineering classes. Such opportunities are not always made available to non-STEM teachers. Research Questions: 1) How does a high school music teacher with a non-STEM background experience teaching an introductory engineering course? 2) What are the necessary preconditions that could help bridge non-STEM content areas to engineering, specifically for teacher PD efforts? Methodology: Multiple interviews, teacher reflection entries, and classroom observations were open coded using a two-cycle coding approach that resulted in six themes. Findings: Results highlight the necessary preconditions and processes involved in bridging seemingly disparate subject areas that could lead to confidence building and empowerment of non-STEM teachers. [ABSTRACT FROM AUTHOR]

Contribution: A new operational definition of series connections is given based on elements belonging to the same two meshes, which is properly dual to the usual definition of parallel elements being connected to the same two nodes. Furthermore, computer-based exercises have been developed and tested to teach students about such connections in gateway linear circuits courses, using color coding of nodes and meshes as a pedagogical device. Background: Series and parallel connections are a crucial but difficult concept. Existing textbooks give them limited attention, resulting in later difficulties learning circuit analysis. Research Questions: RQ1: Can an improved definition of series elements aid student understanding and student satisfaction? RQ2: Can a computer-based “game” lead to effective mastery and student satisfaction at a wide range of institutions, including minority-serving ones? Methodology: Standard and new definitions were elaborated in a multiple-choice tutorial. A game was developed focusing on identifying series and parallel connections, with color coding of both nodes and meshes. Student learning was assessed over eight years using pretest and posttest in 14 varied institutions. Student opinions were assessed using several types of surveys. Findings: Strong learning gains were observed every semester from built-in pretest and posttest, with average scores of 28% and 87%, respectively. Large improvements were observed at every institution including five minority-serving ones. The posttest score is increased by a statistically significant amount after introducing the new definition of series elements. Students preferred the new definition of series and recommended its use, and very strongly endorsed color coding. [ABSTRACT FROM AUTHOR]

Contribution: Reflection is a critical skill because it involves thinking about and reviewing one’s work. It contributes to self-regulatory, metacognitive behaviors when practiced regularly. In this research, a unique approach to promote reflection via SPICE simulation after quizzes in a microelectronics course was studied. Background: This study aligns with recent calls from the engineering education community for increased use of systematic reflection. Intended Outcomes: Anticipating the lack of experience with reflection, the authors intended for students to gain experience and realize its benefits. Application Design: Repeated reflection occurred with the review of weekly quiz or exam results after submission via SPICE and question prompts. Reflections were analyzed by the authors for depth. Pre and postsurveys assessed student perspectives on reflection. Findings: When reflective depth levels after an initial quiz were associated with subsequent exam results, students who achieved significantly higher results unexpectedly reflected at the lowest level. This suggested the prompts were not designed to challenge all students to reflect. After a subsequent quiz, an overall lower average depth level and an increased number of reflections at the lowest depth level suggested potential fatigue with the reflective prompts. The presurvey had illustrated the lack of experience with reflection and hence, an opportunity. The postsurvey demonstrated highly positive views on reflection, including the development of metacognitive skills. Although the question prompts were likely not designed for optimal reflection, repeated reflection nonetheless made a positive impression on students in need of such experience. Applying these lessons learned may therefore lead to even greater outcomes with reflection. [ABSTRACT FROM AUTHOR]

Contribution: This article introduces the teaching and learning with remote laboratories and MATLAB for an undergraduate system identification (SI) course, which can be employed for students at the advanced level with a control background. Background: SI has been widely used in all engineering fields; thus, the SI course that includes complex theories, concepts, and formulas is crucial for engineering education. Constraints, such as time, space, cost, and maintenance work, pose limitations for conventional laboratories, and current remote laboratories may not offer experiences to enhance control-oriented practical skills. Intended Outcomes: The proposed teaching and learning using remote laboratories is intended to facilitate the understanding of theories and concepts, and enhance the ability of design and implementation of control algorithms, the conducting of experiments, data collecting, data analysis, and the conducting of SI with MATLAB. Application Design: In the classroom teaching, theoretical lectures regarding SI are delivered to students by the teacher, along with the classroom demonstration with the networked control system laboratory for online experimentation. Then, the laboratory work is required to be completed by the students using the remote laboratory. A tailored laboratory report is supposed to be handed in by each student after the experimentation. Findings: The effectiveness of the proposed method was evaluated through the analysis of student performance and student responses to surveys. The student performance analysis indicates that the application of the remote laboratories is effective, and the feedback from students shows that they can benefit from the application of remote laboratories, and they would like the remote laboratories to be expanded to other courses. [ABSTRACT FROM AUTHOR]

