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Background Study: The research discusses the need for a paradigm shift in engineering education current practices to accommodate the digital native students. The paper emphasizes the importance of integrating disruptive technologies, namely Virtual Reality (VR) through Head Mounted Displays VR (HMD VR) and Desktop Based VR (DB VR) and comparing it with the traditional teaching methods. The research focuses on second‐year undergraduate students enrolled in a concrete structures course. Objectives: The objective of the study is to analyse the impact of DB VR and HMD VR on students' motivation, performance and workload in comparison with traditional 2D drawings. The study also aims to investigate how simulation sickness and system usability could impact students' motivation and performance when interpreting concrete structures. Methods: The study divided second‐year civil engineering students into three groups, 2D, DB VR and HMD VR. The performance and motivation levels of students were assessed based on the number of mistakes identified and an intrinsic motivation survey. Furthermore, data on system usability and simulation sickness were collected. Spearman rank correlation was conducted to analyse the relationships between the variables tested. Results: The results have shown that students' motivation and performance were much higher when using VR in general and HMD VR specifically, students' efficiency and accuracy were also observed. On the other hand, usability was found to be moderately correlated with motivation, with students rating HMD VR as the most usable approach. A moderate inverse correlation was observed between simulation sickness and motivation, indicating that higher simulation sickness led to lower motivation levels. Conclusion: The study concludes that integrating VR in general, DB VR, or HMD VR into a concrete structures course for undergraduate students can significantly improve students' performance and motivation. Furthermore, enhancing usability of any of the methods used can also improve the performance and motivation. On the other hand, simulation sickness inversely affects motivation and performance, therefore, VR developers and educators should not neglect it. Lay Description: What is already known about the topic: Traditional teaching methods in engineering education require improvement.Integrating digital technologies into engineering education enhances performance.Digital technologies can potentially enhance motivation. What this paper adds: Compares traditional teaching methods for concrete structures interpretation with virtual reality.Establishes correlations between motivation, performance and usabilityIntroduces how desktop‐based VR and head‐mounted display VR can produce varying results. Implications for practice and/or policy: Decision‐makers can use the information to integrate updated pedagogy into engineering curricula.Allows for further exploration of different digital technologies that can be used for concrete structure interpretation.Allows instructors to introduce virtual reality in their courses. [ABSTRACT FROM AUTHOR]

Background: Despite its obvious relevance to computer science, computational thinking (CT) is transdisciplinary with the potential of impacting one's analytical ability. Although countless efforts have been invested across K‐12 education, there is a paucity of research at the postsecondary level about the extent to which CT can contribute to sustainable learning outcomes. Objectives: The current study examines how a series of Arduino‐based robotics learning activities capture the fuller essence of concepts related to CT. Methods: College students (n = 50) completed a series of six robotics learning activities. Think‐alouds, student reflections and performance scores were used to assess students' CT through a robotics challenge in virtual and physical learning environments. Results and Conclusions: Students verbalized CT concepts related to algorithmic thinking much more than abstraction, problem decomposition and testing and debugging. Students exposed to active learning performed better in a virtual robotics challenge compared to their peers in a traditional‐oriented classroom. Students' scores on the physical robotics challenge increased as a function of the number of references they made to CT concepts during the think‐alouds. It is possible to design pedagogical experiences that tap into various dimensions of CT at incremental levels of complexity through a series of Arduino‐based robotics activities. With the integration of an online simulation, students can visualize and transfer their CT skills between a virtual and physical learning environment, thus leading to more sustainable learning outcomes. Lay Description: What is already known about this topic: Computational thinking (CT) is the conceptual foundation for problem‐solving.CT shifted from unplugged to plugged activities.CT concepts can be fostered through educational robotics. What this paper adds: A multi‐dimensional approach to assessing CT.Applications of CT provide insights into skill transfer.An integrative theoretical approach to study the 'how' and the 'what' of CT. Implications for practice: Educational robotics activities can cater to a fuller range of CT skills.Virtual simulations with constructive feedback are beneficial for students in traditional settings.Mixed learning environments contribute to making links between lectures and labs. [ABSTRACT FROM AUTHOR]

