Towards a Hybrid, Flexible and Socially Engaged Higher Education: Proceedings of the 26th International Conference on Interactive Collaborative ... (Lecture Notes in Networks and Systems, 901) 3031530217, 9783031530210

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Lecture Notes in Networks and Systems 901

Michael E. Auer Uriel R. Cukierman Eduardo Vendrell Vidal Edmundo Tovar Caro   Editors

Towards a Hybrid, Flexible and Socially Engaged Higher Education Proceedings of the 26th International Conference on Interactive Collaborative Learning (ICL2023), Volume 3

Lecture Notes in Networks and Systems

901

Series Editor Janusz Kacprzyk , Systems Research Institute, Polish Academy of Sciences, Warsaw, Poland

Advisory Editors Fernando Gomide, Department of Computer Engineering and Automation—DCA, School of Electrical and Computer Engineering—FEEC, University of Campinas— UNICAMP, São Paulo, Brazil Okyay Kaynak, Department of Electrical and Electronic Engineering, Bogazici University, Istanbul, Türkiye Derong Liu, Department of Electrical and Computer Engineering, University of Illinois at Chicago, Chicago, USA Institute of Automation, Chinese Academy of Sciences, Beijing, China Witold Pedrycz, Department of Electrical and Computer Engineering, University of Alberta, Alberta, Canada Systems Research Institute, Polish Academy of Sciences, Warsaw, Poland Marios M. Polycarpou, Department of Electrical and Computer Engineering, KIOS Research Center for Intelligent Systems and Networks, University of Cyprus, Nicosia, Cyprus Imre J. Rudas, Óbuda University, Budapest, Hungary Jun Wang, Department of Computer Science, City University of Hong Kong, Kowloon, Hong Kong

The series “Lecture Notes in Networks and Systems” publishes the latest developments in Networks and Systems—quickly, informally and with high quality. Original research reported in proceedings and post-proceedings represents the core of LNNS. Volumes published in LNNS embrace all aspects and subfields of, as well as new challenges in, Networks and Systems. The series contains proceedings and edited volumes in systems and networks, spanning the areas of Cyber-Physical Systems, Autonomous Systems, Sensor Networks, Control Systems, Energy Systems, Automotive Systems, Biological Systems, Vehicular Networking and Connected Vehicles, Aerospace Systems, Automation, Manufacturing, Smart Grids, Nonlinear Systems, Power Systems, Robotics, Social Systems, Economic Systems and other. Of particular value to both the contributors and the readership are the short publication timeframe and the worldwide distribution and exposure which enable both a wide and rapid dissemination of research output. The series covers the theory, applications, and perspectives on the state of the art and future developments relevant to systems and networks, decision making, control, complex processes and related areas, as embedded in the fields of interdisciplinary and applied sciences, engineering, computer science, physics, economics, social, and life sciences, as well as the paradigms and methodologies behind them. Indexed by SCOPUS, INSPEC, WTI Frankfurt eG, zbMATH, SCImago. All books published in the series are submitted for consideration in Web of Science. For proposals from Asia please contact Aninda Bose ([email protected]).

Michael E. Auer · Uriel R. Cukierman · Eduardo Vendrell Vidal · Edmundo Tovar Caro Editors

Towards a Hybrid, Flexible and Socially Engaged Higher Education Proceedings of the 26th International Conference on Interactive Collaborative Learning (ICL2023), Volume 3

Editors Michael E. Auer CTI Global Frankfurt/Main, Germany Eduardo Vendrell Vidal DISA Technical University of Valencia Valencia, Spain

Uriel R. Cukierman UTN – FRBA Mozart, Argentina Edmundo Tovar Caro UPM, ETSII Madrid, Spain

ISSN 2367-3370 ISSN 2367-3389 (electronic) Lecture Notes in Networks and Systems ISBN 978-3-031-53021-0 ISBN 978-3-031-53022-7 (eBook) https://doi.org/10.1007/978-3-031-53022-7 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Paper in this product is recyclable.

Preface

ICL2023 was the 26th edition of the International Conference on Interactive Collaborative Learning and the 52nd edition of the IGIP International Conference on Engineering Pedagogy. This interdisciplinary conference aims to focus on the exchange of relevant trends and research results as well as the presentation of practical experiences in Interactive Collaborative Learning and Engineering Pedagogy. ICL2023 took place in Madrid, Spain, from 26 to 29 September 2023 and was supported by the Universidad Politécnica de Madrid, InnovaHiEd Academy, the Spanish Conference of Directors and Deans of Informatics Engineering and the Universidad Tecnológica Nacional from Argentina. This year’s theme of the conference was “Towards a Hybrid, Flexible and Socially Engaged Higher Education”. Again, outstanding scientists from around the world accepted the invitation: Special Invited Guests • Jenna Carpenter, President American Society of Engineering Education - ASEE • David Guralnick, President International E-Learning Association - IELA Keynotes Xavier Fouger Senior Director, Global Academia Programs, Dassault Systèmes Khairiyah Mohd-Yusof Full professor in the School of Engineering Education, Purdue University, USA Carlos Delgado Kloos Rector’s Delegate on Digital Microcredentials, UC3M, Spain Antonio Recio Sanroman Head of Global Learning & Growth Partners, Siemens Miriam Reiner Director of the VR/AR and Neurocognition Lab at the Technion Institute, Israel The following very interesting workshops have been held: Workshop/Roundtable on accreditation Chair: Eduardo Vendrell Vidal, Universitat Politècnica de València Increasing User Engagement in Software Applications for Commercial or Research Purposes. Mohammad Hajarian and Paloma Diaz, Universidad Carlos III de Madrid, Spain

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Preface

Supporting Open Educational Resources Creation, Personalization, Implementation, and Sharing through the Graasp.org Learning Experience Platform and its Associated Open Digital Library Denis Gillet, EPFL, Switzerland and Michele Notari, University of Teacher Education, Bern, Switzerland and University of Hong Kong Addressing the Engineering Skills Gap: How can industry and educators work together to integrate emerging technologies into student and professional education? Chair: Kirsten Williamson, Petrus How to Create Virtual Machine-Templates in a Public and in a Private Cloud Environment Michael Dietz, Technische Hochschule Nürnberg, Germany The Engineering Classroom: Promoting and Illustrating New Types of Learning and Effective Use of Practical, Evidence-Based Strategies to Support Student Motivation and Academic Success. Genny Villa, Université de Montréal, Canada and Natalia Rosa Rodriguez Carinthia University of Applied Sciences (Austria) Low-Cost/High-Impact: Success Skills Students Will Actually Use Peter J. Shull, Penn State University, United States of America From Teaching in the Industrial Age to Teaching in the Digital and AI Age Chairs: Carlos Delgado Kloos and Carlos Alario, Universidad Carlos III de Madrid Hands-on workshop on developing complex problem-solving skills using ProblemBased Learning Prof. Dr. Syed Ahmad Helmi Syed Hassan and Dr. Khairiyah Mohd Yusof Open Badges and Micro-credentials: Recognizing Learnings in More Flexible Ways. Uriel Ruben Cukierman and Juan Maria Palmieri, UTN, Argentine Republic and Eric Rousselle, Open Badge Factory, Finland BreakThrough Communication: Interactive Experiential Learning in a Hybrid World Susan R. Glaser and Peter A. Glaser, Glaser & Associates, United States of America Teach Quantum Computing! Chairs: Jose Christen and Maninder Kaur, QURECA We would like to thank the organizers of the following Special Sessions: • Entrepreneurship in Engineering Education 2023 (EiEE’23) Chairs Jürgen Jantschgi, Higher College for Engineering Wolfsberg, Austria • AI in learning – a double face Janus (AiL’23) Chair Elena Bendíková, Faculty of Education CU, Ružomberok, Slovakia

Preface

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• Digital Education Strategy and Engineering Pedagogy (DESEP) Chair Roman Hrmo, DTI University Since its beginning, this conference has been devoted to new approaches in learning with a focus to collaborative learning and engineering education. We are currently witnessing a significant transformation in the development of education. There are at least three essential and challenging elements of this transformation process that have to be tackled in education: • the impact of globalization and digitalization on all areas of human life, and • the exponential acceleration of the developments in technology as well as of the global markets and the necessity of flexibility and agility in education • the new generation of students, who are always online and don’t know to live without Internet • the increasing interdependence between the different sectors of education (secondary and post-secondary education, vocational education) Therefore, the following main themes have been discussed in detail: • • • • • • • • • • • • • • • • • • • •

Collaborative Learning Mobility and Smart Cities New Learning Models and Applications Project-Based Learning Game-Based Education Educational Virtual Environments Computer-Aided Language Learning (CALL) Teaching Best Practices Engineering Pedagogy Education Public-Private Partnership and Entrepreneurship Education Research in Engineering Pedagogy Evaluation and Outcomes Assessment Internet of Things & Online Laboratories IT & Knowledge Management in Education Approaches of Online Teaching Virtual and Augmented Learning Mobile Learning Applications Connection between Universities and the Labour Market Further Education for Engineering Educators Educational Virtual Environments As submission types have been accepted:

