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The application of STEM (Science, Technology, Engineering, and Math) education in solving real-world problems is challenging. To tackle this challenge, a project-based learning approach that integrates robots with cost-effective self-made toys to problem-solving was adopted to assist rural primary school students to apply STEM skills. The purpose of this study was to evaluate the effects of the project-based learning approach which includes lecturing and hands-on activities on primary school students' STEM learning outcomes and attitudes. An experiment was conducted with 25 primary school students who voluntarily participated in a STEM summer-camp programme. Students were asked to assemble a paper house equipped with an IoT control module and LED light switches, and write and edit robot scripts to produce a robot-based storytelling narrative using the paper house they made as a context. The results show that the project-based learning approach was an effective approach for cultivating primary school students' STEM knowledge and skills as evidenced from the post-written test. The relationships between the students' STEM learning outcomes and attitudes were also confirmed by a clustering analysis. Students who had higher learning attitudes also achieved higher STEM learning outcomes; the findings are also supported by the feedback from the open-ended questionnaire items. This study suggests that integrating low-cost self-made toys and robots in project-based learning activities is an effective and practical approach to enhance primary school students' learning outcomes and learning attitudes in STEM education. [ABSTRACT FROM AUTHOR]

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]

The 'Scientometric study' is an analysis of Literature with mathematical and Statistical methods in information use and seeking pattern approaches in a particular field of Information products and services for 'Knowledge Indicators' towards Organisational Development. The Impact of Scientific Research on Scientific Community could be testified by citation analysis. The citation analysis is an analytical methodology under 'Scientometrics' used to evaluate research programmes. In view of this, Indian Journal of Engineering and materials Sciences (IJEMS) Periodical Publication Knowledge Resources serve as a tool for Knowledge Indicators in Engineering and materials sciences research for sustainable development. The present case study is dealt with IJEMS database on Scientometric analysis of literature in Engineering and Materials Sciences (EMS) during the period from (1994 -1997) in IJEMS database. The design of the study is a Citation Analysis Approach (CAA). The purpose of the study is to investigate through citation analysis on dissemination of Knowledge in Engineering and Materials Sciences towards organisational development. Descriptive statistics was used in analysing the data. About 14 sub-fields were identified under EMS under study. Based on the study, out of 224 citations 59 citations (26.3%) are from (I)'Mechanical Engineering Knowledge Resources' 31citations (13.83%) are from (II) physics and 19 citation (8.48%) are from (III) Electrical and Electronic Engineering (EEE). The highest number of research contribution totalling 59 (26.3%) has been emanated from Mechanical Engineering under survey. The document-wise distribution of research contributions indicated that out of 224 citations, 72(32.14%) are from Research Articles/Papers. About 73 citations (32.58%) were identified from universities/higher education institutions under institution-wise distribution of research contributions, 55 citations/research contributions (13.83%) are from academic institutions colleges. The highest number of research contributions has been emanated from higher education institutions / universities. It is evident from the study that majority of the Research Contributions/Papers 190 (84.83%) are from coauthored pattern collaborative efforts in Engineering and Materials Sciences research. The analysis indicated that the Scientists preferred to publish research papers in Joint authorship (84.83%) having 0.84. degree of collaboration. The scientometric software 'Scientosoft', technology application tools used for this purpose. The single authored research contributions 34 (15.17%) is also well recognised feature in Engineering of Materials Sciences research innovations towards organisational development. The study encourages the researchers to initiate collaborative efforts for inter-disciplinary research activities particularly Applied Chemistry, Applied Physics, Applied Mechanics, Mining and Petroleum Engineering for sustainable development. [ABSTRACT FROM AUTHOR]

