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Prospective authors are requested to submit new, unpublished manuscripts for inclusion in the upcoming event described in this call for papers.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

Questions are used to obtain information, stimulate thinking, and redirect reasoning. Academics in higher education use questions on a daily basis to stimulate thinking and reasoning in students. Final examination papers are used by academics to assess the retention and application skills of students. The assumption, however, exists that questions relating to application skills at universities of technology should start to dominate the higher academic levels in education, with a subsequent drop in questions regarding retention skills. These questions may be categorized as either higher order or lower order questions. This article attempts to distinguish between these two types of questions in light of Bloom's taxonomy, with similar concepts such as deep and surface learning being examined. The literature review is applied to an electrical engineering module titled Electronics, which serves as the case study. The results of this study indicate that a high percentage of the final examination papers dealt with the objective "Application," where students had to make use of numerous mathematical equations to solve various unknowns. The results also indicated that academics in electronics are using more lower order than higher order questions in their final examination papers. A balance is suggested between these two types of questions for various academic levels at universities of technology. [ABSTRACT FROM AUTHOR]

Examines the design of a multiinput multioutput digital-linear-quadratic-regulator control system for paper machine headbox. Key step in paper making process; Factors affecting the success of the process operation; Different control schemes for air-cushioned headbox control; Role of computer-aided-design tools.

Presents guidelines on how to write a good technical paper and make effective presentations. Structure of a technical paper; Common errors committed; Importance of maintaining eye contact with the audience; Making sure that the visual aids are readable; Tips on making a thesis defense.

Several tools are marketed to the educational community for plagiarism detection and prevention. This article briefly contrasts the performance of two leading tools, TurnItIn and MyDropBox, in detecting submissions that were obviously plagiarized from articles published in IEEE journals. Both tools performed poorly because they do not compare submitted writings to publications in the IEEE database. Moreover, these tools do not cover the Association for Computing Machinery (ACM) database or several others important for scholarly work in software engineering. Reports from these tools suggesting that a submission has "passed" can encourage false confidence in the integrity of a submitted writing. Additionally, students can submit drafts to determine the extent to which these tools detect plagiarism in their work. Because the tool samples the engineering professional literature narrowly, the student who chooses to plagiarize can use this tool to determine what plagiarism will be invisible to the faculty member. An appearance of successful plagiarism prevention may in fact reflect better training of students to avoid plagiarism detection. [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]

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

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: Prior studies on goal congruity show that students are more motivated to pursue careers that allow them to work with and help others and give back to their community (i.e., careers that afford prosocial value). This paper discovers this same pattern in electrical engineering (EE) and discovers that prosocial affordance beliefs are significantly associated with intensions to persist, while agency beliefs are not. Background: Goal congruity theory finds that people are more motivated to pursue a career if it aligns with values they endorse. This theory can shed light on why some students do not persist in EE because of the stereotype that the profession does not allow working with and helping others. Research Questions: This paper seeks to answer whether EE students perceive the profession as affording prosocial value, and to test associations between prosocial perceptions and motivation to persist in the field. Methodology: The first study in this paper was conducted on students in an introductory EE course ($n\,\,= 79$) that measured affordance beliefs about the EE profession and tested associations with intensions to persist. The second study compared affordance beliefs and trait endorsements held by students in the introductory level course with those in an advanced EE courses ($n\,\,=51$). Findings: Mediation analysis revealed that the more novice students believe that EE allows them to fulfill prosocial goals, the greater their persistence intentions (95% CI: 0.01 to 0.34). This analysis also showed that agency beliefs were not strongly associated with persistence intensions. [ABSTRACT FROM AUTHOR]

Contribution: This paper introduces the real-world limitations and non-technical aspects of power electronics (PEs) projects to students through innovative tutorial activities. Background: Many electrical engineering curricula offer a PE courses (PECs) for third- or fourth-year undergraduate students. Prior research on PEs education mainly focused on improving students’ experimental skills through developing practical experiments, laboratory activities, and problem/project-based learning. An instructional approach that instead employs real-world knowledge and skills is worth evaluating. Intended Outcomes: Students should be able to consider real-world technical and non-technical limitations when applying theory to design PE circuits and converters, and be able to select and carry out appropriate tests to troubleshoot circuits. Application Design: Prior research on engineering education emphasized the importance of introducing real-world limitations to the students as part of their curriculum. This paper suggests that the tutorial activities presented in a PEC can help students acquire skills in designing and troubleshooting a circuit or system according to desired technical aspects, real-world limitations, and available data. Findings: Evidence of the validity of this approach in a PEC at two Australian universities, over four academic years, is provided. Students receiving the new tutorial activities had percentage scores some 10–15 points higher than those who had traditional tutorials. Another evaluation reveals the students’ vibrant participation in the activities during the new tutorial sessions. [ABSTRACT FROM AUTHOR]

Contribution: This paper presents a model for educational robotics tools and a corresponding set of heuristics for their development and evaluation specifically adapted to the needs and expectations in formal education settings. Background: The increased use of educational robots in classrooms, and the steadily growing number of alternatives from which to choose, bring the requirement for appropriate methods to develop and evaluate these tools. Yet the current body of literature does not provide comprehensive frameworks that allow this question to be adequately addressed. Although previous research has studied the use of educational robotics in classrooms, there is still a lack of methods to support their development and evaluation. Intended Outcomes: An evaluation framework to support researchers, engineers, educators, and decision makers in taking informed decisions about educational robotics systems. Application Design: This paper proposes to consider activities involving educational robotics tools as a kind of “educational augmented tabletop game.” Within this framework, a set of fourteen heuristics was devised, based on literature on games and learning tools. The validity of these heuristics was examined with a heterogenous group of twelve school teachers, who tested five different educational robotics systems. Findings: The participating teachers had a high level of approval for the heuristics devised. A heuristic evaluation based on the framework proposed here appeared to more appropriately reflecting the teachers’ needs than did conventional methods, namely the isolated comparison of system characteristics. [ABSTRACT FROM AUTHOR]