Contribution: In the research presented in this article, a procedure for determining student workload has been designed, tested, and validated. This procedure also makes it possible to analyze how different teaching variables are affected by workload and to visualize the learning environment generated in the course. Background: When the project-based learning (PBL) methodology is used in a course, if the students’ workload is not properly planned and controlled, important variables in the educational environment, such as the teaching organization and the students’ approach to learning, can be affected. The PBL methodology may even become unfeasible as it affects the other courses with which it shares year and semester. This justifies the need to know the student workload of a subject. The previous research has presented procedures for establishing student workload. However, they use questionnaires with a high number of questions. A questionnaire with many questions affects the reliability of students’ answers. The questionnaire presented in this article reduces the number of questions without affecting the results obtained and it is easily applicable to other courses. Research Questions: The questions to be answered in this research are: 1) is the workload of the students, when using the PBL methodology in a course, in line with the one established in the syllabus? and 2) is the learning environment created in the course as expected? Methodology: The methodology used to obtain the necessary data is based on students completing weekly surveys, two critical incident questionnaires (CIQs), and a final survey. The aim was always to minimize the number of questions to be answered, ensuring that the data collected provided a true picture of the workload and the educational environment. Findings: The analysis of the data obtained by applying the procedure provides mechanisms to control the workload, ensure involvement and motivation, improve students’ academic results and show the learning environment created in the course. The implementation of this method, during three academic years, has allowed to test its effectiveness, validate some of the initial hypotheses, and confirm the conclusions of some previous studies. [ABSTRACT FROM AUTHOR]

Contribution: Determine and analyze the gap between software practitioners’ education outlined in the 2014 IEEE/ACM software engineering education knowledge (SEEK) and industrial needs pointed by Wikipedia articles referenced in Stack Overflow (SO) posts. Background: Previous work has uncovered deficiencies in the coverage of computer fundamentals, people skills, software processes, and human–computer interaction, suggesting rebalancing. Research Questions: 1) To what extent are developers’ needs, in terms of Wikipedia articles referenced in SO posts, covered by the SEEK knowledge units? 2) How does the popularity of Wikipedia articles relate to their SEEK coverage? 3) What areas of computing knowledge can be better covered by the SEEK knowledge units? 4) Why are Wikipedia articles covered by the SEEK knowledge units cited on SO? Methodology: Wikipedia articles were systematically collected from SO posts. The most cited were manually mapped to the SEEK knowledge units, assessed according to their degree of coverage. Articles insufficiently covered by the SEEK were classified by hand using the 2012 ACM computing classification system (CCS). A sample of posts referencing sufficiently covered articles was manually analyzed. A survey was conducted on software practitioners to validate the study findings. Findings: SEEK appears to cover sufficiently computer science fundamentals, software design, and mathematical concepts, but less so areas, such as the World Wide Web, software engineering (SE) components, and computer graphics. Developers seek advice, best practices and explanations about software topics, and code review assistance. Future SEEK models and the computing education could dive deeper in information systems, design, testing, security, and soft skills. [ABSTRACT FROM AUTHOR]