Background: Effective learning in computer programming courses has been a constant challenge for university teachers and has become a relevant competence for current professionals. The literature on gamification in learning presents mixed results, mainly due to problems in instructional design and inconsistency in gamification. Studies with positive empirical results on computer programming formative activities and showing under what conditions gamification is effective still need to be included. Objectives: This study aimed to quantify the effects of gamification techniques in software tools that support computer programming learning applied to data‐structures university students. The study focused on determining whether there are differences in learning when using gamification techniques in online exercising formative activities. The effects of gamification on learning objectives with diverse complexity are studied. Methods: The study was conducted on computer engineering university students following a pretest‐intervention‐posttest design. They were divided into control and experimental groups, where both used a bank of exercises in Moodle to support learning. The experimental group considered gamification techniques, including points, leaderboards, and badges. Results and Conclusions: Gamification techniques significantly outperformed in learning gains in exercising activities without gamification. Regarding learning complexity, increasing taxonomic complexity did not negatively affect gamification learning effects. Lay Description: What is currently known about the subject matter?: Gamification has been explored as a strategy to enhance learning motivation in various educational contexts, including computer programmingLiterature shows mixed quantitative results on learning improvements under gamification.Few studies cover formative exercises, deal with computer programming tasks, or use a LMS like Moodle.Lack of literature exploring the conditions for effective gamification use, and involving learning objective complexity. What does this paper add to the existing body of research?: Quantifies the impact of gamification techniques on learning outcomes, specifically focusing on computer‐programming in university.Provides empirical evidence on gamification significantly improving learning gains compared to non‐gamified data‐structures exercisesGamification is effective in tasks of diverse levels of taxonomic complexity, with consistent effectiveness regardless of learning difficulty. Implications of study findings for practitioners: Gamification techniques, can be used in higher education to enhance student engagement and learning outcomes in computer programmingThe gamification information (e.g. points and ranking) do not require an automatic update, can be processed manually and published daily.It is effective to use gamification for learning tasks of medium‐high difficulty in Moodle on computer programming topics.It is key a thoughtful instructional design when applying gamification, ensuring alignment with learning objectives and task complexity. [ABSTRACT FROM AUTHOR]

This paper investigates whether free access to scientific literature increases the participation of under‐represented groups in scientific discourse. To this end, we aggregate and match data tracing access to Sci‐Hub, a widely used black open access (OA) repository or shadow library, and publication data from the Web of Science (WoS). We treat the emergence of Sci‐Hub as an exogenous event granting relatively unrestricted access to publications, which are otherwise hidden behind a paywall. We analyze changes in the publication count of researchers from developing countries in a given journal as a proxy for general participation in scientific discourse. Our results indicate that in the exemplary field of mathematics, free access to academic knowledge is likely to improve the representation of authors from developing countries in international journals. Assuming the desirability of greater international diversity in science (e.g., to generate more original work, reproduce empirical findings in different settings, or shift the research focus toward topics that are overlooked by researchers from more developed countries), our findings lend evidence to the claim of the OA movement that scientific knowledge should be free and widely distributed. [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]

Purpose: The emergence of COVID-19 pandemic in the late 2019 was accompanied by various consequences that included almost the entire life aspects worldwide. To cope with the pandemic, imposing restricted measures was required, such as quarantine, lockdown and social distancing. The purpose of this paper is to identify the houses' interior designs responses in Jordan under Covid-19 Pandemic. Design/methodology/approach: Under such conditions, people have to spend long periods inside their houses. This issue highlighted the importance and the vital role of houses interior design in meeting the various needs of residents under emergent and changing conditions. Findings: This study revealed current and future responses that may be implemented to cope with the pandemic consequences in terms of houses' interior design. Moreover, a conceptual model was proposed. Number of suggestions and further research were introduced considering the revealed findings. Originality/value: This study aimed at identifying the houses' interior design responses in Jordan under COVID-19 pandemic. The study methodology adopted both inductive and qualitative approaches to achieve its goals. Under the qualitative approach, semi-structured interviews were undertaken by interviewing ten interior designers and academics. [ABSTRACT FROM AUTHOR]

Coronavirus (COVID-19) pandemics has spread rapidly around the world, sending millions of people into quarantine and lockdown. Based on that, the management of higher educational institutions had to use Internet technology in teaching as the only option to continue all the academic activities across all higher education institution worldwide. This paper aims to investigate how engineering students are coping with the e-learning methods adopted by Al-Zaytoonah University of Jordan during the pandemic. A total of 470 have participated in this study from the faculty of engineering and technology at Al-Zaytoonah University of Jordan. From the findings of the survey, it was clear that students are satisfied with the online teaching and learning instituted by Al-Zaytoonah University of Jordan, despite few identified challenges. [ABSTRACT FROM AUTHOR]