Contribution: This paper explores the factors contributing to the development of engineering identity in Latinx students at two institutions. A better understanding of these factors will support the development of more inclusive engineering education environments and experiences. Background: Persistence of Latinx engineering students is of particular interest due to their underrepresentation in the field. Identity is a lens for understanding student persistence, but Latinx students are underrepresented in prior engineering identity studies. This paper seeks to identify the unique factors, academic and professional, that contribute to engineering identity development, and potential means for supporting the persistence of Latinx engineers. Research Questions: 1) What academic and professional affect factors predict engineering identity development of Latinx students? and 2) What role does the institution play in Latinx students’ engineering identity development? Methodology: A mixed-methods approach was used to measure engineering identity based on a framework incorporating both academic and professional affect elements. Regression analyses were conducted on 892 responses to an online survey from Latinx engineering students, with additional insight from interviews with ten Latinx engineering students. Findings: Six of the nine factors analyzed (performance/competence, interest, recognition, analysis, framing and solving problems, and tinkering) were significant predictors of Latinx students’ engineering identity, as were institution, gender, and having a parent with an engineering degree. Engineering identity was higher for Latinx students at the Hispanic Serving Institution, but none of the interaction terms were significant, so the relationship between these factors and engineering identity is similar at each institution. [ABSTRACT FROM AUTHOR]

Contribution: This paper qualitative research delineates the thinking and behavioral patterns that reflect students’ advanced level of epistemological thinking in project-based learning (PBL) activities and the associated impact factors. Background: PBL has been widely adopted in engineering education for its effectiveness in improving students’ problem-solving abilities, collaboration skills, and academic achievement. The four stages of Perry’s theory—Dualism, Multiplicity, Relativism, and Commitment (within Relativism)—depict students’ epistemological development from dualistic to contextual relativistic thinking. Prior research suggested that participation in PBL could benefit students’ development to relativistic thinking—the most revolutionary change in Perry’s model. Nevertheless, how epistemological thinking was exhibited in the context of PBL, and the relationship between students’ epistemological thinking and PBL learning activities both remain unclear. Research Questions: 1) What are demonstrations of students’ relativistic thinking in PBL activities? and 2) What are the factors in regard to students’ relativistic thinking in PBL activities? Methodology: Built upon quantitative results obtained using a modified Zhang’s cognitive development inventory (ZCDI) developed in the context of Perry’s theory, this paper explored demonstrations of students’ relativistic thinking in PBL in a qualitative manner, and analyzed the associated factors based upon one-on-one interviews with 17 engineering students. Findings: In PBL activities, students’ epistemological thinking is reflected in their solving problems within constraints, conducting feasibility analyses, exhibiting commercial awareness, having their thinking broadened, and more. Their epistemological thinking can be impacted by factors, such as guidance from professors, collaborations with peers, communications with other stakeholders, and complexity level of projects. [ABSTRACT FROM AUTHOR]

Contribution: This paper found that design experiences can foster engineering identity and belongingness for early career electrical and computer engineering students. Students had different interpretations of what it meant to be an engineer (identity) and their belongingness in engineering. This paper provides novel insights into how students may be developing identities and belongingness in engineering, both critical for student retention and success. Background: Design experiences are crucial for engineering students, both for developing academic competencies and allowing students to see how they can become engineers. Existing literature has mixed results with respect to the influence of team-based design experiences on engineering identity and belongingness. Research Questions: 1) How do design experiences influence early career electrical and computer engineering students’ identification and belongingness in engineering? and 2) How do these students describe what it means to identify as an engineer and belong in engineering? Methodology: The beliefs of electrical and computer engineering students were examined using mixed methods to understand the intersection of design experiences, engineering identity, and belongingness. Findings: Students interpreted their engineering identity and belongingness differently, particularly, with respect to how design experiences can shape these attitudes. Whereas students interpreted engineering identity through their performance and interest in authentic engineering tasks, they interpreted belongingness as a means of comparing themselves to their peers. The findings have implications for engineering education researchers, and design instructors, to foster ways of being and belonging in engineering. [ABSTRACT FROM AUTHOR]

Contribution: This brief comment highlights some crucial assumptions behind the “law of the junction” that are overlooked by the above paper and argues that the proposed derivation is not actually a “new” derivation at all. Background: The “law of the junction” is one of the most significant and useful results within the field of solid-state devices. The above paper is likely to confuse readers, particularly those who are undergraduate electrical engineering students studying semiconductor device physics for the first time. This is especially so because of the abstract nature of the underlying quantum mechanics framework and solid-state physics models (subjects which the typical student at that level lacks a substantial background in) as well as the plethora of tedious equations in the curriculum. Research Questions: What core physical concepts are essential to a fundamental yet intuitive understanding of the law of the junction? Methodology: Several key features of how semiconductor junctions behave under bias are explained. References to well-known textbooks are provided where appropriate. Findings: The above paper’s primary mistake is its assertion that its derivation does not rely on the assumption of thermal equilibrium. However, the law of the junction is equivalent to a calculation of depletion-edge minority carrier concentrations using Maxwell–Boltzmann statistics—a distribution which only holds under thermal equilibrium conditions. More rigorously, in a nondegenerate semiconductor, Fermi–Dirac statistics (which governs electrons) reduces to Boltzmann statistics only when the electrochemical potential is spatially uniform, a condition equivalent to having no net flow of thermal energy—the very definition of thermal equilibrium. [ABSTRACT FROM AUTHOR]