Background: Peer evaluation in software engineering (SE) project courses enhances the learning experience of students. It also helps instructors monitor and assess both teams and individual students. Peer evaluations might influence the way individual students and teams work; therefore, the quality of the peer evaluations should be tracked through the project course. Contribution: In this article, we analyzed the quality and scoring behavior of students in peer evaluation in an undergraduate SE project course over three years. Research Questions: RQ1: What is the quality of peer evaluation of undergraduate students in a SE project course? RQ2: How do undergraduate students in an SE project course score each other? Methodology: The quality of peer evaluation (length, level of detail, etc.) and scoring of peers based on various aspects of peer evaluations of third-year students in a year-long SE project course were studied. Taking into account the grade students received at the end of the course (A, B, C, and F-calibers), peer evaluations were categorized, analyzed over time, and compared between students calibers. Findings: After analyzing 6854 peer evaluations from 193 students, it was found that the quality of peer evaluations across students was mostly consistent throughout the course. Also, it was observed that quantitative aspects of the peer evaluation were scored similarly across student calibers. However, the qualitative aspects of the peer evaluation were impacted by the caliber of students. These findings suggest that weaker students (i.e., C-caliber students) generally receive better quality peer evaluations than stronger students (i.e., A-caliber students). Finally, a preliminary analysis showed a positive connotation of emotions and sentiments found in the textual feedback delivered by students. [ABSTRACT FROM AUTHOR]

Contribution: This study contributes to efforts to diversify the field of engineering by studying the influence of co-curricular activities on African American students’ development of key nontechnical professional skills. Background: The 21st Century workforce requires significant collaboration and communication. For engineering graduates to meet workforce challenges, they must graduate with nontechnical skills. This study operationalized these skills using traits identified in the National Academy of Engineering’s (NAE) “Engineer of 2020” report. The NAE also points to the urgent need for the United States to diversify its workforce; broadening the participation of African American engineers is key to doing so. Co-curricular activities help students develop nontechnical professional skills and are particularly important to African Americans at predominantly White institutions (PWIs). Research Question: How do African American engineering students attending PWIs in the United States develop nontechnical professional skills through participation in ethnic-specific co-curricular activities? Methodology: This qualitative study explored the lived experiences of 16 participants from one of six engineering disciplines. Each participant was a member of at least one of the following organizations: a Black fraternity or sorority (termed Black Greek Letter organizations), their campus student chapter of the National Society of Black Engineers, or an institution-sponsored program for racially underrepresented students such as a minority engineering program. Findings: Data analysis revealed significant evidence that involvement in one or more of the studied ethnic-specific co-curricular activities enhanced African American engineering students’ educational experiences by providing resources and opportunities to help them develop professional skills. [ABSTRACT FROM AUTHOR]

Contribution: Demonstrates how to use experiential learning (EL) to improve argumentative writing. Presents the design and development of a natural language processing (NLP) application for aiding instructors in providing feedback on student essays. Discusses how EL combined with automated support provides an analytical approach to improving written-communication skills. Background: High-quality, timely, feedback is an effective way to improve students’ writing. However, large class sizes and limited instructor backgrounds often make formative feedback impossible. Recent trends, including lowering entry requirements, have added to these challenges. Assistive technologies for implementing inclusive education provide viable solutions. Research Questions: 1) How and why can EL be used to develop argumentative writing skills in university STEM students? 2) How can technologies be developed to support using EL in teaching writing? and 3) How might the holistic impact of using such analytic techniques be evaluated? Methodology: Participants in an EL project were assigned two essays in sequence. They were given instructions on making good arguments and shown how to use an analytic rubric to maximize their scores. The essays were hand scored by tutors who provided scores for each dimension of the rubric. Subsequently, the content and argumentation of the essays were analyzed using NLP techniques to obtain independent scores. Qualitative data were also collected. Findings: The project produced transformative writing experiences for the participants. It showed how analytical techniques help improve writing skills and how relevant automated instructor assistance can be developed using NLP technologies. [ABSTRACT FROM AUTHOR]