This paper explores how the use of smartphones vs. laptops influences students' engagement, behaviour and experience watching academic videos in a collaborative classroom. Experiments were run in authentic teaching sessions with a total of 483 first-year higher education students. The methodology applied is a quasi-experimental design with post-test-only, being the independent variable, the device used to visualise the academic videos. Results indicate that the use of laptops has provided better results in terms of student's engagement with the videos, their collaborative behaviour and satisfaction with the device. Hence, the findings of this research suggest that the type of mobile device used in activities that consider the use of videos in a collaborative class need to be carefully chosen to maximise the student's comfortability – and in consequence, their engagement with the video-based learning activity and their positive behaviour and experience within the collaborative context. [ABSTRACT FROM AUTHOR]

BACKGROUND: Ergonomics/Human factors (HFE) is little considered in the engineering design practice and design methodologies do not adequately present the use of HFE. OBJECTIVE: The aim of this paper is to propose a systematic for the integration of HFE into product design, based on the user-centered design approach. Thus, an overview of the systematic is presented, as well as the suggestion of methods and support tools for each phase of the design process. METHODS: In order to verify the applicability of the systematic it was done an expert evaluation of the systematic and an experiment was carried out in the engineering education, in two classes of the product design course in a Brazilian University in 2016. RESULTS: The results showed that the students of the study group developed a better knowledge about HFE and its use in product design, besides the probability of using HFE in the product design went from low to high after the experiment. CONCLUSION: Presenting this information in a systematized way together with the design process allows students to be more likely to use it, to understand it better and know how to use it. [ABSTRACT FROM AUTHOR]

Introduction: When the United States adopted Nemeth Code within Unified English Braille (UEB) Contexts and UEB Math/Science in 2016, students who were using braille had to learn a new code for science, technology, engineering, and mathematics (STEM). In late 2016, Bell and Silverman surveyed students about their initial experiences transitioning to a new braille code. However, to date there has not been additional research that includes students' perspectives regarding the long-term effect of the transition to a new braille code on their ability to learn. The purpose of this study was to learn about students' experiences in transitioning to a new braille code, whether students receive STEM braille materials in a timely manner, the technology students use in STEM, and what advice students have for teachers of students with visual impairments. Methods: In the spring of 2021, 11 middle and high school students who use braille for STEM classes participated in one of three focus groups. The data were analyzed using open-coding methods. Results: All participants had initially learned the Nemeth Braille Code for Mathematics and Science Notation and subsequently transitioned to one of the new braille codes. Students typically characterized learning a new braille code as easy. Most of the students had experienced delays in receiving braille materials, which sometimes negatively affected their ability to learn. Students reported using a variety of mainstream and assistive technologies. Discussion: Students should have consistent access to high-quality STEM materials in a timely manner in the braille code that they prefer. The students in this study articulated their preferences and were willing to advocate for themselves to overcome learning challenges in their STEM courses. Implications for Practitioners: Teachers of students with visual impairments can partner with general education STEM teachers and administrators to resolve persistent issues. Teachers can encourage students to voice their preferences and assist students in developing strategies before challenges arise. [ABSTRACT FROM AUTHOR]

Recent studies have reported that strengths-based programs, leveraging autistic adolescents' abilities and interests, could improve their skills and facilitate social engagement. However, little is known about the long-term impact of strengths-based approaches. This study aimed to explore the long-term outcomes of community strengths-based programs designed to support autistic adolescents in developing interests and skills in Science, Technology, Engineering, Arts, and Mathematics (STEAM) and the factors influencing their participation in these programs. A repeated cross-sectional survey study over three years recruited 52 parents in 2018, 52 parents in 2019, and 38 parents in 2020. Results highlighted the positive impact of these programs on autistic adolescents' health and well-being, social relationships and interactions, self-confidence and self-esteem, sense of belonging, and activities and participation. Five key elements influencing participation included the enthusiasm of the participants, their self-perception, the approach of the programs, the learning environment, and the attitudes of the mentors. This study implies that strengths-based approaches to intervention and support for autistic adolescents in a supported environment are a social model solution that could potentially have positive participant outcomes. Findings from this study could provide a framework underpinning future strengths-based interventions. [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]