Contribution: The main contribution is to provide practitioners and researchers with an insight in efficiently and effectively employing multi-attribute decision making (MADM) methods in e-learning website selection problems. Background: Advances in information systems and the Internet have resulted in e-learning websites becoming an important interface for learners. The selection of a particular website directly affects the end users’ performance, with the objectives and expected outcomes of e-learning being largely dependent on the quality of the teaching processes and the effectiveness of online access. Evaluation and selection of these websites has thus become a decisive issue for learners and developers. Intended Outcomes: This paper is expected to provide decision support to leaders in education and educational organizations in effectively analyzing and managing their e-learning system. A knowledge-based system may be developed to develop and assess e-learning websites in a meaningful way. Application Design: A hybrid MADM method, fuzzy complex proportional assessment (COPRAS) is used to evaluate, rank, and select e-learning websites of “C” programming language. The fuzzy COPRAS method is validated by comparison with the technique for order preference by similarity to ideal solution, on an existing selection problem of 12 websites available in the open literature. Findings: Fuzzy COPRAS provides a comprehensive ranking of e-learning websites based on fitness degree values. The case study results rated tutorialspoint.com as the best of the e-learning websites considered, and howstuffworks.com was rated lowest. This paper shows that fuzzy COPRAS could be useful for e-learning practitioners, developers, and the researchers. [ABSTRACT FROM AUTHOR]

Contribution: This paper provides evidence of the lack of gender diversity at audio engineering conferences, using a novel and inclusive gender determination method to produce a new dataset of author gender. Background: Audio engineering has historically been male-dominated; while the number of non-male audio engineers has increased recently, the industry mindset has changed very little. Studies into the gender diversity of this field are required, to force a shift in mindset and create a more inclusive environment. Research Questions: To what extent is there an imbalance in the representation of different genders at audio engineering conferences? Do conference topic, presentation type, or author position have an impact on the gender balance? Methodology: A novel method was designed to obtain pronouns of authors where possible, avoiding removal of data or potential false positives. The main limitation of this methodology is the time required for gender determination. Gender composition was analyzed across 20 conferences, with gender balance further analyzed within four key categories: 1) conference topic; 2) presentation type; 3) position in the author byline; and 4) the number of authors. Findings: This paper demonstrates a clear lack of gender diversity in conference authorship in audio engineering. The results show low overall representation of non-male authors at audio engineering conferences, with significant differences across conference topics, and a notable lack of gender diversity within invited presentations. [ABSTRACT FROM AUTHOR]

Contribution: This paper contributes to the literature by confirming the existence, in gender and socio-economic diversified higher educational environments, of differential evaluation ratings given by students to their teachers. Background: Women and low socio-economic classes have historically been under-represented, both as students and teachers. Various policies and measures are being put in place internationally to raise their standing, equity, and success as they progress in their careers. To be effective, the after effects of these policies must be investigated and understood. Research Questions: This paper addressed the question of whether gender and socio-economic differences, in both teachers and students, affect students’ opinion of their teachers in higher education, across a number of disciplines. Methodology: The research analyzed the differentials in students’ ratings of their teachers in five disciplines in the field of education. Data was drawn from student responses to the surveys conducted in a large Indian university at the end of each course unit. The survey questions elicit their perceptions of teaching quality in the disciplines of civil engineering, electrical engineering, computer science engineering, mathematics, humanities and social sciences. This paper analyzes 112 919 and 16 354 complete sets of student ratings, to study the gender and socio-economic diversity based effects respectively. Statistical multivariate and univariate general linear models were used to derive the relevant results and graphs. Findings: The study reveals the existence of socio-economic status bias, gender-typical behavior, gender-atypical behavior, and same-gender and cross-gender biases; these resulted in differential ratings in the disciplines examined. [ABSTRACT FROM AUTHOR]

Contribution: This paper argues for a shift in how students’ team project experiences are assessed. Findings from this paper suggest that it is not enough to consider student-reported data in assessing team dynamics; hidden gendered behavior may be impacting students in ways that students do not realize or report. Background: Although the number of women in engineering is rising, difficulties still exist for female students in electrical engineering and computer science, particularly in team projects. Male and female students may have very different project experiences, due to differing levels of confidence/self-efficacy, difficult team dynamics, or inequitable task division. Research Questions: This paper aimed to elucidate what differences exist in the project experience between male and female students, considering self-reported measures (engineering confidence/self-efficacy, time spent on task, and team satisfaction) and observational study. Methodology: Students completed pre/post-project surveys, weekly logs, and post-project interviews to report and discuss their engineering confidence/self-efficacy, project task selection, and team satisfaction. This paper reports a case study of one student team, observed by a researcher throughout the project course. Findings: While student-reported data implied a lack of gender division (male and female students had the same levels of confidence, completed the same project tasks, and were similarly satisfied with their teams), the observational study implied that the student-reported data may not be telling the whole story. Given the difficult team dynamics observed in the student team (but not reported by students), findings suggest that difficult gender dynamics may go unrecognized by students. [ABSTRACT FROM AUTHOR]

Contribution: This paper provides evidence for the benefits of pair programming early in the curriculum on student performance later in the curriculum. It also confirms the short term benefits of partnerships at scale. Background: Engineers often work in teams, both in industry and in academia. Previous work has shown that partnered programming yields higher student performance during the course in which students partner. Research Questions: This paper investigates the long term effects of early curriculum pair programming on student performance in a following course. Specifically, do student partnerships impact long-term student performance in a later course? Are previously observed effects of partner programming robust to a larger sample size? Methodology: This quantitative analysis examines 2468 students in an introductory computer science sequence at a large, public research institution. The data set comprises two academic years and includes partnership participation, project and exam scores, withdraw rates, time between courses, GPA, and gender. Findings: A positive relationship is observed between partnering in an introductory course, and higher project scores in a future course, where all students worked alone ( $N = 1003$ ). Students with the lowest GPAs experienced the greatest benefits. Additionally, results with a large population of students confirm the observations of previous research, showing that partnerships are associated with an overall positive grade impact during the course in which the partnership takes place ( $N = 2468$ ). [ABSTRACT FROM AUTHOR]