• • • •

Full Paper, Short Paper Work in Progress Special Sessions Workshops, Tutorials

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Preface

All contributions were subject to a two-step double-blind review. The review process was very competitive. We had to review more than 500 submissions. A team of about 260 reviewers did this terrific job. Our special thanks goes to all of them. Due to the time and conference schedule restrictions, we could finally accept only the best 219 submissions for presentation. The conference had more than 279 registered participants from 55 countries. We thank Sebastian Schreiter for the technical editing of this proceedings. ICL2024 will be held in Tallinn, Estonia. Michael E. Auer ICL General Chair Edmundo Tovar Caro Uriel R. Cukierman ICL2023 Co-chairs

Committees

General Chair Michael E. Auer

CTI, Frankfurt/Main, Germany

ICL2023 Conference Chairs Tiia Rüütmann Uriel Cukierman Edmundo Tovar

IGIP President, Tallinn Technical University, Estonia UTN Buenos Aires, Argentina Universidad Politécnica de Madrid (UPM), Spain

Honorary Advisors Guillermo Cisneros Pérez Stephanie Farell Xavier Fougier Hanno Hortsch Hans J. Hoyer Manuel Castro Javier Soriano

Rector, UPM, Spain IFEES President, USA Dassault Systèmes, France TU Dresden, Germany IFEES/GEDC General Secretary UNED, Spain President of the Spanish Council of Deans of Informatics Engineering - CODDI, Dean ETS de Ingenieros Informáticos, UPM

International Chairs Samir El-Seoud Xiao-Guang Yue Alexander Kist Alaa Ashmawy David Guralnick Guillermo Oliveto

The British University in Egypt (Africa) Wuhan, China (Asia) University of Southern Queensland (Australia/Oceania) American University Dubai (Middle East) Kaleidoscope Learning New York, USA (North America) Universidad Tecnologica Nacional Argentina (Latin America)

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Committees

Technical Program Chairs Eduardo Vendrell Sebastian Schreiter

Universitat Politècnica de València (UPV), Spain IAOE France

Workshop and Tutorial Chair Valerie Varney

University of Applied Sciences Cologne, Germany

Special Sessions Chair Alexander Kist

University of Southern Queensland, Australia

Publication Chair Sebastian Schreiter

IAOE France

Award Chair Eduardo Vendrell

Universitat Politècnica de València (UPV), Spain

Senior Program Committee Members Eleonore Lickl Andreas Pester Wolfgang Pachatz Tatiana Polyakova Herwig Rehatschek Cornel Samoila Thrasyvoulos Tsiatsos Doru Ursutiu Axel Zafoschnig

IGIP Vienna, Austria The British University in Egypt Ministry of Education Austria Moscow State Technical University, Russia Medical University Graz, Austria Transilvania University of Brasov, Romania Aristotle University Thessaloniki, Greece University of Brasov, Romania IGIP, Austria

Committees

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Program Committee Members Abdallah Al-Zoubi, Jordan Santi Caballé, Spain Alberto Cardoso, Portugal Dan Centea, Canada Ralph Dreher, Germany Martin Ebner, Austria Christian Guetl, Austria Hants Kipper, Estonia Oleksandr Kupriyanov, Ukraine Despo Ktoridou, Cyprus Jorge Membrillo-Hernández, Mexico Jürgen Mottok, Germany Stavros Nikou, UK Stamatios Papadakis, Greece Rauno Pirinen, Finland Neelakshi Chandrasena Premawardhena, Sri Lanka Teresa Restivo, Portugal Istvan Simonics, Hungary Ivana Simonova, Czech Republic Alexander Soloviev, Russia Matthias Utesch, Germany James Wolfer, USA

Local Organizing Committee Alejandro Leo Ramirez Antonio Molina Marco Xavier Molero Prieto Bernardo Tabuenca Archilla Manuel Uche Soria

Universidad Politécnica de Madrid, UPM Universitat Politècnica de València (UPV), Spain Universitat Politècnica de València (UPV), Spain Universidad Politécnica de Madrid, UPM Universidad Politécnica de Madrid, UPM

Contents

Engineering Pedagogy Education Determinants for the Formation of a Fractality-Based Educational Environment in Engineering Pedagogical Education . . . . . . . . . . . . . . . . . . . . . . . . Liudmyla Shtefan, Viktoriia Kovalska, Nataliia Briukhanova, Maryna Vasylieva, and Juergen Koeberlein-Kerler Systems Thinking Among Engineering Students . . . . . . . . . . . . . . . . . . . . . . . . . . . Aziz Shekh-Abed and Nael Barakat How to Accompany the First-Year Student in Massified Higher Education? the Example of a Semester to Bounce Back . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sebastien Lehembre and Naïma Marengo Developing Pedagogical Content Tasks in Research Methods Training of Future Vocational Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Larysa Bachiieva, Anatoliy Babichev, Olena Kovalenko, Halyna Yelnykova, and Mycola Lazariev

3

15

22

34

A Qualitative Assessment of ChatGPT Generated Code in the Computer Science Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . James Wolfer

43

Design and Implementation of the Integrated Program for the Master of Engineering Course in Welding Engineering Technology, KMUTNB Harmonize to International Welding Engineer, IIW Responding to the Need of Thailand 4.0/IR 4.0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Panarit Sethakul, Matheepot Phattanasak, Thomas Köhler, Sukanjana Lekapat, Adisorn Ode-sri, Anwida Teekasap, and Kanokwan Jitngamkam

54

Attitudes of Engineers Towards Ethics and Prospects for Education . . . . . . . . . . . Sarantos Psycharis, Konstantina Sdravopoulou, and Konstantinos Kalovrektis

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Contents

Inclusion of the Sustainable Development Goals in an Engineering – Biomimetics and Sustainability – Course Curricula . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Elsy G. Molina-Solís, Patricia Vázquez-Villegas, Luis Alberto Mejía-Manzano, Javier Romo-Molina, Mariajulia Martínez-Acosta, and Jorge Membrillo-Hernández Learning Content Revisited: Basis for Creating a System of Educational (Pedagogical) Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tiia Rüütmann, Urve Läänemets, and Kadi Kaja

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IGIP Prototype Curriculum in Lifelong Professional Pedagogical Development of Technical Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Tatiana Polyakova Development of Social Activity of Engineers-Pedagogues as a Social Skill in Online Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Maryna Vasylieva, Inna Romanova, Maryna Buinitska, and Iryna Shepliakova Educational Role-Playing Games in the Normative Behavior Development of Future Engineer-Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Maryna Vasylieva, Inna Romanova, Zelenin Hennadii, and Iryna Shepliakova Pedagogical Approach for BUILD2050 Pilot Training Project . . . . . . . . . . . . . . . . 124 Silviano Rafael, Júlia Justino, and Susana Lucas Enhancing Learning Activities Using Innovation Based Problem-Solving Process in Promoting Practical Skills of Electrical Technology . . . . . . . . . . . . . . . 132 Nutchanat Chumchuen and S. Akatimagool Development of Laboratory-Based Learning and Teaching Activities of Communication Systems for 21st Century Innovative Learning Skills . . . . . . . 143 S. Rachchompoo, Nutchanat Chumchuen, and S. Akatimagool Development of a Simulation Tool for Electromagnetism Education . . . . . . . . . . 153 Bianca Auwarter, Diego Brandão, and Ângela P. Ferreira Practicing the Engineering Fundamentals in a Project-Based Design and 3D Printing Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 Laura Levin and Igor Verner

Contents

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Open Digital Badges and Micro-accreditation in the International Engineering Educator Certification Program (IEECP) . . . . . . . . . . . . . . . . . . . . . . . 175 Juan María Palmieri, Uriel Cukierman, and Eduardo Vendrell Vidal Does Hedy, the Gradual Programming Language Help Computing Undergraduates to Learn Programming? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Oscar Karnalim, Mewati Ayub, Maresha Caroline Wijanto, and Felienne Hermans Empowering Diverse Learners: Embracing Culturally Relevant Pedagogy (CRP) in Engineering, Higher Education, and K-12 Settings . . . . . . . . . . . . . . . . . 199 Shabnam Wahed and Nicole Pitterson A Theory-Based Concept for Fostering Sustainability Competencies in Engineering Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208 Brit-Maren Block and Marie Gillian Guerne Using Digital Laboratories for the Development of Students’ Engineering Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 Tatiana Shaposhnikova, Alexander Gerashchenko, Vyacheslav Minenko, Tatiana Shabanova, and Tamara Bus Interactive Algorithms: A Didactic Strategy for Non-programmers . . . . . . . . . . . . 224 Luini Leonardo Hurtado Cortés Practical Approach to Pressure Losses Due to Friction in Design . . . . . . . . . . . . . 235 Geanette Polanco and Lilibeth A. Zambrano M Professional Motivations of Applicants for Vocational Teacher Training . . . . . . . 246 Rita Kattein-Pornói, Péter Szandi-Varga, and Dóra Békefi Enhancing Pedagogical Practices in Engineering Education: Evaluation of a Training Course on Active Learning Methodologies . . . . . . . . . . . . . . . . . . . . 255 Ximena Otegui and Clara Raimondi A Multifaceted, Flexible Methodology to Expand Computer Science Access . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267 Kiron Sharma, Laila Khreisat, and Neelu Sinha How to Make the EM Course Interesting and Engaging to Undergraduate Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276 Boutheina Tlili