In this paper we discuss the use of the Hilbert-Huang transform (HHT) to enhance the time-frequency analysis of microtremor measurements. HHT is a powerful algorithm that combines the process of empirical mode decomposition (EMD) and the Hilbert transform to compose the Hilbert- Huang spectrum that contains the time-frequency-energy information of the recorded signals. HHT is an adaptive algorithm and does not require the signals to be linear or stationary. HHT is advantageous for analyzing microtremor data, since observed microtremors are commonly contaminated by nonstationary transient noises close to the recording instruments. This is especially true when microtremors are measured in an urban environment. In our data processing HHT was used to (1) eliminate the unwanted short-duration transient constituents from microtremor data and use only the coherent portion of the data to carry out the widely used horizontal to vertical spectral ratio (H/V) method; (2) identify and eliminate the continuous industrial noise in certain frequency band; and (3) enhance the H/V analysis by using the Hilbert-Huang spectrum (HHS). The efficacy of this proposed approach is demonstrated by the examples of applying it to microtremor data acquired in the metropolitan Beijing area. [ABSTRACT FROM AUTHOR]

Background: American Student Placements and Internships in Rehabilitation Engineering is founded on the principal of sparking the interest in a new generation of rehabilitation engineering scientists to transform the lives of older adults and people with disabilities. Each year a minimum of 10 students were enrolled. Methods: The internship runs for 10 weeks and activities center on developing excitement about technology and engineering and understanding the principles and processes of conducting rehabilitation engineering research. This was accomplished by student participation in 1) rehabilitation engineering research projects; 2) educational research training, and 3) professional activities with clinical and engineering faculty, staff, and graduate students. Of the 162 participants, 53% were women and 47% men. 23% of participants were from minority or underrepresented groups, and 18% identified as having a disability. Results: From post-internship follow-up efforts, 65% of program participants went on to pursue or have graduated with advanced degrees, 27% of whom are engineers from underrepresented groups. Of those students that are working post-baccalaureate, 70% are engineers working in a biomedical/technology field. In the past 3 years, 92% of students stated that the program met or exceeded their expectations, while 100% of the 2018 group felt that their expectations were met. Conclusion: The American Student Placements and Internships in Rehabilitation Engineering program has demonstrated efficacy in preparing undergraduate students for future academic work and employment. Creative researchers and designers will lead the way in advancing accessibility standards and engineering for people with disabilities. The ASPIRE program increases excitement for and interest in the fields of rehabilitation engineering among undergraduate students to positively influence academic and professional careers. Students enrolled in the ASPIRE program actively participated in a real multidisciplinary project supervised by professor mentors. This led students to take a problem-based approach in their professional development. The ASPIRE program stimulates rehabilitation engineering in students' mindset and promotes inclusive academic environments and communities. Rehabilitation engineering is not a mainstream discipline, but the ASPIRE program indicates that there are benefits to student education, including participatory action engineering, that need to continue gain momentum until rehabilitation engineering is a mainstream discipline or a core component of engineering education. We must move beyond a "survival of the fittest" mentality. A "survival of the fittest" model places a disproportionate burden on groups that are underrepresented in science and engineering, and thereby postpones the day on which the demographics of science and engineering are comparable to that of society as a whole. The ASPIRE program needs to be replicated at various institutions around the world. [ABSTRACT FROM AUTHOR]

Faculty from diverse disciplines are involved in teaching servicelearning where reflection is an essential component. This qualitative study explores disciplinary differences in understanding reflection and use of reflective pedagogy. We interviewed faculty (N = 24) from 18 departments to examine differences in how they conceive and practice reflective pedagogy in service-learning courses. We found that disciplinary differences are a factor in how faculty conceive and practice reflection. Faculty from health and social care disciplines demonstrated an advantage compared to colleagues from other fields. Further, we found that how faculty conceive reflection is a factor in reflective practice. Conceptualizations of reflection, which are more student-referent or learner-focused, correlate with the more intense and effective practice of reflective pedagogy. [ABSTRACT FROM AUTHOR]

Internationally, innovation represents the lifeblood of modern economies. In particular, there is growing recognition of the vital role of Science, Technology, Engineering and Mathematics (STEM) educators in developing students' innovation skills for the jobs of the future. Work-integrated learning (WIL) has emerged as an important pedagogical approach for developing innovation capabilities. This paper is based on a quantitative study that examines the key factors driving innovation in STEM WIL students. The study undertakes a comparative analysis of students by age, gender, degree type, and placement duration. It found that students participating in longer durations of 20 weeks compared to 12 weeks had higher perceived levels of innovation skills. The study shows how feedback on skills can be provided to students and employers, with output from the tool used in this study. Therefore, it has implications for student career literacy, industry outreach and WIL program development. [ABSTRACT FROM AUTHOR]