This paper examines the cloud computing for education (CCE) literature, and analyzes if the research is developing scientifically with adequate empirical validation. All aspects of empirical investigations covered in the literature are shown as weak, hence, the necessary scientific development of CCE requires extending its scope of interest, and involving scholars synergistically to create and maintain a “common research agenda.” Background: A need to develop research on CCE has been recognized, and considerable efforts made to create an accurate understanding of the development of its scope of interest, in terms of supporting pedagogical developments and processes for better quality of studies. Research Questions: This paper has three main aims: 1) to evaluate the scope of interest in the literature for CCE with specific reference to pedagogy and educational processes; 2) to analyze the characteristics of papers, specifically empirical studies, from the various points of view of the daily improvement activities of teachers and learners at all levels of education; and 3) to identify eventual research gaps to consider and stimulate new topics or further investigations. Methodology: This systematic mapping study review followed a rigorous, replicable process to collect and analyze representative studies of CCE. Findings: Differences are found across geographic areas in applying CCE infrastructure and technologies in educational institutions; few studies address CCE’s impact on pedagogic processes. The scope of interest in CCE is only partially covered; with empirical research being very shallow. Suggestions are made for more effective research on concerning the production and use of content. [ABSTRACT FROM AUTHOR]

Contribution: This paper illustrates how to design and implement curricula in terms of the combined use of flipped learning and inquiry-based learning in an engineering course. Background: Elementary courses in engineering schools are conventional and foundational, and involve a considerable amount of knowledge. Throughout such courses, students are also expected to develop insight, which cannot be obtained by only listening to instructors. Having relevant discussions is also difficult for most instructors. Intended Outcomes: The combined use of flipped learning and inquiry-based learning would be beneficial to broaden student achievement. Application Design: Based on an epistemological approach about knowledge and knowing, this paper applies the combined use of flipped learning and inquiry-based learning to enhance student knowledge and advance ways of thinking on a System Modeling and Control course. Findings: The extended learning time and the collective responsibility for learning are discussed as critical issues in applying the combined use of flipped learning and inquiry-based learning in an engineering school. [ABSTRACT FROM AUTHOR]

Contribution: This paper reports a curriculum development in hybrid problem-based learning (h-PBL), addresses the design, implementation, effectiveness, and assessment issues of h-PBL, and explains the mixed results observed regarding the impact of problem-based learning (PBL) on student grades from a hybrid perspective. Background: The effect of PBL on student learning is difficult to analyze. Empirical research on h-PBL has been scant in the engineering education field. Intended Outcomes: The hybrid approach described in this paper can be used to guide other course designs. Future research directions are also provided in order to better capture the positive effects of PBL on student learning. Application Design: A 3-D imaging project was developed and implemented using h-PBL. A non-parametric hypothesis test was conducted to compare four-year student performance data collected after the implementation of h-PBL with four-year student performance data collected under traditional lecturing; both sets of students were taught by the same instructor. Findings: Student project grades improved after h-PBL, whereas student cumulative course grades did not show significant improvement. The study suggests that higher ratios and weights of PBL, better timing in introducing PBL, and more integrated course components in the hybrid approach may further improve student performance. [ABSTRACT FROM AUTHOR]

This paper studies electrical engineering learners’ preferences for learning methods with various degrees of activity. Less active learning methods such as homework and peer reviews are investigated, as well as a newly introduced very active (constructive) learning method called “slectures,” and some others. The results suggest that graduate students’ perception of the usefulness of the activity increases with its level of activity. For undergraduate students, an increased perception of the usefulness of the activity was observed for lightly active but structured learning methods. Group-based analysis focusing on two types of learners, defined as “instructor-dependent” and “instructor-independent” according to their perception of the usefulness of the classroom lectures, was also performed. The results suggest that instructor-independent learners may benefit more from active learning methods than instructor-dependent learners. For example, instructor-independent undergraduate learners were found to perceive the homework assignment as being more useful than the lectures. Such a preference was not seen in the average group data. In fact, no learning method was found to be perceived as more useful than the lectures, on average. Thus this paper illustrates the pertinence of group-based data analysis. [ABSTRACT FROM AUTHOR]

Quantum mechanics (QMs) is a foundational subject in many science and engineering fields. It is difficult to teach, however, as it requires a fundamental revision of the assumptions and laws of classical physics and probability. Furthermore, introductory QM courses and texts predominantly focus on the mathematical formulations of the subject and lay less emphasis on its conceptual understanding. Consequently, students struggle to build robust mental models of the concepts. This paper posits that games can provide an effective platform for an experiential and conceptual understanding of introductory QM. Games are particularly suitable for demonstrating QM characteristics because their repetitive nature is conducive to demonstrating probability concepts that form a core part of QM. Games can also immerse students in an engaging environment that motivates them to learn. This paper presents the design and evaluation of a digital game for learning introductory QM concepts. The evaluation of the game indicates an improvement in students’ conceptual understanding of probability. Students also reported an increase in comfort level with key concepts taught in the game. [ABSTRACT FROM AUTHOR]

