ASEE Computers in Education Journal

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Volume 14

Engaging High School Teachers with Artificial Intelligence Concepts, Applications, and Developments

Abstract

This work analyzes the effectiveness of an artificial intelligence (AI) community-building workshop designed for high school teachers and it focuses on contemporary issues related to AI concepts and applications. A group of high school teachers from local education districts attended a one-day AI hands-on workshop at our university. The workshop included several AI-related topics and hands-on examples and exercises aiming to introduce AI concepts and tools relevant to pre-college education. The participating teachers were expected to become a part of a collaborative network created to design, develop, and implement novel AI learning modules for high school students. Initial and a post-training surveys have been used to measure the impact of this training and to obtain a better understanding of teachers’/students’ readiness for additional hands-on AI experiences and further training. The surveys showed that the teachers gained valuable AI knowledge, AI tools, and attitudes that could help them when introducing AI concepts, applications, and AI ethics to their students.

Read the full article here “Engaging High School Teachers with Artificial Intelligence Concepts, Applications, and Developments”

Virtual and Physical Robots in Engineering Education: A Study on Motivation and Learning with Augmented Reality

Abstract

This paper describes a pilot study to explore how introduction to robot programming influences the motivation of new engineering students. Robots are significant in several industries and are vital in advancing critical sectors like defense, manufacturing, medicine, and exploration. When students learn about robots with scaled-down models, they risk not adequately appreciating the physical scale, abilities, and dangers associated with real-world robots. Accordingly, introducing realistic robots to all engineering students, not just those in robotic-centric programs, is essential to prepare them for the modern workplace. That said, industrial-scale robots are expensive to acquire and maintain, and access to them may be restricted, requiring elevated privileges or time-sharing between students, and a cheaper, more accessible solution is needed.

We describe the implementation of an industrial robot arm in Augmented Reality (AR) head-mounted displays (HMDs) and assess its impact on the motivation of first- and second-year engineering students.

Read the full article here “Virtual and Physical Robots in Engineering Education: A Study on Motivation and Learning with Augmented Reality”

A Hybrid Physical-Virtual Educational Robotic Arm

Abstract

In the field of robotics education, introductory courses would ideally utilize heavy industrial arms for hands-on learning. This would provide students with valuable experience in joint programming, which involves direct control of each joint motor in the robotic arm to accomplish desired path planning and differential movements. This practice requires consideration of the physical properties of the large arm such as its large mass. However, the use of heavy industrial robotic arms has several drawbacks. They are large and expensive, require specialized maintenance, can pose safety risks, and they typically do not allow for direct control of the joint motors. The use of a small, lightweight, toy-like arm is not suitable since their lightweight construction means they do not exhibit behavior associated with heavier arms. Robotic arm simulators using a virtual arm doesn’t offer the same level of hands-on engagement and excitement as a physical arm.

Read the full article here “A Hybrid Physical-Virtual Educational Robotic Arm”

How Pivoting to Remote and Online Teaching Impacted Biological and Biomedical Engineering Students Engagement

Abstract

Due to the COVID-19 pandemic, millions of courses at all educational levels worldwide had to shift to remote teaching from face-to-face. Since the courses were not initially designed for online education, we need to understand the issues both students and instructors faced during this unplanned shift. Also, before the pandemic, only a portion of students had experience with online education, although it was successfully implemented in many different areas. This arbitrary shift provides an excellent opportunity for students to have an overall opinion about this course delivery method at a more significant ratio. This forced online learning experience offered potential opportunities (e.g., successful online lab experiences) and possible barriers (e.g., time, technology, mental health, limited interaction) that need further investigation. This paper presents the survey data collected during the Spring and Fall of 2020 from Biomedical/biological Engineering students to examine perceived barriers of online learning and impacts on course performance in order to provide support for students in the future online and remote experience.

Read the full article here “How Pivoting to Remote and Online Teaching Impacted Biological and Biomedical Engineering Students Engagement”

On Building and Implementing Adaptive Learning Platform Lessons for Pre-Class Learning in a Flipped Course

Abstract

Research shows that active learning improves student performance and narrows the achievement gaps for marginalized groups. One of the active learning strategies is the use of flipped learning. However, flipped classrooms pose challenges due to reluctant student preparation in the pre-class learning requirements and general resistance from students to the modality. To address these challenges for a flipped engineering course in Numerical Methods, adaptive learning lessons that present content, assessment, and feedback based on student engagement and performance were created for pre-class learning using a commercial platform. The paper details how the lessons were developed, implemented in pre-class learning, and revised, creating a framework for other engineering educators who may want to duplicate them. An initial study of student behavior during the lessons showed that a low-performing student made many more attempts at the assessments while spending less time on the accompanying learning materials.

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Read the full article here “On Building and Implementing Adaptive Learning Platform Lessons for Pre-Class Learning in a Flipped Course”