Contribution: A roadmap is provided for building a quantum engineering education program to satisfy U.S. national and international workforce needs. Background: The rapidly growing quantum information science and engineering (QISE) industry will require both quantum-aware and quantum-proficient engineers at the bachelor’s level. Research Question: What is the best way to provide a flexible framework that can be tailored for the full academic ecosystem? Methodology: A workshop of 480 QISE researchers from across academia, government, industry, and national laboratories was convened to draw on best practices; representative authors developed this roadmap. Findings: 1) For quantum-aware engineers, design of a first quantum engineering course, accessible to all STEM students, is described; 2) for the education and training of quantum-proficient engineers, both a quantum engineering minor accessible to all STEM majors, and a quantum track directly integrated into individual engineering majors are detailed, requiring only three to four newly developed courses complementing existing STEM classes; 3) a conceptual QISE course for implementation at any postsecondary institution, including community colleges and military schools, is delineated; 4) QISE presents extraordinary opportunities to work toward rectifying issues of inclusivity and equity that continue to be pervasive within engineering. A plan to do so is presented, as well as how quantum engineering education offers an excellent set of education research opportunities; and 5) a hands-on training plan on quantum hardware is outlined, a key component of any quantum engineering program, with a variety of technologies, including optics, atoms and ions, cryogenic and solid-state technologies, nanofabrication, and control and readout electronics. [ABSTRACT FROM AUTHOR]

Contribution: Project-based learning is a widely used learning approach that has proven itself effective in engineering education. This article describes a generalized model to teach undergraduate students the concepts of dc electric motors using project-based learning through a complete module that consists of modeling and simulation, and questions formulation. Background: Undergraduate level Electric Machines textbooks lack a detailed and complete models of dc electric motors, and they only cover the motors’ traditional steady-state analysis. Teaching such topics that cover both steady-state and transient analyses through a complete module that includes both a step-by-step model derivation and simulation coupled with question formulation allows students to understand the materials better and, in turn, improve their performance. Intended Outcomes: The intended outcomes of the proposed approach are to improve students’ conceptual understanding, analytical skills, and simulation experience of dc electric motors. Application Design: The proposed approach introduces students to the concepts through seven elements: 1) the model derivation; 2) the types of dc motors; 3) how to modify the derived model to represent a specific type; 4) the assigned project; 5) the MATLAB programming; 6) the simulation results; and 7) question formulation that are related to dc motors. Findings: The evaluation of the data obtained from both students’ performances and surveys showed a significant improvement in performance and a positive attitude toward the proposed approach. [ABSTRACT FROM AUTHOR]

Contribution: This article highlights one approach to fostering the entrepreneurial mindset in the engineering classroom. Background: Entrepreneurship and innovation are currently trending topics in engineering education and will continue developing for the foreseeable future. Intended Outcomes: The guiding research question is: how can an entrepreneurial mindset focused learning experience improve student self-regulation, seeing value, and lifelong learning through metacognitive reflections? Application Design: The study is implemented within a five-week module focused on developing the entrepreneurial mindset as part of a required course on supply chain management technology. The supporting pedagogical interventions include authentic learning, information literacy, a mix of low stakes and high stakes assessment, and parallel scaffold and collaborative learning. The module is assessed through a metacognitive reflection centered around self-regulated learning, seeing value, and lifelong learning. Findings: First, the metacognitive reflections showed ~50% of participants would approach their work differently (e.g., make changes to management and scheduling, using credible sources, obtaining writing assistance through the university writing lab). Second, participants were able to articulate soft skill development and/or subject matter expertise as benefits as it relates to entering the workforce. Third, participants were able to express opportunities for extending their knowledge in the future. [ABSTRACT FROM AUTHOR]