Background: The surge of online platforms has generated interest in how specialized platforms support formal and informal learning in various disciplinary domains. Knowledge is still limited regarding how undergraduate students navigate and use platforms to learn. Objectives: This study explores computer and software engineering students' learning practices, wherein online platforms are used as resources for both curricular learning activities and students' interest‐driven learning. Methods: The learning practices of 73 students were examined using a mixed‐methods design and a conceptualization of practices accounting for the context and purpose of their enactment. The dataset includes students' self‐reports on domain‐specific learning activities, three‐month‐long web‐browsing history of multiple platforms and stimulated‐recall interviews. The data were analysed through latent class and thematic analyses. Results and Conclusion: Five distinct patterns were found in the use of online platforms. These patterns show that different types of platforms were used purposely and in combination during curricular and interest‐driven activities aimed at learning software development. Moreover, students' purposes were driven by both the need to progress in their learning activities and the development of their interest in software development. The findings highlight the complexity of students' learning with online platforms, which develop quite extensively beyond curricular boundaries. Implications: The findings stress the need to recognize that undergraduate students' learning practices involve multiple online platforms and activities beyond the formal curriculum and that these play a key role in developing students' interests in learning software development. Moreover, our findings indicate the importance of taking into account the way students' learning practices unfold within platforms and how these relate to domain‐specific practices. Lay Description: What is already known about this topic?: Online platforms are mostly used by teaching staff in undergraduate education to support student learning during formal curricular tasks.Research knowledge is limited mostly to specific features of social networking platforms, such as Facebook Groups or instant messaging technologies.Students informally use interest‐driven activities and both social and domain‐specific platforms to support their learning.Research on students' interest in using massive open online courses suggested that students' learning is motivated by academic success, prospective economic opportunities, and personal interests. What this paper adds?: Students combine various types of online platforms purposely (e.g., search engines or Q&A sites), many of which are domain‐specific (e.g., Stack Overflow).Students use online platforms informally during work on curricular tasks to, for example, collaborate, solve problems, and understand concepts or methods.Domain‐specific (e.g., software engineering) platforms are used during other study‐related leisure and entrepreneurial activities.Online platforms play a key role in how students develop their interests in learning. Through them, students connect not only with other students but also with professionals, companies, and information about them. Implications of study findings for practitioners: Curriculum developers and faculty should consider preparing students to use disparate types of online platforms beyond what is included in the curriculum.Curriculum developers should also consider other activities beyond the classroom that are study‐related and meaningful for students and their learning. [ABSTRACT FROM AUTHOR]

Industrial systems can be complex and not intuitive to perceive. Therefore, students in technology and engineering programs can benefit from developing mental models of industrial systems during their journey in college. However, more often than not, these students do not have access to industrial facilities; thus, developing mental models for systems is a challenge. This paper examines the merit of an Immersive Virtual Reality (IVR) framework application in creating proper mental models for industrial systems in technology and engineering students. Two IVR applications were developed. One IVR application afforded interaction with components of a prefabricated industrial cooling water system (CWVR). In the other application, students designed and built industrial systems with IVR (system designer VR [SDVR]). SDVR facilitated constructive‐generative engagement. A group of 33 students was divided into two; one group (the Design, experimental group) was tasked with building a system with SDVR and interacting with the cooling water system in CWVR. The other group was tasked with directly interacting with the CWVR without building a system with SDVR (the Interaction, comparison group). Students' mental models of the cooling water system in CWVR were evaluated following completing the interaction experience with CWVR. The results demonstrate that the causal model notion of the mental model of the cooling water system was significantly higher in the Design, experimental group. The results suggest that designing a rich IVR application that facilitates constructive‐generative engagements may carry merit in informing student mental models of complex technical concepts. Lay Description: Industrial systems can be complex and not intuitive to perceive.Students in technology‐related programs may struggle to develop mental models for systems.Immersive virtual reality applications for industrial systems were developed and tested.Results indicate that virtual reality might inform mental models of systems in students. [ABSTRACT FROM AUTHOR]