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Contents

Work in Progress: Cobbler, Stick to Your Last! On Providing Engineers Constructive Alignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 284 Marcel Schade, Claudius Terkowsky, Konrad E. R. Boettcher, and Tobias R. Ortelt Forming Future Engineering Teachers’ Creativity Using the Model of Presenting Learning Content of Technical Disciplines . . . . . . . . . . . . . . . . . . . . 293 Denys Kovalenko, Nataliia Ruban, Oleksandr Shumskyi, Yuliia Bilotserkivska, Natalya Shemyhon, and Nataliia Korolova Adapting Experiential E-learning in Engineering Education with the Use of Telepresence System for Wind Tunnel Experiences in Automotive Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 305 Moein Mehrtash and Maryam Ghalkhani Research in Engineering Pedagogy Engineering Students’ Misconceptions About Electronic Circuits: Faculty Members’ Viewpoint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317 Aharon Gero and Wishah Zoabi Abstract Thinking of Beginning Electrical Engineering and Computer Science Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323 Aharon Gero, Mohammed Ali Hadish, and Shahar Kvatinsky Digitization of the Educational and Scientific Space Based on STEAM Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329 Sofiia Dembitska, Olha Kuzmenko, Iryna Savchenko, Valentyna Demianenko, and Saronova Hanna Investigation of Stress Management Among University Students Using the Document Analysis Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338 Judit Módné Takács, Monika Pogátsnik, and István Simonics What is Attractive, Efficient and Has Appeal?: Comparing Different Types of Peer Tutoring in the Course Basics of Fluid Mechanics . . . . . . . . . . . . . . . . . . . 350 Konrad E. R. Boettcher and Sabrina Grünendahl Using the Findings of the Empirical Study Conducted Among Generation Z Students in Technical Teacher Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 363 Katalin Kanczné Nagy, Rita Kattein-Pornói, and Péter Szandi-Varga Active Learning Strategies for the Electrical Engineering Degree Program at the Universidad De La República, Uruguay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379 Ximena Otegui, Karina Curione, and Marina Míguez

Contents

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Enhancing Sustainability Product Development and Creativity in Education: The Impact of Educational Robotics and Design Thinking on Student Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391 Georg Jäggle, Wilfried Lepuschitz, Munir Merdan, and Markus Vincze University Teachers – Their Careers and Education . . . . . . . . . . . . . . . . . . . . . . . . . 403 Jana Trabalíková and Lucia Hrebeˇnárová A Study on the Mental Health of the Post-Pandemic Generation of Engineering Students to Ensure the Resilience of the Study Process . . . . . . . . 413 Anna Vintere and Ilze Balode Games in Engineering Education Designing Educational Board Games of Global Anthropogenic Issues Through Interdisciplinary Collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423 Suzuki Kengo, Urayama Syun-ichi, Hirai Yusuke, Yamaguchi Takuto, Ujiie Kiyokazu, and Akiyama Hajime Unlocking the Potential of IoT for Interactive and Collaborative Learning: Case Studies in Higher Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 435 Bernardo Tabuenca, Alejandro Leo-Ramírez, Manuel Uche-Soria, Edmundo Tovar, Wolfgang Greller, Christos Rodosthenous, and Efstathios Mavrotheris Gamification of Educational Content by Using Virtual Teacher in Online Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 447 Tetiana Bondarenko, Denys Kovalenko, Iryna Khotchenko, Hennadii Zelenin, and Viktor Bozhko Shaping Emotional Intelligence with Gamification Techniques . . . . . . . . . . . . . . . 455 Yuliia Fedorova, Tetiana Bondarenko, Juraj Mikuš, Hanna Korniush, and Roman Nesterenko How Can Narrative Game Design Methods Improve Educational Experience? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 464 Olga Maksimenkova and Sergey Lebedev Playing Video Games to Learn Computational Thinking? A Case Study of Game-Based Learning in Secondary CS Education . . . . . . . . . . . . . . . . . . . . . . . 474 Azra Bajramovi´c, Alexander Steinmaurer, and Christian Gütl Pythra’a: A 2D Game for Supporting Pre-college Students Learning Python Programming Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 483 Moutaz Saleh, Raghad Aqel, Mariam Elmoghazy, and Shaikha Al Bader

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Work-In-Progress: Student Motivation on Gamification in Maintaining Programming Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 495 Oscar Karnalim Design and Implementation of a Serious Game - Teaching the Interdependency Between Business Models and Business Processes . . . . . . . 503 Ferdinand Xiong, Clemens Drieschner, Holger Wittges, and Helmut Krcmar Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 515

Engineering Pedagogy Education

Determinants for the Formation of a Fractality-Based Educational Environment in Engineering Pedagogical Education Liudmyla Shtefan1 , Viktoriia Kovalska1 , Nataliia Briukhanova1 Maryna Vasylieva1 , and Juergen Koeberlein-Kerler2,3,4(B)

,

1 Ukrainian Engineering Pedagogics Academy, Kharkiv, Ukraine

[email protected]

2 IBK Ingenieurbüro Köberlein GmbH & Co. KG, Wuerzburg, Germany

[email protected]

3 Alumni Society, University of Wuerzburg, Wuerzburg, Germany 4 Center for Applied Energy Research, Wuerzburg, Germany

Abstract. This article shows a method based on fractals and determinants to design the educational environment and the training quality of future engineering teachers. The determinants are represented by the internal and external determination of the development of the educational environment, with internal determinants being determined by external ones. The fractal of the educational environment is considered as a self-similar structure, the scale of which is consistently reduced. The components of these structures are the educational standards, educational programs, educational disciplines and training units. The invariant component is based on the principle of a harmonious combination of paradigms of innovation and health-saving. The development of the educational environment was conducted on the example of professional training of engineering teachers of the Ukrainian Engineering Pedagogics Academy (Kharkiv, Ukraine). The fractal invariant of the innovation paradigm is implemented based on the disciplines “Innovative technologies and pedagogical consulting in vocational education” and “Pedagogical design in innovative space”. In order to implement the health-saving paradigm, the discipline “Health education” was introduced. The emphasis was placed on the need to attract specialists in the medical field for the development of this discipline. The proposed approach makes it possible to create an effective educational environment in engineering pedagogical education on the basis of fractals for the professional training of competent engineering teachers. Keywords: Innovative Paradigm · Health-saving Paradigm · Fractals

1 Problem Statement The future orientation of modern pedagogy steers the development towards paradigmatic approaches in order to raise the design of the educational environment to the level of social demands. Society will demand the reproduction of the Ukrainian economy, especially after the current hostilities, based on the innovation of all industries. This situation © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 3–14, 2024. https://doi.org/10.1007/978-3-031-53022-7_1

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automatically creates new requirements for the training of specialists, primarily in engineering pedagogical education, in order to solve the problem of well-qualified workers for the Ukrainian economy. It should be clear that the state of health of Ukrainians significantly deteriorated during the war. Therefore, the education system should adequately respond to this problem and pay close attention to developing the valeological competence of future engineering teachers in implementing the health-saving paradigm. We regard the implementation of the innovative paradigm as a basis and innovative tool for an effective and successful training of future engineering teachers. The implementation of the health- saving paradigm is the only possibility to effectively realize the innovative potential of a teacher with good health in the educational process. At the same time, every teacher, thanks to the valeological competence he has formed, also forms it in his students. Thus, the health of the nation will undergo positive changes. Therefore, Ukrainian scientists today have to solve the difficult task of finding effective ways to integrate innovative and health-saving paradigms into a modern educational environment. The determinants of their development should be described. This problem has never received the attention it deserves in science. The authors of the article propose to implement this requirement based on fractals, which allows to fully implement the system-synergistic approach in education.

2 Analysis of Recent Research and Publications The concept of “fractals” was first used by mathematician Benoit Mandelbrot in 1975 in his work “Fractal geometry of nature” [1] to describe several objects and phenomena that do not have a defined linear size. The author interpreted this term as a certain structure, which comprises similar substructures. This was a prerequisite for the development of fractal geometry. Since then, fractals has expanded significantly: they are used both for forecasting securities prices in stock markets and for the synthesis of complex signals in radio engineering. This is because they accurately describe processes that have properties of scale invariance and make it possible to predict them. Therefore, fractal as a concept is studied in many fields of science, including mathematics, physics, chemistry, biology and computer science. Scientists of the educational field did not ignore this promising direction. So, Y. Kazarinov [2] defines the educational process as a system comprising many fractal elements (from credit modules to the elements of knowledge). O. Meteshkin and K. Meteshkin [3] substantiate the fractal properties of the educational system, which scales to the level of academic disciplines with given parameters. The authors present fractals as a Sierpinski triangle. These ideas are also developed in [4], where it is based on such a triangle that a fractal model of an innovative culture of the subjects of the institution of engineering pedagogical education is developed. Active attention of scientists is focused on research from the standpoint of fractals of the educational environment which is a condition for the effective acquisition of competencies by students [5]. O.Voznyuk [6] defines the theoretical and practical foundations of building a socio-pedagogical environment based on a fractal approach. S. Beknazarova and G. Kayumova [7] present the results of improving the modern educational environment based on the substantiation of the fractal structure of personal and professional self-development of subjects of the educational process. Noteworthy is the