Task interpretation is a critical first step for students in the process of self-regulated learning, and a key determinant when they set goals in their learning and select strategies in assigned work. This paper focuses on the explicit and implicit aspects of task interpretation based on Hadwin’s model. Laboratory activities improve students’ conceptual understanding, as they utilize cognitive ability to integrate the new experiences these provide. The purpose of this paper is to investigate how students’ interpretation of a task assigned during laboratory work may change during the task process, and how this relates to their conceptual understanding. A total of 143 students enrolled in an electronics course participated in this paper. Instruments to measure task interpretation and conceptual understanding were created, piloted, and applied before and after selected laboratory activities over the semester. Findings suggest that while students’ task interpretation changes during the task process, increasing after the completion of the laboratory activity levels of task interpretation are low. Previous research findings—that students generally have an incomplete understanding of the assigned tasks and struggle to establish a connection between laboratory activities and the theory—were confirmed. Lastly, this paper reports a significant relationship between students’ task interpretation and their conceptual understanding in laboratory work. Further investigation is necessary to unveil other factors related to these constructs in order to engage students in laboratory work. [ABSTRACT FROM AUTHOR]

Engineering education is undergoing a restructuring driven by the needs of an increasingly multidisciplinary engineering profession. At the same time, power systems are transitioning toward future smart grids that will require power engineers with skills outside of the core power engineering domain. Since including new topics in the existing curriculum while maintaining the existing requirements is difficult, this paper proposes a project-based cooperative learning approach to promote soft skills in an engineering course. This paper then shows how to construct a realistic open-ended multidisciplinary problem whose solution requires a wide range of skills, which is not a trivial task. The design and technoeconomic viability assessment of a small-scale photovoltaic battery system is used as a case study. The effectiveness of the approach and students’ satisfaction were assessed over two years. Survey results after the first year revealed that the students did not feel sufficiently prepared for multidisciplinary work. After appropriate adjustments in the second year, the survey results improved noticeably. Statistical analysis reveals that the project teaches skills that are complementary to the core domain skills, which confirms the validity of the approach. [ABSTRACT FROM PUBLISHER]

The information and communications technology (ICT) industry is making important contributions to economic growth both locally and globally. There is a high demand for ICT professionals that higher education institutions are still struggling to meet. An effective literature review is an important part of understanding the existing findings and issues in the education of future ICT professionals, and for planning future research directions. This comprehensive study presented here includes a review of 761 papers on the level of summary analysis and 155 papers in depth, according to ten research questions related to: curriculum design and delivery, knowledge and skills of future ICT professionals, teaching methods, collaboration between academia and industry, and future employment and career development of ICT professionals in the labor market. Based on the findings from a content and cluster analysis, the results indicate the need for a more holistic and strategic approach to the education of future ICT professionals, including career development support within formal processes of higher education. [ABSTRACT FROM PUBLISHER]

This paper investigates the long-term outcomes of a general education course on digital technologies. Through conducting cross-sectional and longitudinal interviews with students, the authors found that non-engineering students who took this course had notable noncognitive, long-term outcomes. A primary focus of the work reported in this paper was the long-term outcome of self-efficacy. The authors also investigated the sources of self-efficacy for the students in the course. The primary sources of self-efficacy in the course were verbal persuasion and mastery experience. Faculty and teaching assistants were key sources for verbal persuasion. Some students exhibited a “success paradox”: They felt successful in the course even though they failed to meet their initial expectations. The authors also found that a mastery experience, such as working on a final project, can still feel successful when it is mediated by verbal persuasion. This paper can guide faculty in designing or adapting courses to promote student self-efficacy. [ABSTRACT FROM PUBLISHER]

The ability to anticipate the strategic actions of hackers, including where, when, and how they might attack, and their tactics for evading detection, is a valuable skill for cybersecurity. Therefore, developing the strategic reasoning abilities of cybersecurity students is an important cybersecurity education learning objective. This paper proposes that basic game theory concepts should be taught to cybersecurity students in order to improve their strategic reasoning abilities. It details a pretest–posttest educational experiment that demonstrates that 2 h of basic game theory instruction results in a statistically significant improvement in students’ abilities to anticipate the strategic actions of others. It also provides details of the game theory curriculum to help other cybersecurity educators replicate these results. Additionally, this paper suggests that another benefit of teaching game theory in a cybersecurity course is that it may fundamentally alter the way students view the practice of cybersecurity, helping to sensitize them to the human adversary element inherent in cybersecurity in addition to technology-focused best practices. This could result in a more naturally strategic-minded, and therefore better equipped, cybersecurity workforce. [ABSTRACT FROM PUBLISHER]

Some education specialists are challenging the use of traditional strategies in classrooms and are calling for the use of contemporary teaching and learning techniques. In response to these calls, many field experiments that compare different teaching and learning strategies have been conducted. However, to date, little is known on the outcomes of these strategies specific to the context of engineers and engineering education. The debate on traditional versus contemporary strategies continues, with many traditionalists holding firm to the view that contemporary techniques diminish the academic quality and integrity of teaching and learning. This paper adds to the current debate by assessing the outcome of interactive lectures, a contemporary teaching strategy, in the context of engineering education. Specifically, this paper examines the effect of interactive lectures on student academic achievement and the learning environment. This paper supported the quantitative survey responses with self-reported student reflections. The findings contradict the traditionalist view of teaching and learning; student performance was not significantly different when interactive learning strategies were employed. However, students held a more positive view toward the learning environment and felt that interactive learning enhanced their overall learning experiences and spurred interest in the subject area. This paper concluded that interactive lecturing can be an effective approach in teaching business management in engineering education. [ABSTRACT FROM PUBLISHER]

Global software engineering education (GSEE) is aimed at providing software engineering (SE) students with knowledge, skills, and understanding of working in globally distributed arrangements so they can be prepared for the global SE (GSE) paradigm. It is important to understand the challenges involved in GSEE for improving the quality and experience of educators and students. This paper reports the findings of an empirical study on the socio-cultural aspects of GSEE. A case study was conducted involving 14 participants from ten different universities in eight countries. The data was analyzed using grounded theory’s open coding procedure. The key contributions of this paper are the identification and description of seven dimensions of socio-cultural distance that caused several significant challenges in the courses: 1) language differences; 2) concept of time; 3) attitude toward grades; 4) assumptions about national culture; 5) differences in autonomy; 6) influence of the course lecturer; and 7) work habits. Recommendations from this paper that are expected to benefit GSEE educators and students include: cross-cultural orientation of students prior to the course; use of various strategies to support better comprehension of different English accents (e.g., speaking slowly, replaying recorded video messages, and text chatting); and educators familiarizing themselves and their students with the relevant GSE and GSEE literature. [ABSTRACT FROM PUBLISHER]