Background: This study aims to establish the mechanism by which virtual reality (VR) media characteristics affect learning transfer in a VR‐based job‐training environment. The two main determinants of learning transfer are the technology and the learner, but not many studies have considered both factors simultaneously. Objectives: This study aims to ascertain the mechanism by which VR media characteristics affect learning transfer with flow as a mediator, and to explore whether presence moderates the effect of VR media characteristics on flow. Methods: A survey of semiconductor facilities engineers who received VR‐based job training was conducted. A total of 106 responses were used in the statistical analysis. A path analysis was conducted to determine the promotional mechanism that connects VR media characteristics, flow, and learning transfer. Results and Conclusions: The results were as follows. First, VR media characteristics had a positive impact on learning transfer. Second, flow acted as a mediator in the relationship between VR media characteristics and learning transfer. Third, presence played a moderating role in the relationship between VR media characteristics and flow. Key takeaways: This study is significant as it identifies elements to consider in relation to both the technological and learner aspects of VR while designing a VR‐based job‐training programme. A corporation should consider VR media characteristics from a technological perspective, and flow and presence from a learner's perspective. Lay Description: What is already known about this topic: Corporations provide virtual reality (VR)‐based job training because of its positive impact.Interactions between the VR environment and learners impact flow.Presence is important as learner's subjective awareness affects efficacy. What this paper adds: VR media characteristics influence learning transfer in VR‐based job training.VR media characteristics affect flow, which, in turn, affects learning transfer.Presence moderates the relationship between VR media characteristics and flow. Implications for practice and/or policy: VR media characteristics influence learning transfer in VR‐based job training.VR media characteristics affect flow, which, in turn, affects learning transfer.Presence moderates the relationship between VR media characteristics and flow. [ABSTRACT FROM AUTHOR]

Background: Collaborative problem solving (CPS) is important for success in the 21st century, especially for teamwork and communication in technology‐enhanced environments. Measurement of CPS skills has emerged as an essential aspect in educational assessment. Modern research in CPS relies on theory‐driven measurements that are usually carried out as manual annotations over recorded logs of collaborative activities. However, manual annotation has limited scalability and is not conductive towards CPS assessments at scale. Objective: We explore possibilities for automated annotation of actions in collaborative‐teams, especially chat messages. We evaluate two approaches that employ machine learning for automated classification of CPS events. Method: Data were collected from engineering, physics and electronics students' participation in a simulation‐based task on electronics concepts, in which participants communicated via text‐chat messages. All task activities were logged and time stamped. Data have been manually classified for the CPS skills, using an ontology that includes both social and cognitive dimensions. In this article, we describe computational linguistic methods for automatically classifying the CPS skills from logged data, with a view towards automating CPS assessments. Results: We applied two machine learning methods to our data. A Naïve Bayes classifier has been previously used in CPS research, but it is only moderately successful on our data. We also present a k‐nearest‐neighbours (kNN) classifier that uses distributional semantic models for measuring text similarity. This classifier shows strong agreement between automated and human annotations. The study also demonstrates that automatic spelling correction and slang normalization of chat texts are useful for accurate automated annotation. Implications: Our results suggest that a kNN classifier can be very effective for accurate annotation of CPS events. It achieves reasonably strong results even when trained on only half of the available data. This shows a promise towards reduction of manual data annotation for CPS measurement. Lay Description: What is already known about this topic: Collaborative problem solving (CPS) is important for success in the 21st century, especially when teamwork and communication occur in technology‐enhanced environments.Measurement of CPS skills requires classification and annotation of team interactions, in particular their communications, such as chat messages. What this paper adds: We explore possibilities for automated classification of CPS activities using machine learning approaches. Implications for practice: One of the approaches we explored is particularly effective and can help reduce the amount of manual annotations needed for CPS measurements. [ABSTRACT FROM AUTHOR]