One-dimensional (1-D) demonstrations, e.g., the black-box systems, have become popular in teaching materials for engineering modules due to the high complexity of the system’s multidimensional (e.g., 2-D and 3-D) identities. The need for multidimensional explanations on how multiphysics equations and systems work is vital for engineering students, whose learning experience must gain a cognitive process understanding for utilizing such multiphysics-focused equations into a pragmatic dimension. The lack of knowledge and expertise in creating animations for visualizing sequent processes and operations in academia can result in an ineffective learning experience for engineering students. This study explores the benefits of animation, which can eventually improve the teaching and student learning experiences. In this article, the use of computer-aided animation tools is evaluated based on their capabilities. Based on their strengths and weaknesses, the study offered some insights for selecting the investigated tools. To verify the effectiveness of animations in teaching and learning, a survey was conducted for undergraduate and postgraduate cohorts and automotive engineering academics. Based on the survey’s data, some analytics and discussion have offered more quantitative results. The historic data (2012–2020) analysis has validated the animations efficacy as achievements of the study, where the average mark of both modules has significantly improved, with the reduced rate of failure. [ABSTRACT FROM AUTHOR]

Contribution: This study identifies the attributes of complexity that can be incorporated into engineering design problems at first-year undergraduate engineering projects. The findings are compiled as a set of guidelines to aid engineering educators in crafting design problems. Background: Engineering professionals solve complex problems like design problems, troubleshooting problems, system-analysis problems, and decision-making problems. To develop proficiency in solving such problems, accreditation bodies for engineering education mandate the development of knowledge and skills for solving complex problems. The literature presents several attributes of complexity, but it does not clearly state which of these attributes are relevant for first-year engineering problem-solving and incorporate them into the engineering curriculum. Research Question: This study qualitatively investigates the research question, “How to craft engineering design problems with known attributes of complexity for first-year undergraduate engineering education?” Methodology: The study is situated in a project-based learning course offered at first-year engineering at a university in India. It identifies the attributes of complexity in interdisciplinary (mechatronic) design projects (prototypes) through thematic analysis of faculty interviews. Further, this was validated by analyzing the prototypes. Findings: Several themes of complexity emerged; this article presents only two themes: 1) knowledge and 2) skills related to solving the engineering design problem and the types of relationships between the prototype’s functions. [ABSTRACT FROM AUTHOR]

Contribution: This article explores the factors favoring the enrollment in engineering studies in Spain, analyzing gender differences. Background: Understanding the motivation of choosing engineering studies is very important in order to strengthen this choice in future promotions in Spain, considering that it is well below the average of the European Union at the present time. Research Questions: What are the main factors that influence students to choose engineering studies? Are there any noticeable differences between those affecting male and female students? Methodology: Data were collected from a survey completed by 624 students and an exploratory study was performed extracting five components. Independent sample $T$ -tests were used to determine significant differences between the answers of males and females. Findings: The factors found in the exploratory analysis were “Interest and development,” “Career advice and previous contact,” “Outcome expectations,” “Social influences” and “Not preferred option.” Significant differences between the answers given by males and females were also found. The outcome of this study is important for the development of new interventions aimed to increase interest, enrollment, and retention of engineering students, especially among females. [ABSTRACT FROM AUTHOR]

Contribution: In this study, an alternative educational approach for introducing quantum computing to a wider audience is highlighted. The proposed methodology considers quantum computing as a generalized probability theory rather than a field emanating from physics and utilizes quantum programming as an educational tool to reinforce the learning process. Background: Quantum computing is a topic mainly rooted in physics, and it has been gaining rapid popularity in recent years. A need for extending the educational reach to groups outside of physics has also been becoming a necessity. Intended Outcomes: This study aims to inform academics and organizations interested in introducing quantum computing to a diverse group of participants on an educational approach. It is intended that the proposed methodology would facilitate people from diverse backgrounds to enter the field. Application Design: The introductory quantum physics content is bypassed and the quantum computing concepts are introduced through linear algebra instead. Quantum programming tasks are prepared in line with the content. Pre/post-test design method and Likert scale satisfaction surveys are utilized to measure knowledge acquisition and to evaluate the perception of the learning process by the participants. Findings: Conducted pre/post-test design survey shows that there is a statistically significant increase in the basic knowledge levels of the participants on quantum computing concepts. Furthermore, no significant difference in the gain scores is observed between the participants from different STEM-related educational backgrounds. The majority of the participants were satisfied and provided positive feedback. [ABSTRACT FROM AUTHOR]