Contribution: This paper examines ideation practices of biomedical engineering (BME) students in a capstone design course during a designated team ideation session and provides recommendations for structuring idea generation instruction. Background: Capstone courses provide students with opportunities to engage with open-ended and complex engineering problems requiring knowledge from multiple disciplines. Limited work has focused on how BME students engage in idea generation in capstone courses. Yet, success in solving problems depends on how students engage with and organize their idea generation efforts. Research Questions: What design activities do BME students engage in during a session designated for idea generation? What factors impact how students approach their ideation sessions and select the ideation approaches to use in a design course? Methodology: Five student teams were recorded during their idea generation sessions. Post-session interviews were conducted with a subset of students. Qualitative analysis of transcripts revealed themes related to design activities and factors impacting idea generation. Findings: Students commonly moved into convergent idea evaluation activities during generation. Their approaches to ideation were influenced by course activities and structures, design requirements, and sponsor feedback. [ABSTRACT FROM AUTHOR]

Contribution: Portable learning instrumentation has become common in university classrooms and laboratories, but few publications assess the effects of these technologies on student retention. This paper addresses this under-researched connection between the use of portable learning technologies, incorporated into an Introduction to Computer Engineering course, and student retention. Background: The desire for active learning experiences has promoted the use of portable, hands-on technologies in classrooms and laboratories. However, published results from such efforts do not often assess the impact of such tools on student retention. In Fall 2015, the Kansas State University Department of Electrical and Computer Engineering overhauled an introductory computer engineering course, incorporating portable learning tools with the aims to increase student retention, where a secondary focus related to helping students understand the limitations of portable hardware platforms. Intended Outcomes: The goal was to improve student confidence and the retention of first- and second-year students who took the course. Application Design: Laboratory exercises used portable technologies and focused on hardware limitations. Summative surveys helped to quantify the impact of the new course structure on student confidence. The retention of first- and second-year students who took the course was also investigated. Findings: Survey results indicated that the course transformation positively affected student confidence (measured directly and indirectly). Retention of second-year students who took the course improved to a two-year average of 51%, from a 40% average for the three prior years. [ABSTRACT FROM AUTHOR]

Contribution: A redesign of the Moodle platform to adapt digital educational content [learning objects (LOs)] to the specific needs of students with disabilities. The approach, extendable to a range of disciplines, was empirically tested with blind and deaf engineering students. Background: Previous studies identified difficulties that blind and deaf students face in accessing digital content for learning. General guidelines and specific tools are available to help educators adapt digital content and existing learning platforms for access by students with varying abilities/capacities. Such tools are usually for a specific disability rather than a range of capacities, and few provide empirical evidence of effectiveness. Intended Outcomes: The engineering-related digital content adapted using the techniques described in this paper should enable blind and/or deaf students to use an oscilloscope, understand communication channels, and distinguish the different types of telecommunication networks. Application Design: The Moodle learning platform was adapted using existing e-learning accessibility standards so that digital LOs could be automatically presented in formats accessible to blind and/or deaf students. This model is extendable for other types of disabilities, helping educators adapt existing content for access by students with differing capacities. The teacher adds content (in non-auditory and non-visual formats to describe content otherwise inaccessible to deaf or blind students) and students upload reusable profiles/metadata describing their specific accessibility needs to connect to suitably adjusted content. Findings: Learning improvement with the adjusted platform was evaluated via multiple choice pre- and post-tests. Students’ learning performance improved significantly across all groups: blind (45%), deaf (46.25%) and deaf-blind (87.5%). [ABSTRACT FROM AUTHOR]

Contribution: This paper employs the automatic scoring of short essays as a novel way to determine pre-service teachers’ knowledge of and attitudes toward computational thinking (CT) from their written reflections. Implications about designing CT courses for pre-service teachers are discussed. Background: CT is an essential 21st-century competency that supports the development of problem-solving skills. Inspired by computing science problem-solving practices, CT should transcend disciplines, but few universities or colleges include CT courses or CT content in their core courses. It is also difficult to know what pre-service teachers think about CT and their role in promoting it. Research Questions: Do pre-service teachers’ coding reflections reveal any important information about their knowledge of, skills in, and attitudes toward CT? Methodology: Traditional qualitative techniques based on human raters are impractical in analyzing hundreds of essays. Topic modeling, an unsupervised machine learning modeling technique, was employed to extract topical features from participants’ reflections. In one section of an undergraduate Introduction to Educational Technology course offered at a large university in Western Canada, n = 139 pre-service teachers wrote a short reflection on their experience following a 20 h Accelerated Intro to Computer Science Code.org course. Topics were identified by analyzing contextual trends in participants’ written reflections. Findings: Results showed that pre-service teachers’ reflections included CT concepts, practices, and perspectives. Specifically, participants connected the coding activity to prior knowledge and experiences. [ABSTRACT FROM AUTHOR]