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approach proposed in [8], where the author substantiates the valence-fractal structure of the student’s autonomy, which is formed by poly cognitive, instrumental, ideological, corrective-reflexive fractals. G. Meshko specifies the features of the health-saving environment of an educational institution as an aspect of the activities of its head and believes that it “covers a set of certain conditions, the use of health technologies aimed at preserving and strengthening the health of pupils and students, improving their well-being, functioning of the body, increasing adaptive capabilities and forming motivation for a healthy lifestyle” [9, p. 158]. T.Berezhna develops modeling issues health of the educational institution and believes that it should be created in the areas of organization of the educational process; favorable psychological background (style of communication between the teacher and students); methods and forms of training; sanitary and hygienic conditions; motor mode of pupils and students; balanced nutrition; fostering a culture of interaction with the environment; development of a complex of various forms and methods of health activities [10]. A group of scientists from the National University “Yuri Kondratyuk Poltava Polytechnic”, with whose opinion we agree, emphasize that “the organization of health care of the educational environment is a complex and lengthy process” [11]. The innovative environment of educational institutions is also being actively studied. So, N. Tkachuk, studying this environment, offers experience in forming the readiness of teachers for innovation [12, p. 126]. V. Rebenok emphasizes that an important condition for the functioning of the innovation environment is the self-education of its participants [13, p. 178]. V. Pirus conducts a thorough analysis of external and internal factors influencing the innovative development of higher educational institutions in Ukraine [14]. These scientific works became the basis for determining the external and internal determinants of the educational environment of the presented work. Of particular interest for our study is the scientific work of O. Moskvicheva [15]. The author analyzes the concept of a strange attractor from the standpoint of fractal modeling. An attractor is defined as a point or closed line that attracts to itself all trajectories of a fractal system, is a constant element of a fractal around which the entire fractal structure or fractal model is concentrated. In work [15] it is emphasized that the attractor comprises a central node, around which the trajectories of the attractor are placed in the shape of a spiral. Their fractality is because the trajectories of the attractor never intersect and are centered on the central node of the attractor. Therefore, the attractor becomes a fractal or strange attractor. Thus, a strange fractal attractor represents the trajectory of the fractal orbit, which is infinite and never intersects and is marked by a point from which the movement of the trajectory begins. This approach was taken by us as the basis of the study.

3 Statement of Basic Material and the Substantiation of the Obtained Results We considered the fractal of the educational environment as a self-similar structure, the scale of which is successively decreasing. This is implemented based on the construction of a strange attractor as a fractal structure. In it, we consider the quality of training of engineering teachers as a point of attraction. Based on the trajectory of this attractor,

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the dynamics of the fractal modeling of the analyzed educational environment includes educational standards, educational programs, educational disciplines, and training units. The invariant component of the analyzed fractal is based on the principle of a harmonious combination of the innovation paradigm and the health- saving paradigm (Fig. 1). The system-forming factor in this case is the health of participants in the educational process, which allows future specialists to maximize their innovative potential.

5 3 1

2

4

Fig. 1. The trajectory of fractal modeling of the educational environment:

1. 2. 3. 4. 5.

attraction point (quality of training); standard of higher education; educational and professional program; educational components; training units.

O. Voznyuk analyzes environmental issues in education based on a fractal approach and considered the external and internal determinants of its development [6, p. 370]. We also went this way. Under the conditions of the analyzed environment, its following external determinants are identified (Table 1). Table 1. Determinants of the development of an educational environment based on a combination of innovative and health-saving paradigms. Para-digma

External determinants

Internal determinants

Innovative

Reconstruction of the country after hostilities based on specific projects and at the request of employers

Preparation of engineering teachers for the design and implementation at a high level of social requirements of specific projects at the request of employers Development of motivation of future engineering teachers to realize innovative potential in order to implement external requests of employers

(continued)

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Table 1. (continued) Para-digma

External determinants

Internal determinants

Legislative policy of the state toward innovation of the educational process

Development of a strategy for innovative development of an educational institution

Legislative policy of the state to ensure effective interaction between educational institutions and employers

Formation of the employer base for fruitful cooperation

Normative and legal support of innovation Normative support of the educational process of the educational process in educational institutions toward its innovation The need for specialists with a high level of innovative potential

Modernization of the educational process toward its innovation Activation of the channel of self-education as an effective way to develop the innovative potential of engineering teachers Creation of a network of self-educational platforms for the development of innovative potential of teaching staff

Health-saving

Legislative policy of the state towards the creation of a health-saving educational process

Development of a strategy for the development of an educational institution toward health-saving

Legislative policy of the state to ensure effective interaction between educational institutions and specialists in the medical field with pedagogical education

Formation of a base of medical workers with pedagogical education

Regulatory support for implementing health-saving educational process

Normative support of the educational process in educational institutions toward health-saving

The need for specialists with a high level of valeological competence

Modernization of the educational process toward its health preservation

Involvement of medical professionals with pedagogical education in the development of content and teaching of valeological disciplines

Formation of future engineering teachers’ understanding of the impossibility of realizing innovative potential without good health Activation of the channel of self-education as an effective way to develop valeological competence Creation of a network of self-educational platforms for the development of valeological competence of future engineering teachers

(continued)

8

L. Shtefan et al. Table 1. (continued)

Para-digma

External determinants

Internal determinants Realization of the teacher’s mission in future professional activities on the formation of valeological competence of students

The identified determinants are partially implemented in our study. But there are those that are considered as directions for further development of the proposed educational environment. Next, we conducted an assignment of the fractal of the educational environment (Fig. 2). The simulation of this process based on the Sierpinski triangle is taken as a basis. We agree with the authors [3, p. 33] that one credit should be chosen per unit of scaling. On this basis, we can assert that there is similarity () between scaling objects. Let us analyze scaling the fractal of the educational environment, shown in Fig. 2, more details. As noted, the basis for implementing this process harmoniously combines paradigms of innovation and health-saving. So, the methodological concept of fractal (Fig. 2a) presents the integration of innovative and health-saving paradigms that ensures the maximum realization of the innovative potential of participants in the educational process in conditions of preserving their health. According to the principles of fractality, structuring of the educational environment from general to partial, the methodological concept is implemented in the standard of higher education in the specialty 015 “Vocational Education” for the second (master’s) level of higher education (Fig. 2b). The analysis allowed us to state that the innovative paradigm is provided by the normative content of the training of students, which is presented in the standard as the following learning outcomes: LO1 IP “Organize the educational process in vocational education based on a human-centered approach and modern achievements of pedagogy and psychology, manage cognitive activity, carry out effective and objective assessment of learning outcomes of applicants for education”; LO2 IP “Know at the level of the latest achievements the basic concepts of sustainable development of society, education and method of scientific knowledge in vocational education”; LO3 IP “Build and investigate process models in vocational education”. The health-saving paradigm is embodied a learning outcome as LO1 HSP “Create an educational environment for vocational education that is favorable for students and ensures the achievement of certain learning outcomes.“ In this context, we consider it appropriate to emphasize the following. In the standard, namely in the learning outcomes, it is necessary to more accurately focus on the formation of valeological competence. This will make it possible to build the educational process more effectively based on preserving the health of both: students – future engineering teachers and those whom they will teach in vocational (technical) education institutions.

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Fig. 2. Scaling the fractal of the educational environment based on a harmonious combination of innovation and health-saving paradigms, where:

a) Methodological concept of fractal (IP – innovative paradigm, HSP – health- saving paradigm); b) Implementation of the concept in the educational standard (LO – learning outcome); c) Implementation of the educational standard in the components of the educational program (EC – educational component); d) Implementation of the content of educational components in content modules (M – content modules); e) Implementation of content modules in the topics of training units (1, 2, 3…., n – subjects of educational classes). The next scaling step involves the implementation of the educational standard in the components of the educational and professional program for the training of engineering teachers (Fig. 2c). Its analysis allowed us to establish a set of educational components that provide an innovative paradigm for training students. Among them: EC1 “Pedagogical design in innovation space”, EC2 “Innovative technologies and pedagogical consulting in vocational education” and EC3 “Basic concepts and new approaches to solving vocational education problems”. The purpose of the educational component of the EC4 “Health Pedagogy” is the formation of valeological competence in future engineering teachers, which fully meets the health-saving paradigm.