Background: Previous work has identified that the benefits of learning with videogames and learning from simulations. However, recent meta‐analytic work has also identified that little research directly compares learning with videogames and learning with simulations. Objectives: This study examines two learning technologies and their corresponding pedagogical approaches and compares them for learning the Science, Technology, Engineering and Mathematics topic of electric charges. Methods: Participants were randomly assigned to either an intervention using a computer simulation for inquiry‐based learning or a computer videogame for game‐based learning. Their learning gains, self‐reported emotional state and experienced cognitive load were recorded. Results: We found that both learning environments improved conceptual learning, and there were no statistically significant differences between the two conditions. Participants did perceive the game‐based environment to be more engaging as well as more frustrating. We also found that cognitive load did not predict learning—however, different types of cognitive load correlated with different emotions. Overall, participants in both conditions were engaged and perceived understanding of the topic, yet they also experienced both confusion and task‐unrelated thoughts. Takeaways: When learning with simulations and videogames, educators need to align intended learning outcomes with pedagogical approaches enabled by technology. In addition, a balance between principles of multimedia learning to reduce or prevent extraneous processing, and scaffolding to reduce negative effects of learning with technology, need to be considered. Lay Description: What is already known about this topic: Research on the use of computer simulations for learning has identified positive learning effects regarding achievement outcomes, inquiry skills and noncognitive outcomes.Research on the use of videogames for learning has suggested learning benefits, such as improved working memory, development of creativity skills and achievement outcomes.Recent meta‐analytic work has identified that there is little research that directly compares learning with videogames and learning with simulations. What this paper adds: Learning benefits of difficult Science, Technology, Engineering and Mathematics (STEM) concepts may be different for game‐based learning (GBL) than inquiry‐based learning (IBL).Positive emotions can be experienced when learning via GBL than when learning via IBL.Students, who experience more positive emotions may also achieve higher learning gains.Students' cognitive load may be different when learning with GBL than when learning via IBL.Students experiencing high cognitive load (i.e., intrinsic and extraneous) may show lower learning gains.Students experiencing high cognitive load (i.e., intrinsic and extraneous) may show higher level of mind‐wandering, frustration, or confusion. Implications for practice and/or policy: Learning with simulated inquiry base environment and game base environment improved conceptual learning.GBL was more engaging and more frustrating for students, when learning with computer videogames.Cognitive load did not predict STEM learning with technologies.Different cognitive load correlated with different learning emotions. [ABSTRACT FROM AUTHOR]

Learning a foreign language requires interaction with language input while involved in a task. Given that problem‐based learning (PBL) offers hands‐on application in realistic contexts, and that virtual reality (VR) enables learners to interact with multiple modalities of information, this study examines how the integration of VR technology into PBL contexts affects students' motivation for, problem‐solving during, and vocabulary acquisition in learning English as a foreign language (EFL). A total of 84 engineering majors who enrolled in a course of English for specific purposes were randomly assigned to either an experimental group or a control group. Students in the experimental group participated in a VR‐assisted PBL context, in which they were to view a PBL scenario using VR technology and then to create VR videos about solving the given problems. Those in the control group participated in a PBL context without the use of VR technology for viewing and solving the identical scenario. After the intervention, all the students wrote a problem‐solving analysis, took a vocabulary knowledge test, completed a learning motivation questionnaire, and participated in individual interviews. The results showed that the students in the experimental group significantly outperformed those in the control group in terms of vocabulary acquisition, and were more motivated to learn English related to their future careers, whereas there was no significant difference in the problem‐solving performance of the two groups. Implications of these findings highlight the value of engaging EFL learners in immersive environments for contextualized learning through the integrated use of VR and PBL. Lay Description: What is already known about this topic?: Virtual reality (VR) technology has been shown to enhance students' knowledge and skills in STEM fields.Problem‐based learning (PBL) has been widely used in medical education but not so much in foreign language education.English as a foreign language (EFL) students usually have very limited access to the target language beyond the classroom, thus lack a motivating reason for them to learn English after graduation. What this paper adds?: The VR‐assisted PBL approach proposed in this study was found to significantly enhance the EFL students' specialized vocabulary knowledge.The VR‐assisted PBL approach was found to motivate and sustain the EFL students' interest in career English.Exposing the EFL students to PBL contexts was capable of developing their problem‐solving performance, regardless of VR integration. Implications for practice and/or policy: The proposed approach has the potential to facilitate student learning in EFL education, particularly English for occupational purposes.EFL educators may apply the VR‐assisted PBL approach to narrow the gap between language classrooms and workplace contexts by immersing students in authentic contexts that were relevant to their occupational knowledge and workplace English. [ABSTRACT FROM AUTHOR]