Contribution: This paper has demonstrated that the use of blended learning in an electrical machines course has increased student engagement, pass rate, and scores across the GPA spectrum. Background: Lack of engagement by students in electric machine courses have been reported across the world. Interventions however, usually take the form of laboratory and simulation assignments. There is little information on, however, the use of blended learning and flipped classroom techniques to combat these problems. Intended Outcomes: Increased engagement in the course evidenced by exam performance. In particular, for the transformer, dc motor, induction motor, and synchronous motor the students should be able to explain the construction and principle of operation, and compute voltages, currents and power for various operating conditions. Application Design: The approach involved online lectures, tutorial submissions, and peer feedback forums followed by face to face tutorial sessions. These were chosen because online activities would allow students to access material on devices with which they are accustomed to engaging deeply and because peer feedback has been shown to build community, and increase the quality of discourse for both students and lecturer. Findings: There was a significant improvement in exam performance when compared to previous years. The pass rate of the course moved from approximately 60% in previous years to 86%. The class average mark also increased from approximately 50% in previous years to 63%. [ABSTRACT FROM AUTHOR]

Contribution: This paper demonstrated on a large scale that explicit articulation of creativity-related learning goals on engineering syllabi is quite limited, and primarily limited to the first year of study. Engineering educators may need to do more to ensure creativity is explicitly addressed as an expected learning outcome within engineering syllabi. Background: Prior studies have shown inclusion of creativity within engineering syllabi and course activities are generally limited. Students may perceive educators do not value creativity, and their studies have limited influence on their creative skills. Studies conflict on whether creativity skills increase over completing an engineering degree. Creativity has been demonstrated to be an important skill for engineering professionals, but one not necessarily appropriately addressed in engineering programs. Few studies have attempted to quantify coverage of creativity material on a nation-wide scale, as opposed to in a single or select few institutions. Research Questions: 1) To what extent do engineering educators explicitly articulate creativity and innovation-related learning goals and material on their course syllabi? and 2) To what extent do engineering educators explicitly articulate exposure to, or instruction in the use of, creativity heuristics within their course syllabi? Methodology: The online publicly accessible course outlines of 1109 compulsory courses from 42 degree programs accredited by two national engineering accreditation bodies were qualitatively analyzed in a two-stage approach using document analysis. Findings: Approximately 2% of compulsory electrical engineering course outlines explicitly articulate creativity-related material; only one course articulated engaging students in using creativity heuristics. [ABSTRACT FROM AUTHOR]

Contribution: A semester-long, open-ended design project was implemented to promote intellectual development of first-year students while reinforcing event-driven/procedural programming principles. This paper describes this approach, and an evaluation strategy using Perry’s model for intellectual development. The results show that students can reach the relativism stage of Perry’s model in their first year of studies. Background: Students must move beyond a dualistic worldview to be engineers. Felder and Brent provided a list of recommendations to promote this type of intellectual development in students; active learning strategies strongly align with these recommendations. While active learning is common in programming courses (sometimes taking the form of project-based learning), they are typically tightly controlled by the instructor, and limited in scope (both in time and complexity), potentially reducing their impact on students. Intended Outcomes: This course and term-long project provided students a supportive environment in which to develop their decision-making skills, and promoted their intellectual development through Perry’s stages related to software design. Application Design: Aligned with Felder and Brent’s recommendations and Kuh’s High Impact Practices, a course was built to: 1) teach students procedural programming, with 2) a focus on software design and open-ended problem solving, while maintaining 3) a supportive environment for skill acquisition. Findings: A mixed methods study showed the majority of students align themselves with the relativism stage of intellectual development at the end of the course. This study also illuminated the decision-making processes of teams of students in a first-year software design course. [ABSTRACT FROM AUTHOR]

Contribution: This paper reports engineering students ’ practical epistemic cognition by studying their interactional work in situ. Studying “epistemologies in action” the study breaks away from mainstream approaches that describe this in terms of beliefs or of stage theories. Background: In epistemology, knowledge is traditionally seen as “justified true belief,” neglecting knowledge related to action. Interest has increased in studying the epistemologies people use in situated action, and their development of epistemic fluency. How appropriate such approaches are in engineering and design education need further investigation. Research Questions: 1) How do students in the context of a design project use epistemic tools in their interactional work? and 2) What are the implications of the findings in terms of how students’ cognitive and epistemological development could be conceptualized? Methodology: A collaborative group of six students were video recorded on the 14th day of a fifth-semester design project, as they were preparing for a formal critique session. The entire, almost 6 h, session was recorded by four video cameras mounted in the design studio, with an additional fifth body-mounted camera. The video data collected was analyzed using video ethnographic, conversation analysis, and embodied interaction analysis methods. Findings: The results show that the students use a wealth of bodily material resources as an integral and seamless part of their interactions as epistemic tools, in their joint production of understanding and imagining. The analysis also suggests that students’ epistemological and cognitive development, individually and as a group, should be understood in terms of developing “epistemic fluency.” [ABSTRACT FROM AUTHOR]

Contribution: This paper analyzes reflective thinking within organizational structures in higher education and draws parallels between the challenges faced by educators developing interdisciplinary courses and their students working in ill-structured projects. Background: Interdisciplinarity as a learning goal is prevalent across engineering education literature. However, without organizational support structures to guide faculty members in developing interdisciplinary courses, interdisciplinarity as a student learning outcome is difficult to sustain. There is a need to evolve existing organizational structures faculty navigate when creating interdisciplinary courses, so that competing organizational systems do not stifle interdisciplinarity. Moreover, educators’ effort in developing interdisciplinary courses is mirrored in the uncertain processes in which instructors engage students. Research Questions: In settings of interdisciplinary curriculum design and implementation, how do interdisciplinary faculty collaborations parallel that of their student design teams? How do organizational structures affect interdisciplinary faculty teams designing courses that span disciplines? Methodology: The study used a qualitative case, bound by three required courses in a new interdisciplinary undergraduate minor. Data was collected via interviews, class observations, and student reflection assignments. Analysis was guided by the conceptual frameworks of King and Kitchener’s reflective judgment model and strange and banning’s conceptualization of campus learning environments. Findings: Both educators and students develop through the discomfort with uncertainty—a prevalent theme in complex problem-solving. Forms of summative assessment pose an added challenge for both groups as they negotiate organizational structures. Lastly, discipline-specific expectations and ways of valuing knowledge contribute to uncertainty through the interactions among groups. [ABSTRACT FROM AUTHOR]