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Than, scaling involves the implementation of the content of educational components in the relevant content modules (Fig. 2.d). Modules are specified in the topics of training units (Fig. 2e). We will show this process on the example of one educational component of innovative direction and one – valeological in order to show the content of training of future engineering teachers. Thus, EC1 “Innovative technologies and pedagogical consulting in vocational education” contains the following modules. Module 1 “Modern and innovative educational space” is provided by such topics as “Fundamentals of innovation of educational processes” and “The essence and classification of educational innovations”. Module 2 Technologies for designing teacher’s innovative activity include topics “Fundamentals of educational training design”, “Design activities in developing a business game” and “Designing pedagogical activities in applying case technology”. This approach makes it possible to positively influence the formation of an innovative educational culture of future engineering teachers. The educational component of valeological direction – “Health Pedagogy” – comprises the two modules. Module 1 “Fundamentals of a healthy lifestyle and safe living space for participants in the educational process” includes such topics as “Health saving in education and directions for its implementation”; “Rational nutrition of participants in the educational process”; “Physical culture and sports, mode of work and rest of teachers and students”; “Safe use of medicines”; “Injuries and its connection with physical activity and violence. Bullying in educational institutions” and “Poisoning, radiation, occupational diseases”. Module 2 “Restoration and protection of health of participants in the educational process” is implemented through such topics as “Human emergencies: survival on the edge”; “Donation of blood and organs: peculiarities of implementation by participants in the educational process”; “Cardiovascular and pulmonary diseases. First aid in the educational institution and beyond”; “Infectious and parasitic diseases in the environment of the educational institution and outside it”; “Inclusive education”; “Psychological health of the individual. Professional burnout of teachers”; “Sex education and family planning” and “Prevention of addictions of participants in the educational process”. Our principled position is that the content of the presented and other valeological disciplines should be developed with the participation of specialists in the medical field. They should also be involved in communicating this information to future teachers. Our research among medical specialists (151 people) who received a second higher education at the Ukrainian Engineering Pedagogics Academy (UEPA) in the specialties “Educational, pedagogical sciences” and “Management” during 2019 – 2021 showed that 40.4% of them would be ready for such activities if they were provided with the conditions (wages, methodological help, etc.). The content of these disciplines is realized through the use of interactive technologies. Among them are business games, educational trainings, case technologies, heuristic methods for solving creative problems (brainstorming, sevenfold search, focal objects, etc.). They allow to implement the activities of participants in the educational process as subjects of interaction. The circle of special attention was paid to implementing methods for processing significant flows of information. Because at the present stage of training occurs online, these issues are becoming increasingly relevant. To solve them, we focused on using mind-maps in the created environment. This considered the principles of application

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of this tool, namely: visualization, methodological expediency, compatibility, healthsaving and information humanity [16]. Based on them, the method of using mind maps in lectures when teaching the above disciplines is applied. According to the results of each of the lectures, students are sent to the distance education site mind maps according to the topic. This allows them to teach structuring and compacting information, positively influence the formation of creativity through the active development of the right hemisphere of the brain, helps to improve communication in group interaction. The results of designing the educational environment according to the presented approach are implemented on the example of professional training of bachelors and masters of UEPA during the last three academic years. The study of the formation of innovative competence was conducted by self-assessment on a five-point scale of criteria: 1. Formation of innovative world perception. 2. Formation of ideas about the feasibility of introducing innovations into pedagogical practice. 3. Formation of a value attitude towards the innovative experience of other teachers. 4. Formation of a value attitude towards their own innovation activity. 5. Formation of motivation to innovate pedagogical activity. 6. Formation of value attitude to creative activity as the basis for innovation of the educational process. 7. Formation of readiness for implementing innovation. 8. Formation of interest in designing classes based on innovative technologies. 9. Knowledge of the basics of pedagogical innovation. 10. Knowledge of heuristic methods. 11. Knowledge of innovative methods and techniques for organizing communicative activities. 12. Skills in designing training sessions. 13. Ability to design educational business games. 14. Ability to design training cases. 15. Ability to creative thinking. Here are some results of a research in which 179 people participated. The results of students’ self-assessment at the beginning and at the end of studying the disciplines of the innovation direction were compared. Indicators 1–6, 8 became the most formed at the level of 4.8 points. Readiness for implementing innovation was formed at the level of 4.3 points. Indicators 12–14 have changed significantly, namely increased from 1.3 to 4.4 points. Indicators 9–11 changed from 3.9 to 4.3 points. Indicator 15 increased from 3.8 points to 4.1. The success of the formation of valeological competence was evaluated using the qualitative method (this part of the study was conducted by the post-graduate student of the department A. Shevchenko). The levels of its formation (minimum, low, average and high) were evaluated according to the quartile point-interval scale (Fig. 3), divided into equal intervals of 25% [17, p. 199].

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intervals points 0 0‒25%

competence component is not formed (CC0) minimum level of competence component formation (CC0–0.25)

25 25‒50%

competence component is not formed rather than formed (CC0.25) low level of competence component formation (CC0.25–0.5)

50 50‒75%

competence component is formed in half (CC0.5) average level of competence component formation (CC0.5–0.75)

75 75‒100%

competence component is formed rather than not formed (CC0.75) high level of competence component formation (CC0.75–1)

100

competence component is fully formed (CC1)

Fig. 3. Quartile point-interval scale for assessing the level of competence formation.

Based on this, the following results were obtained: 14.4% of students achieved a high level of formation of valeological competence, 70.4% achieved an average level, the rest of the students demonstrated minimal and low levels [18, p. 143]. The study of the formation of innovative and valeological competencies of students has convincingly proved the effectiveness of the educational environment formed based on fractals, considering external and internal determinants of its development.

4 Conclusions Scientific approaches to creating a modern educational environment as a fractal, which is a self-similar structure, the scale of which is consistently decreasing, have been developed and implemented in the educational process. The basis for its implementation was a strange attractor, as a fractal structure. Here, the attraction point is determined by the quality of training of engineering teachers. Relying on the trajectory of this attractor, the dynamics of fractal modeling of the analyzed educational environment was formed based on educational standards, educational programs, educational disciplines and training units. The invariant component of this fractal was based on the principle of a harmonious combination of innovative and health-saving paradigms. These are the basis for the determination of the interconnected inner and outer determinants. Based on the Sierpi´nski triangle, the fractal of the proposed educational environment was assessed. One credit is chosen per unit of scaling. It is shown that there is a similarity between scaling objects. Approaches to studying the results of implementation in the educational process of the environment created by the authors are presented. Thus, the innovative competence

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of students was determined by self-assessment on a five-point scale of such criteria as the formation of innovative world perception, the formation of ideas about the feasibility of introducing innovations into pedagogical practice, knowledge of the basics of pedagogical innovation, ability to design educational trainings, business games, cases and other. Results from the formation of valeological competence was assessed by the qualimetric method. For this purpose, its components such as cognitive abilitiy, activity, motivational-value and personal are allocated. On this basis, the quality of student training was determined in such areas: personal hygiene, household and medical protection against infectious diseases (anti-epidemic regime and vaccination), rational mode of physical activity, balanced nutrition and others. The results of implementing the designed educational environment proved its effectiveness through the definition of innovative and valeological competencies of future engineering teachers. Further research will go towards a broader consideration of the identified determinants of the development of the educational environment based on a combination of innovative and health-saving paradigms.

References 1. Mandelbrot, B.B.: The Fractal Geometry of Nature. Times Books, Sun-Francisco (1982) 2. Kazarynov, Yu., Ovsiankyn, A., Chaika, N.: Improving the quality of training of project managers based on the use of fractal analysis. Project Managem. Product; Developm. 3(43), 57–62 (2012). http://www.pmdp.org.ua/images/Journal/43/12kyizfa.pdf, Accessed 20 May 2023 3. Meteshkyn, A., Meteshkyn, K.: A system-synergistic approach in the methodology of higher school pedagogy. Problems Eng. Pedagogical Educ. 28–29, 30–37 (2010). http://nbuv.gov. ua/UJRN/Pipo_2010_28-29_7, Accessed 20 May 2023 4. Shtefan, L.: Conceptual approaches to the formation of the innovative culture of future engineer-pedagogues. Problems Eng. Pedagogical Educ. 32–33, 18–27 (2011). http://nbuv. gov.ua/UJRN/Pipo_2011_32-33_5, Accessed 20 May 2023 5. Karpova, L., Shtefan, L., Kovalska, V., Ionova, O., Luparenko, S.: Information-Educational Environment as a Condition of Formation of Gifted Children’s Informational-Digital Competence. Postmodern Open. 11(2Sup1), 60–78 (2020). https://doi.org/10.18662/po/11.2Su p1/179 6. Vozniuk, O.: Pedagogical synergy: genesis, theory and practice. Ivan Franko State University Publishing House, Zhytomyr (2012). http://eprints.zu.edu.ua/9067/1/Boзнюк%20Пeд.cин epгeтикa_УКP.pdf, Accessed 20 May 2023 7. Beknazarova, S., Kayumova, G.: Fractal methodology of in improving the modern educational process. American J. Eng. Technol. 3(06), 129–133 (2021). https://doi.org/10.37547/tajet/Vol ume03Issue06-23 8. Popov, R.: Development of autonomy of students of higher education institutions: valencefractal dimension of understanding the problem. Youth Market 5(172), 84–91 (2019). https:// doi.org/10.24919/2308-4634.2019.171119 9. Meshko, H.: The formation of a health-preserving educational environment as an aspect of the activity of the head of a general educational institution. Sci. Bull. Uzhhorod Univ. Ser. Pedagogy Social Work 1(40), 157–160 (2017). http://nbuv.gov.ua/UJRN/Nvuuped_2017_ 1_42, Accessed 20 May 2023