Contribution: This article explores the impact of the combination of various pedagogical approaches to deliver high-quality learning experiences for online-based engineering students. Though existing research extensively studied online education approaches, limited research has investigated how to bridge the gap between online cloud-based and campus-based students more effectively for obtaining hands-on engineering skills. Background: Given that engineers aim to solve real-world problems, engineering graduates need to obtain relevant experiences for employability. However, it is challenging to deliver such experiences in online education, which motivates innovative ways to integrate practical experiments in Web-based resources. Intended Outcomes: Practical and industry-relevant skills with flexibility in terms of time and pace of learning are intended to be achieved in the teaching framework which is expected to improve learning experiences for online students. Application Design: The adopted mixed pedagogical approach revolves around real-life problem-based learning delivered in the online mode using recorded experiments on energy-efficient design for three cohorts of the fourth-year engineering students, two of which are completely cloud-based students and the other one has a mix of on-campus and cloud-based students. Findings: The effectiveness of the adopted approach is measured through quantitative and qualitative evaluation tools. The evaluation demonstrated that cloud student engagement and motivation improved substantially by integrating explicit, analytical, as well as embodied learnings while enabling them to perform equally well as compared to the campus-based students. [ABSTRACT FROM AUTHOR]

Contribution: Based on a previous exploratory study, this research further investigated learning mode contributions from simulations and live competitive activities compared to a traditional classroom, laboratory, and testing approach to instruction in order to assess the applied behavioral contributions of each. Background: Cybersecurity capabilities in organizations lag behind the threats; consequently, there is a renewed emphasis on cybersecurity education. However, education appears to lack its full potential in most settings. Few empirical studies have systematically tested the efficacy of various training methods and modes, and those that have been conducted have yielded inconsistent findings. Recent literature on the use of gamified simulations have suggested that they may improve cybersecurity behaviors. Similarly, live activities, such as hackathons and capture the flag events, have been surmised to augment learning and capabilities. This study sought to systematically investigate this question. Research Questions: 1) Do cybersecurity simulations improve applied learning performance; 2) do live competitive activities improve applied learning performance; and 3) do any or each of these modes amplify applied learning performance when used in combination? Methodology: This study randomly assigned computer science students to one of four sections using different modalities. It used pretest scores on an applied exam as the co-variate, with post-test scores as the dependent variable. Results: Simulations improved learning performance over traditional classroom/lab instruction alone whereas live competitive activities did not. However, the greatest learning outcomes achieved was structured cybersecurity simulated environments combined with live competitive activities. [ABSTRACT FROM AUTHOR]

Contributions: The Chinese University of Hong Kong (CUHK)-Jockey Club AI for the Future Project (AI4Future) co-created the first pretertiary AI curriculum at the secondary school level for Hong Kong and evaluated its efficacy. This study added to the AI education community by introducing a new AI curriculum framework. The preposttest multifactors evaluation about students’ perceptions of AI learning confirmed that the curriculum is effective in promoting AI learning. The teachers also confirmed the co-creation process enhanced their capacity to implement AI education. Background: AI4Future is a cross-sector project that engages five major partners—CUHK’s Faculty of Engineering and Faculty of Education, secondary schools, Hong Kong government, and AI industry. A team of 14 professors collaborated with 17 principals and teachers from six secondary schools to co-create the curriculum. Research Questions: Would the curriculum significantly improve the student perceived competence, attitude, and motivation toward AI learning? How does the co-creation process benefit the implementation of the curriculum? Methodology: The participants were 335 students and eight teachers from the secondary schools. This study adopted a mix-method with quantitative data measures at pre- and post-questionnaires and qualitative data emphasizes teachers’ perspectives on the co-creation process. Paired ${t}$ -tests and ANCOVAs, and thematic analysis were used to analyze the data. Findings: 1) students perceived greater competence and developed a more positive attitude to learn AI and 2) the co-creation process enhanced teachers’ knowledge in AI, as well as fostered teachers’ autonomy in bringing the subject matter into their classrooms. [ABSTRACT FROM AUTHOR]