Introduction: Visual model comprehension and application are important for success in science, technology, engineering, and mathematics (STEM) courses. As educational materials shift to primarily digital content with dynamic interactive visuals, students with visual impairments are at risk for being disadvantaged, since few interactives are born accessible. To fill this gap of accessible digital STEM learning tools, we designed and tested the Kasi Learning System. Kasi uses tactile manipulatives and computer vision with audio-based augmented reality algorithms to provide a multisensory experience of an interactive digital image. Methods: Ten high school students who are visually impaired (ie, blind or have low vision) participated in an underpowered random control study to evaluate the feasibility and usability of Kasi by completing an active learning lesson. The control group was instructed by a human, whereas the Kasi group was instructed by a computer. Follow-up interviews with both students and their instructors provided further insight. Results: Comparing the experiences of the two groups suggests that Kasi is an effective instructor for completing the activity. Comparison of students who chose to use braille versus large-print pieces revealed that braille users found the system to be easier to use. Discussion: All students efficiently identified the pieces. Regarding the audio, students who do not typically use a screen reader repeated the prompts more frequently and took longer to adapt to the system. Those in the Kasi group demonstrated increased engagement as shown by the increase in submitted answers. Overall, Kasi users' performance improved significantly during the lesson. Implications for Practitioners: Kasi is most readily adapted and used by those who do not rely on vision. However, students with low vision may benefit from using a tool like Kasi earlier in their schooling to strengthen their auditory and tactile skills. Kasi appears to have the potential to provide students independence in studying STEM diagrams. [ABSTRACT FROM AUTHOR]

Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learning sites situated in the United States and United Kingdom (70% females: Mage = 15.27, SDage = 1.60), with 53.1% British and 64.1% non-White. Path analysis revealed that only perceptions of inclusivity for own social identity group (i.e., gender, ethnicity) at T1 were associated with T2 STEM youth program belonging. There was a significant indirect effect of T1 perceptions of inclusivity for one's own social identity groups on T3 perceptions of program career preparation via T2 program belonging. This study highlights that, over time, perceptions of inclusivity around youth's own social identity groups (i.e., gender and ethnicity/culture) are related to a sense of youth program belonging, which in turn is later associated with perceptions of program career preparation. [ABSTRACT FROM AUTHOR]

BACKGROUND: Adjustable height sit-stand desks are becoming the norm in many workplaces. It is not known how task type, worker preference, and occupation impact utilization of the adjustable height feature. OBJECTIVE: This survey-based study aimed to determine how task type, preference and occupation affect office workers' sitting and standing behaviors at work. METHODS: Office workers (n = 123) from different occupations completed surveys about actual and preferred positions (sit, stand, either/both) during 39 common tasks from 4 different categories, as well as barriers to use. Each position was analyzed by task type, behavior, and occupation. RESULTS: There were differences between actual and preferred behavior for each position, with participants sitting more and standing less than preferred across all task categories. There were differences between task categories with participants sitting less for generative and routine, and standing more for communication tasks. The highest rates of either/both responses were for routine tasks. Engineers reported the lowest standing rates, and also indicated standing more than preferred. Information Tech and Engineering had the highest either/both responses. Finance reported the highest sitting rates. Personal, task-based and workplace limitations were cited as barriers to preferred use. CONCLUSION: Office workers would prefer to stand more at work. Occupation-specific needs and preferences, as well as types of tasks should be considered when providing workplace standing options. [ABSTRACT FROM AUTHOR]

Few women major in the science, technology, engineering, and mathematics (STEM) fields at the undergraduate level. Given the drive to attract and retain students in general, and women in STEM in particular, educational institutions need to know what resources and services might help support these students in their work. This study seeks to provide a better understanding of how undergraduate women in STEM use the academic library. The study involved focus groups and interviews with women at a research-intensive university in the United States. Grounded theory principles provided a basis for analysis of the collected conversations. The findings from this study indicate that undergraduate women in STEM depend on the academic library as a quiet place to study where there are few distractions and technology is easily available. [ABSTRACT FROM AUTHOR]

Employer attractiveness models need to include student-centric attributes related to the education-to-work transition. A four-factor Aspire model consisting of benefits, nature of work, employer value, and employer visibility was tested using structural equation modelling, with data collected from 2048 full-time college students from India over a period of five years. Behavioural insights were extracted using multivariate analysis of variance of Aspire factors across gender, programmes, course and graduating year. Prominent student-centric and employer-centric attributes that students find more attractive were identified. Institutional and recruiter strategies to enhance employer attractiveness among job aspirants are proposed. The limitations and scope for further work are also highlighted. [ABSTRACT FROM AUTHOR]