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10. Berezhna, T.: Modeling the health-preserving environment of a general educational institution: justification of the structure and criteria. Native School 1, 37–42 (2016). Available at: http://nbuv.gov.ua/UJRN/rsh_2016_1_9, Accessed 20 May 2023 11. Rybalko, L., Permiakov, O., Synytsia, T., Ostapov, A., Yopa, T.: Organization of a healthpreserving environment in a higher education institution. Pedagogy Creative Personal. Format. Higher Secondary Schools 69(part 3), 106–110 (2020). https://doi.org/10.32840/19925786.2020.69-3.21 12. Tkachuk, N.: Innovative educational environment as a condition for the development of professional competence of teachers. Sci. Bull. Lesya Ukrainka East European National Univ. Pedagogical Sci. 1, 124–129 (2015). http://nbuv.gov.ua/UJRN/Nvvnup_2015_1_28, Accessed 20 May 2023 13. Rebenok, V.M.: Stvorennia innovatsiino-osvitnoho seredovyshcha v konteksti profesiinoi pidhotovky maibutnikh uchyteliv. Visnyk Chernihivskoho natsionalnoho pedahohichnoho universytetu, Seriia : Pedahohichni nauky 140, 176–179 (2016). http://nbuv.gov.ua/UJRN/ VchdpuP_2016_140_43 , Accessed 20 May 2023 14. Pirus, V.: External and internal factors influencing the innovative development of higher educational institutions in Ukraine. Inter. Econ. Relations World Econ. 12(part 2), 90–93 (2017). http://nbuv.gov.ua/UJRN/Nvuumevcg_2017_12%282%29__20, Accessed 20 May 2023 15. Moskvychova, O.: Aspects of the methodology of constructing a fractal poetic model of the world. Transcarpathian Philological Stud. 9(part 1), 98–105 (2019). https://dspace.uzhnu. edu.ua/jspui/bitstream/lib/33261/1/ACПEКTИ%20METOДOЛOГIЇ%20КOHCTPУЮBA HHЯ.pdf, Accessed 20 May 2023 16. Kovalenko, D., Koeberlein-Kerler, J., Shtefan, L., Bachiieva, L., Kovalska, V.: Technology of Using Mind Maps Based on a Polyisomorphic Model of Semantic Features of Mindmapping Services Description. In: Auer, M.E., Hortsch, H., Michler, O., Köhler, T. (eds.) ICL 2021. LNNS, vol. 390, pp. 576–583. Springer, Cham (2022). https://doi.org/10.1007/978-3-03093907-6_61 17. Shevchenko, A.: Adaptation of the educational achievement evaluation system to the educational competency approach. Oleksandr Dovzhenko Hlukhiv National Pedagogical University Bull. Ser. Pedagogical Sci. 50, 194–203 (2022). https://doi.org/10.31376/2410-0897-2022-350-194-203 18. Shevchenko, A., Kucherenko, S., Komyshan, A., Shevchenko, V., Kucherenko, N.: Formation of valeological competence in conditions of classroom and distance learning. Sci. Notes Pedagogical Depart. 50, 137–147 (2022). https://doi.org/10.26565/2074-8167-202250-14

Systems Thinking Among Engineering Students Aziz Shekh-Abed1(B)

and Nael Barakat2

1 Ruppin Academic Center, Emek Hefer, Israel

[email protected] 2 University of Texas at Tyler, Tyler, USA

Abstract. Effective problem solving and decision making require the implementation of systems thinking. People with a high ability for systems thinking are better able to recognize patterns, relationships, and feedback loops in complex systems. This, in turn, enables them to foresee prospective challenges and find improvement opportunities. The goal of the study was to evaluate systems thinking among engineering students, so as to provide insight for educators that may help in the design of activities that integrate systems thinking both holistically and efficiently. Ninety-two students from the University of Texas at Tyler completed an anonymous self-report questionnaire on systems thinking. The data show that there are no significant differences amongst students depending on extrinsic characteristics. Specifically, the findings can be used to formulate suggestions for integrating systems thinking into various engineering curricula. Keywords: Systems thinking · Engineering students · Problem solving

1 Introduction Systems thinking is a necessary skill that an effective engineering team needs to have. Systems thinking is the capacity to view the whole rather than one part or issue at a time, taking into account also the interactions and relationships between a system and its surrounding environment [1]. Due to its importance in engineering practice, many studies have focused on developing this ability among engineering students [2]. Someone with high degrees of systems thinking is more likely to succeed in each aspect of their life [3, 4]. Everyone who develops this ability can become a more effective problem solver, leader, and partner, as well as lead to the construction of greater durability and long-term viability systems. The emphasis on systems thinking in engineering education is growing. Significant attention is being paid to the importance of systems thinking for students at the graduate and undergraduate levels [5–7]. Given the significance of systems thinking [8], this paper presents the results of an investigation into the possibility that extrinsic characteristics (gender, campus, department, and year) of study play a role in distinguishing engineering students’ skills in systems thinking. This paper provides a quantitative description of evaluating systems thinking in engineering students. Its practical impact is to aid in the © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 15–21, 2024. https://doi.org/10.1007/978-3-031-53022-7_2

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creation of pedagogical practices that encourage the development of systems thinking in engineering students. The paper begins with a review of systems thinking, followed by the study objective and research questions. The research methodology is then outlined, and the findings are provided. Finally, we provide a discussion and our conclusions.

2 Theoretical Background Systems thinking is a way of understanding complex systems by examining the relationships between their various components and how those components interact with each other to achieve a common goal [1]. It involves considering the entire system, including its components, interactions, and feedback mechanisms, in order to design and optimize the system as a whole. In addition, systems thinking ensures that an overall perspective (or whole-system performance) is taken and that all relevant elements are considered while implementing change. Systems thinking is the ability to express and evaluate dynamic complexity (e.g., the behavior that comes from a system’s agents interacting over time), both textually and visually [9]. Systems thinking lays the groundwork for systems engineering by interconnecting the various components of a system as well as the entire system to its surroundings [10]. It is also essential for aligning teams, disciplines, specialties, and interest groups. Systems thinking enables to gain an understanding of the system’s operation without the need to disclose every single detail, taking into consideration the system’s interdependencies and synergies, as well as non-engineering aspects such as economic, sociological, and organizational factors. In modern systems engineering practice, the capacity to evaluate technical and social links and use this information to build and manage complex systems is a challenge [11]. Over the last several decades, researchers have investigated both individual qualities, abilities, and attitudes, as well as team characteristics that contribute to the capability for engineering systems thinking [5, 12–15]. Systems thinking is also characterized by enhanced capabilities that increase the efficiency of the various processes in the system design process, such as assessing system requirements, developing design concepts, performing functional analysis, and optimizing the final system [15]. Systems thinking also improves interpersonal abilities, such as teamwork contribution and leadership, thanks to a better grasp of one’s place in the grand scheme of things [1]. The literature reports on many efforts to demonstrate the process of integrating systems thinking into the education of engineering students at various levels, and the efficacy of such efforts [6, 7, 16, 17]. One of the key conclusions of these studies is that systems thinking is best acquired through active learning in a team setting [18].

3 Research Objective and Questions The objective of the study was to evaluate systems thinking among engineering students so as to provide educators with insights that will assist them, both holistically and effectively, in planning more appropriate activities that involve systems thinking. The following research questions were derived from the above research goal:

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• Do male and female students differ in their systems thinking? If so, to what extent? • Do students on different campuses differ in their systems thinking? If so, to what extent? • Do students from different departments differ in their systems thinking? If so, to what extent? • Do students in different years of studies (representing different educational stages) differ in their systems thinking? If so, to what extent?

4 Methodology 4.1 Participants A total of 92 engineering students from the University of Texas at Tyler (UT-Tyler) replied to the self-report questionnaire. 58 of the respondents studied at UT-Tyler-Main Campus (TYL), and 34 studied at UT-Tyler-HEC (HEC). Table 1 shows the ethnic background of the students who took part in the study. Both campuses had 2.2 male-female student ratios (60 males, 27 females, and 5 preferred not to say), which is higher than the national engineering program average and closer to worldwide averages. HEC is in the midst of a huge metropolitan area, while TYL is in a small rural city. Table 1. Ethnic background of the participating students Ethnic background White

39

Hispanic

19

African American

8

American Indian or Native Hawaiian

4

Other

22

Total

92

4.2 Procedure This research implemented the quantitative method. An anonymous questionnaire was open to all engineering students at UT-Tyler. Students were invited to complete the questionnaire at the start of the 2022 spring semester; 92 engineering students responded. Normality test revealed that a normal distribution can be assumed for all variables (p > 0.05). Consequently, one-way ANOVA and independent samples t-tests were performed. 4.3 Instruments Specifically, for the purpose of this study, a self-report questionnaire was developed, which consisted of 25 statements that were based on the features of engineers’ systems

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thinking. [5, 19]. Participants were asked to rate each statement on a five-point Likert scale, scoring on a scale of 1 (“strongly disagree”) to 5 (“strongly agree”). The internal consistency of the systems thinking-related statements was good with a Cronbach’s α of 0.831. Therefore, as an illustration, the given statement “During involvement in an engineering project, a student, I believe that, It is NOT important that I know the economic aspects of the project” demonstrates a relatively low level of systems thinking. Some statements from the systems thinking questionnaire are shown in Table 2. Table 2. Example statements of the self-reporting questionnaire Statement

Systems Thinking

During involvement in an engineering project, a student, I believe that, I can handle tasks that include several components together

High

During involvement in an engineering project, a student, I believe that, I am able to solve problems that occur during the implementation

High

When I am responsible for developing a specific component that is part of Low a product or process, I believe that, I prefer to let another student in the team engage in the interactions (relationships) between my component and the other components in the project During involvement in an engineering project, a student, I believe that, It is Low NOT important that I know the economic aspects of the project

In contrast, the statement “During involvement in an engineering project, a student, I believe that, I can handle tasks that include several components together” demonstrates a relatively high level of systems thinking.