Contribution: This paper shows that identification with engineering for engineering graduate students is positively and significantly predicted by engineering interest, competence, recognition, and interpersonal skills competence. Background: Prior studies of engineering identity on undergraduates identified several factors (e.g., engineering interest and engineering recognition) as positive predictors of identification of engineering. Engineering competence, achieved by participating in design projects, is a crucial part of students’ efforts to become more innovative engineers. Identity theory is used to understand undergraduates’ persistence in engineering, as students with stronger engineering identification are more likely to persist. More work is needed focusing on graduate students. Research Questions: Do engineering identity measurement frameworks studied for undergraduate students also apply to graduate students? Do they correlate with intention to complete the degree? What predicts the engineering identity of engineering master’s and doctoral students? Methodology: Interviews informed development and adaptation of a multi-scale survey instrument. Factor analyses identified four factors that relate to graduate engineering identity: 1) engineering interest; 2) engineering recognition; 3) engineering competence; and 4) interpersonal skills competence. Three sequential multiple linear regression models were used to predict engineering graduate students’ engineering identity. Findings: The final regression model, which includes student characteristics and the four factors resulting from confirmatory factor analysis, predicts 60% of the variance in engineering identity—substantially more than similar undergraduate engineering identity models. All four factors were significant and positive predictors of graduate students’ engineering identity. The engineering recognition factor in particular needed adaptation to emphasize peers and faculty members over family, although family remained important. [ABSTRACT FROM AUTHOR]

Contribution: This paper furthers understanding of how to use studio culture to develop instruction that supports learners’ epistemic development in the context of an engineering senior design course, with a focus on student development of epistemic frames. Background: Current capstone engineering design courses do not integrate the educational theories and practice of cognitive apprenticeship combined with studio culture. Combined, these can be useful constructs for developing instruction that encourages creativity and innovation in a situated, student-centered, and activity-focused environment. Prior research and evidence-based instructional methods from other non-engineering contexts were used to create an instructional environment that engenders epistemic change. Research Questions: How do instructional design methods based on studio culture impact the cognitive and epistemic development of engineering students in a Senior Design course? Methods: This exploratory case study examines the effects of instructional design methods based on studio culture to change an Engineering Senior Design course from lecture-based to activity-based instruction in a collaborative environment. The case study emerges from a design-based research intervention, and uses mixed methods data collection from multiple sources, including video interviews, classroom footage, and written debrief reflections. Data analysis applied an integrated thematic approach. Implications were developed through an emergent coding process. Findings: Cognitive apprenticeship methods used in a studio culture-based classroom provide learning experiences that benefit epistemic and cognitive growth for engineering students in a Senior Design course. [ABSTRACT FROM AUTHOR]

This paper describes a study of teaching a programming language in a C programming course by having students assemble and program a low-cost mobile robot. Writing their own programs to define the robot’s behavior raised students’ motivation. Working in small groups, students programmed the robots by using the control structures of structured programming. Over the course, there was a significant improvement in students’ academic performance and motivation. The approach took into account four of the motivational factors that feature in the ARCS model: 1) attention; 2) relevance; 3) confidence; and 4) satisfaction. The main achievements of the approach were to be able to: 1) catch and hold students’ attention throughout the course; 2) increase students’ confidence in the learning process; 3) achieve a high student satisfaction level with their acquired skills; and 4) demonstrate to students the practical usefulness of the knowledge they had learned. This paper also determines the extent to which this strategy was effective in meeting the teaching goals. [ABSTRACT FROM PUBLISHER]

Remote laboratories give students the opportunity of experimenting in STEM by using the Internet to control and measure an experimental setting. Remote laboratories are increasingly used in the classroom to complement, or substitute for, hands-on laboratories, so it is important to know its learning value. While many authors approach this question through qualitative analyses, this paper reports a replicated quantitative study that evaluates the teaching performance of one of these resources, the virtual instrument systems in reality (VISIR) remote laboratory. VISIR, described here, is the most popular remote laboratory for basic analog electronics. This paper hypothesizes that use of a remote laboratory has a positive effect on students’ learning process. This report analyzes the effect of the use of VISIR in five different groups of students from two different academic years (2013–2014 and 2014–2015), with three teachers and at two educational levels. The empirical experience focuses on Ohm’s Law. The results obtained are reported using a pretest and post-test design. The tests were carefully designed and analyzed, and their reliability and validity were assessed. The analysis of knowledge test question results shows that the post-test scores are higher that the pretest. The difference is significant according to Wilcoxon test ( p <0.001 ), and produces a Cohen effect size of 1.0. The VISIR remote laboratory’s positive effect on students’ learning processes indicates that remote laboratories can produce a positive effect in students’ learning if an appropriate activity is used. [ABSTRACT FROM PUBLISHER]

The concept of intrinsic complexity explains why different problems of the same type, tackled by the same problem solver, can require different times to solve and yield solutions of different quality. This paper proposes a general four-step approach that can be used to establish a model for the intrinsic complexity of a problem class in terms of solving time. Such a model allows prediction of the time to solve new problems in the same class and helps instructors develop more reliable test problems. A complexity model, furthermore, enhances understanding of the problem and can point to new aspects interesting for education and research. Students can use complexity models to assess and improve their learning level. The approach is explained using the K-map minimization problem as a case study. The implications of this research for other problems in electrical and computer engineering education are highlighted. An important aim of this paper is to stimulate future research in this area. An ideal outcome of such research is to provide complexity models for many, or even all, relevant problem classes in various electrical and computer engineering courses. [ABSTRACT FROM PUBLISHER]