The study analyses contributions to Library and Information Science (LIS) by researchers representing various disciplines. How are such contributions associated with the choice of research topics and methodology? The study employs a quantitative content analysis of articles published in 31 scholarly LIS journals in 2015. Each article is seen as a contribution to LIS by the authors' disciplines, which are inferred from their affiliations. The unit of analysis is the article‐discipline pair. Of the contribution instances, the share of LIS is one third. Computer Science contributes one fifth and Business and Economics one sixth. The latter disciplines dominate the contributions in information retrieval, information seeking, and scientific communication indicating strong influences in LIS. Correspondence analysis reveals three clusters of research, one focusing on traditional LIS with contributions from LIS and Humanities and survey‐type research; another on information retrieval with contributions from Computer Science and experimental research; and the third on scientific communication with contributions from Natural Sciences and Medicine and citation analytic research. The strong differentiation of scholarly contributions in LIS hints to the fragmentation of LIS as a discipline. [ABSTRACT FROM AUTHOR]

This study investigated the factors that underlie the relationship between work–family conflict (WFC) and women engineers' intention to leave the occupation. The study draws from three theories: Conservation of Resources (COR) theory, turnover theory, and Rhodes and Doering's (1983) integrated model of career change. We proposed that both work interference with family (WIF) and family interference with work (FIW) influence women's intention to leave an engineering occupation by decreasing their commitment to the occupation. Using insights from the above theories and models, we further examined how perceptions of support from the organization changed the relationship between commitment to the occupation and intention to leave the occupation, as well as how conflict between work and family was related to intention to leave the occupation. We tested our predictions using time‐lagged data from a sample of 245 women engineers. The results revealed that occupational commitment mediated and explained the positive relationship between FIW and occupational turnover intentions but not the relationship between WIF and occupational turnover intentions. In addition, perceptions of organizational support influenced the relationship between occupational commitment and occupational turnover intentions and also the indirect relationship between FIW and occupational turnover intentions. Theoretical and practical implications of the findings as well as future research directions are discussed. [ABSTRACT FROM AUTHOR]

Many youth on the autism spectrum possess interests and strengths for STEM-related postsecondary pathways, yet there are few research-based programs to support those interests and competencies including complex problem solving and social communication. This qualitative study explored the experiences and perceived outcomes of students, teachers, and parents participating in an inclusive, strength-based, extracurricular engineering design program entitled the IDEAS Maker Club. Twenty-six students, 13 parents, and nine teachers in the program completed interviews and program logs while researchers conducted classroom observations over 2 years. Thematic analysis identified five common themes: (1) positive student experience and engagement, (2) skills acquisition, (3) development of interest in STEM and related careers, (4) social relationships and community, and (5) safe spaces that supported self-determination. [ABSTRACT FROM AUTHOR]

This article describes the results of a survey that gathered data on perceptions and use of e-books from undergraduate students, graduate students, faculty, and staff at two Maryland research universities in 2019. It follows two previous surveys in 2012 and 2014 by the same team of investigators, with slight changes in personnel, and compares results across time, by user affiliation with the university, and by STEM versus non-STEM disciplines. The study concludes with a discussion of the major findings and their implications for academic libraries and publishers, as well as areas for further inquiry. [ABSTRACT FROM AUTHOR]

Motivation is one of the key issues for the academic performance of university students, especially in engineering programs where their degree of difficulty leads to a low sense of self-efficacy and high rates of absenteeism and dropout in students. Since some time ago psychology has widely addressed the construct of motivation, and in recent decades psychopedagogic instruments, such as the MSLQ or the MAPE-3, have been designed in order to contribute to the motivation of university students. This paper presents a selection of theories, mainly framed on the understanding of the motivation processes and the identification of indicators that are useful to influence and evaluate the motivation of university engineering students. Based on these indicators, an instrument to diagnose students' motivation of Spanish Engineering Universities has been defined. This instrument has been used in an empirical and descriptiveexploratory study, with 92 students of the University Politécnica of Madrid. In this study theories and indicators to observe and stimulate motivation were identified. Besides, its adequacy to the target population has been evaluated, the developed instrument has been validated, issues of interest to the motivation of engineering students have been explored and particular features of motivation of these students of different Degrees and years have been identified. [ABSTRACT FROM AUTHOR]