5 Findings Students’ responses were analyzed by calculating and comparing mean scores, M (between 0 and 5), and standard deviations, SD, for different groups of student. Students underwent four different classifications: by gender, campus, department, and year of study. The first comparison was conducted by classifying the students by gender into either male or female, and comparing results of the two groups in terms of systems thinking (see Table 3). There is no statistically significant difference in systems thinking abilities between male and female students, as shown by an equal variances t-test (t(85) = - .406, p > 0.05). There is no difference in the ability for systems thinking between both genders. The second classification was by campus location, whereby students were divided into two groups according to whether they studied at the TYL campus or the HEC campus. Again results for the two groups were compared with respect to systems thinking (see Table 4). Here too an equal variances t-test revealed no significant difference between the two campuses in terms of the students’ systems thinking (t(90) = -1.204, p > 0.05). Students on both campuses display the same ability for systems thinking.

Systems Thinking Among Engineering Students

19

Table 3. Descriptive statistics for students’ responses by gender Gender

N

Systems Thinking s Thinking M

SD

Male

62

3.87

0.35

Female

27

3.90

0.46

Table 4. Descriptive statistics for students’ responses by campus location Campus

N

Systems Thinking stems Thinking M

SD

TYL Campus

58

3.84

0.35

HEC Campus

34

3.95

0.43

The third comparison was between departments, and the participating students were divided into four separate groups according to their department of study. Again the students’ results were compared with respect to systems thinking (Table 5). A oneway ANOVA test (equal variances) showed no significant differences in systems thinking between students from the four engineering departments (F(3, 88) = 0.673, p > 0.05). Students in different engineering departments display a similar ability for systems thinking. Table 5. Descriptive statistics for students’ responses by department Campus

N

Systems Thinking stems Thinking M

SD

Mechanical Engineering

62

3.91

0.38

Electrical Engineering

13

3.88

0.27

Civil Engineering

11

3.74

0.49

Construction Management

6

3.82

0.44

The fourth and final comparison was by year of study. Students were divided into five separate groups (Freshmen, Sophomores, Juniors, Seniors, and Graduates), and their results with respect to systems thinking were compared (Table 6). Once more, according to a one-way ANOVA test (equal variances), there is no significant difference in terms of systems thinking between the four groups of engineering students (F(4, 87) = 1.454, p > 0.05). Students at different stages of their education have a similar ability for systems thinking.

20

A. Shekh-Abed and N. Barakat Table 6. Descriptive statistics for students’ responses by year of study

Class

N

Systems Thinking M

SD

Freshman

9

3.63

0.53

Sophomore

4

3.71

0.26

Junior

18

3.90

0.32

Senior

40

3.95

0.42

Graduates

21

3.88

0.27

6 Discussion and Conclusion Systems thinking is an essential skill for engineering students because it enables them to analyze complex problems, design effective solutions, consider broader con-sequences, and collaborate across disciplines. By incorporating systems thinking into their education and practice, engineering students can become more adept at ad-dressing the world’s complex and interdependent problems. Based on the findings presented here, it appears that there are no significant differences in the systems thinking of engineering students in terms of gender, campus, department, and year of study. This suggests that all students may benefit from dedicated activities to improve their systems thinking. Given the absence of notable disparities among the various groups, it may be advantageous to create activities that can be uniformly applied to all students. It may also be helpful to integrate systems thinking into the various curricula in a more deliberate and intentional manner, possibly by incorporating activities and assignments that specifically target the development of systems thinking. Integrating project-based learning within engineering classes [20] may also promote systems thinking. Overall, the findings suggest that there is a need for dedicated activities to improve systems thinking for all students, regardless of extrinsic characteristics (gender, campus location, department, or year of study). A more methodical approach to systems thinking may help students achieve their academic and career objectives.

References 1. Peter, S.: The fifth discipline. The Art & Practice of Learning Organization. Doupleday Currence, New York (1990) 2. Jain, R., Sheppard, K., McGrath, E., Gallois, B.: Promoting systems thinking in engineering and preengineering students. In: 2009 Annual Conference & Exposition, pp. 14–994 (June 2009) 3. Gharajedaghi, J.: Systems thinking: Managing chaos and complexity: A platform for designing business architecture. Elsevier (2011) 4. Jackson, M.C.: Systems thinking: Creative holism for managers. John Wiley & Sons, Inc. (2016) 5. Frank, M.: Knowledge, abilities, cognitive characteristics and behavioral competences of engineers with high capacity for engineering systems thinking (CEST). Syst. Eng. 9(2), 91– 103 (2006)

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6. Shekh-Abed, A., Barakat, N.: Challenges to systems thinking and abstract thinking education during the COVID-19 pandemic. Int. J. Eng. Educ. 39(1), 48–54 (2023) 7. Shekh-Abed, A., Hazzan, O., Gero, A.: Promoting systems thinking and abstract thinking in high-school electronics students: integration of dedicated tasks into project-based learning. Int. J. Eng. Educ. 37(4), 1080–1089 (2021) 8. Shekh-Abed, A., Barakat, N.: Exploring the correlation between systems thinking and soft skills for improved effectiveness of project based learning. In: 2022 IEEE Frontiers in Education Conference (FIE), pp. 1–4. IEEE. (October 2022) 9. Sweeney, L.B., Sterman, J.D.: Bathtub dynamics: initial results of a systems thinking inventory. Syst. Dynam. Rev. J. Syst. Dynam. Soc. 16(4), 249–286 (2000) 10. Amissah, M., Gannon, T., Monat, J.: What is systems thinking? Expert perspectives from the WPI systems thinking colloquium of 2 October 2019 (2020) 11. Baxter, G., Sommerville, I.: Socio-technical systems: from design methods to systems engineering. Interact. Comput. 23(1), 4–17 (2011) 12. Richmond, B.: Systems thinking: critical thinking skills for the 1990s and beyond. Syst. Dyn. Rev. 9(2), 113–133 (1993) 13. Kasser, J., Mackley, T.: Applying systems thinking and aligning it to systems engineering. In: INCOSE International Symposium 18(1), 1389–1405 (June 2008) 14. Derro, M.E., Williams, C.R. Behavioral competencies of highly regarded systems engineers at NASA. In: 2009 IEEE Aerospace Conference, pp. 1–17. IEEE (March 2009). 15. Brooks, J.M., Carroll, J.S., Beard, J.W.: Dueling stakeholders and dual-hatted systems engineers: Engineering challenges, capabilities, and skills in government infrastructure technology projects. IEEE Trans. Eng. Manage. 58(3), 589–601 (2011) 16. Gero, A., Shekh-Abed, A., Hazzan, O.: Interrelations between systems thinking and abstract thinking: the case of high-school electronics students. Eur. J. Eng. Educ. 46(5), 735–749 (2021) 17. Gero, A., Shekh-Abed, A., Hazzan, O.: Dedicated assignments as a means of advancing junior students’ systems thinking and abstract thinking. In: Auer, M., Hortsch, H., Michler, O., Köhler, T. (eds.) Mobility for Smart Cities and Regional Development - Challenges for Higher Education, pp. 210-216. Springer, Cham (2022). https://doi.org/10.1007/978-3-03093907-6_22 18. Kossiakoff, A., Sweet, W. N., Seymour, S. J., & Biemer, S. M. (2011). Systems engineering and the world of modern systems. Systems Engineering Principles and Practice, edited by AP Sage, 3–26. 19. Shekh-Abed, A. (2020). Systems thinking and abstract thinking among high-school students executing projects combining hardware and software. Dissertation (Ph.D.), Technion – Israel Institute of Technology, 2020. Available:https://www.graduate.technion.ac.il/Theses/Abstra cts.asp?Id=31174 20. Shekh-Abed, A., Stav, Y.: Relationships between reflection ability and learning performance of junior electronics engineering students. Int. J. Eng. Educ. 39(3), 604–611 (2023)

How to Accompany the First-Year Student in Massified Higher Education? the Example of a Semester to Bounce Back Sebastien Lehembre1 and Naïma Marengo2(B) 1 INU Champollion, SUIO-IP, Toulouse, France

[email protected]

2 EFTS, University of Toulouse (France), INU Champollion, SUIO-IP, Toulouse, France

[email protected]

Abstract. Since the Bologna Process (1999), Europe has positioned itself as a major player in higher education. At the same time, France is experiencing a massification of higher education. One of the significant consequences of these transformations is the inability of the French higher education system to cope with these students. We wonder about the capacity of institutions to individualise courses and give students breathing space to reflect on their personal vocational or study plans. The Institut National Universitaire Champollion has been proposing an innovative and flexible diploma whose objective is to prevent students from dropping out of university if they do not wish to continue their studies. After five years of its deployment, we propose to review this educational “experiment”. Firstly, we will examine the pedagogical engineering process, which is based on an alternative, skills-based approach. Secondly, we will present the recruitment procedures for this re-engagement and an analysis of the group, the success rate and the rebound rate (continuation of studies) to measure the impact of this new scheme. This agile and supportive pedagogical approach can provide us with important insights and contribute to our reflection on the current state of the French and European higher education systems It shows us that the personalisation promoted by the French government must be accompanied by individualised support in order to limit any drift. The role of the guidance counsellors and the time allowed students to reflect on their projects are decisive. Keywords: Bounce back · success · university · drop-out · guidance

1 The Context Since the Bologna Process (1999) and the Budapest-Vienna Declaration of 2010, Europe has positioned itself as a major player in higher education. It has coordinated the harmonisation of the Member States’ education systems so that they are compatible with each other. Within the framework of its Europe 2020 strategy, the European Union set out the objective of a rate of 40% tertiary education graduates. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 22–33, 2024. https://doi.org/10.1007/978-3-031-53022-7_3

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At the same time, France is experiencing the massification of its higher education. In the 1960s, the country had slightly more than 300,000 students; at the dawn of the 21st century, they were already 2,160,000, a figure that is growing, and it is expected that there will be close to 3.03 million students in 20261 . The impetus for this surge was given by several ministers of education. First, Jean-Pierre Chevènement2 put forward to have 80% of an age cohort complete secondary school; later, François Fillon3 propounded to have 50% of an age cohort obtain a higher education diploma. One of the main consequences of these changes is the incapacity of the French higher education system to accommodate the intake of all these students. The budgetary limitations that constrain higher education institutions is leading them to introduce a system of limited capacity which tends to spread to all post-secondary school courses. It is a turnaround from one logic of management of the influx of students to another. Whereas, in the past, any secondary school graduate could aspire to enrol at university, higher education establishments have gradually made enrolment conditional upon quantified objectives: the structures’ absorption capacities. Access to university has progressively lost its automatic quality and become a challenge for students and would-be students. The centralised, dematerialised management of student applications and files via the Parcoursup4 platform is only compounding this phenomenon. Consequently, student candidacies are increasingly contingent on strategic choices. Applications are made in priority for courses in high demand (e.g. the first year of medical school, law degrees, and bachelor’s degrees in economics and management5 ) or courses that are subject to a numerus clausus. The new constraints arising from the limited number of places, the multiplication of choices made possible by Parcoursup and the pressure of having to be “admitted somewhere” mean that students are opting for fail-safe or “by default” courses, selecting education pathways in fields that are little sought after so as to be sure that they are “enrolled in a course, any course” if their preferred applications prove unsuccessful.6 It is in this context of higher education massification, born of the political will to maximise the success of a larger number of students, that we wish to investigate host establishments’ capacity to individualise learning paths and to provide breathing room for young people to reflect on building their project for their future education. 1 Note d’information du SIES n° 4 avril 2023 https://www.enseignementsup-recherche.gouv.fr/

2 3 4 5 6

fr/projections-des-effectifs-dans-l-enseignement-superieur-pour-les-rentrees-de-2022-203190608. Minister of National Education in 1984–1986. Minister of National Education, Higher education and Research in 2003–2004. National online platform where it is possible to pre-register at higher education institutions. Parcoursup 2022 note du SIES, n° 10, mai, 2022https://www.enseignementsup-recherche.gouv. fr/fr/parcoursup-2022-les-voeux-des-lyceens-l-entree-dans-l-enseignement-superieur-85292. Numerous articles in the press, specialised or not, amplify these strategies and promote a dichotomic representation of higher learning between selective and non-selective education. Regarding how these representations of higher education are formed, we refer inter alia to the article by Marion Valarcher: « Ça veut dire quoi “non-sélectif” ? Ils prennent tout le monde ? !»: socialisation à la sélection des lycéen.nes d’Île de-France; Formation emploi 2022/2 (n° 158)2022/2 (n° 158), pp. 23 to 49 Éditions Céreq.

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In order to do this, we propose revisiting an experiment conducted at the Institut National Universitaire Champollion (INU Champollion),7 first by presenting the pedagogical engineering process that led it to be awarded the Innovation pédagogique (Pedagogical innovation) label by the French Ministry of Higher Education and Research. It relies on alternative pedagogies and the development of a skills-based approach. We will then describe the modes of recruitment of students and the characteristics of the people who enrolled in the scheme over the four first years. Finally, we will review the rate of success, of bounce back (continuation of studies) among these students after going through this scheme. We will conclude with the impacts that this type of measures may produce on the consideration given by pedagogical teams at university to students’ individual plans.

2 Supporting Self-questioning Students Methodology: The data presented in this article were gathered from two sources. The first is a qualitative investigative study carried out in spring 2022 during the investigation/evaluation of another pedagogy scheme under the aegis of the Service universitaire d’information, d’orientation et d’insertion professionnelle–SUIO-IP (University Information, guidance and professional integration department) of the INU Champollion. Back then, we conducted 19 semi-structured interviews with people from the pedagogical team, members of the SUIO-IP, secondary school and higher education teachers as well as with external participants. Six interviewees repeatedly mentioned the AGILEE diploma to illustrate both its similarities and specificities compared with the scheme initially studied (the interviewees participated in both schemes). It is these interviews that we are making use of here, and which have been subjected to specific treatment for the present article. We have also compiled data on the students of the first four annual cohorts enrolled in this diploma since its creation in 2018–2019 in order to define their characteristics, make a comparison with local and national statistics, and analyse the effects of this scheme. No elements from the years 2022–2023 have been included, since the university semester is not yet over at the time of writing of this communication. For the past five years, the French Ministry of Higher Education, Research and Innovation has been intensifying an incentive policy aimed at promoting pathways which leave room for the personalisation of courses (Act No 2018–166 of 8 March 2018, which pertains to students’ guidance and successful studies; funding through calls for proposals). These changes put the focus on the notion of young people’s study continuation project or professional project, and aim to facilitate the individualisation of education paths both at secondary school (choice of a speciality) and at university (choice of courses, options, individualised course (parcours aménagé). 7 Both authors practise at this institution; one of them is director of studies for the diploma in

question.

How to Accompany the First-Year Student

25

The order to formalise a project for the continuation of studies or a professional project has as much to do with the reformation of secondary school graduation (réforme du baccalauréat8 ) as with the new Parcousup9 student allocation platform. These reforms, however, do not leave the young much room for hesitation, doubts, the right to try and err, or introspection. In fact, they rely on the notion of course, which presupposes a temporal aspect and introduces a principle of continuity (Robin, 2016). Many students come to realise in their first semester that the area they have chosen is not a right fit for them. As a consequence, the risk of dropping out of higher education grows. For five years now, the INU Champollion has been offering a diploma intended for students in this group, who self-examine in the early months of their first year. It has been designed to prevent those who do not wish to continue their studies at that point in their programme from dropping out.10 In spite of the variety of student support schemes at university, we were compelled to conclude that nothing had been devised to support students who, after their first semester at university, were uncertain about what direction to take next in their studies. The scheme proposed here aims to complement the existing support schemes at our institution. A Few Landmarks of the Context Our institution is located on the outskirts of the Toulouse metropolis (75 km), where most of the higher education on offer is concentrated and where the majority of the students of the Académie of Toulouse are to be found (in France, an académie is an education administrative district) – 120,000 students out of the académie total of 142,000 in 2020-202111 . This centrality of Toulouse is somewhat offset by a number of university towns set up in more rural administrative departments. The Institut National Universitaire Champollion is a young institution (twenty years old) of a small size (4,000 students). Its main campus is located in the town of Albi, which has a population of roughly 50,000. It is a multidisciplinary establishment offering thee full gamut of courses, the only exception being that it does not have arts or medicine faculties.

8 At the “grand oral” (the final oral secondary school examination), the most emblematic test of

the reformed secondary school graduation, the student is supposed to “explains in what way the question under study is insightful with respect to their plans for further studies or even for their professional career”, Bulletin officiel spécial n°2 du 13 février 2020 Note de service n° 2020–036 du 11–2-2020 consacrée au grand oral. 9 There is now a section titled “My activities and my interests” that systematise for all students the provision of a narrative of their individual experiences and extracurricular, sports and volunteering activities in addition to their academic results. 10 For an understanding of “drop-out” as a social and political problem, see, in particular, the analysis by Sarfati F., 2013, « Peut-on décrocher de l’université ? Retour sur la construction d’un problème social», Agora débat Jeunesse, n° 63, pp. 7–21. 11 « L’enseignement supérieur Année 2020–2021» Direction de la Prospective et de la performance, Académie de Toulouse, mai 2022, en ligne: https://www.ac-toulouse.fr/l-enseignem ent-superieur-122636.

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3 A Space for Remotivation at University The diploma called AGILEE, which stands for AGir, Innover, Libérer l’Envie d’Entreprendre, which is loosely translatable as “Act, Innovate, unLeash Eagerness for Enterprise,” was created in 2018. It followed a call for expression of interest launched by the Ministry of Higher Education, Research and Innovation with a view to combating failure in the first year of university. This diploma, devised and promoted by the SUIO-IP,11 was conceived on the basis of research work emphasising the importance of a smooth transition between secondary school and higher education, of creating an “airlock” that fosters success (Lowe, H., Cook, A.: 2003, Rienties et al, 2012, Lowe, H., Cook, A. 2003). The scheme is akin to a diploma, but with registration occurring at the beginning of the second semester. The goal is for the student enrolling for this diploma to enjoy some time to ponder their professional or study pathway, to try out some vocational areas through internship or immersions, and to develop new transversal skills. The student retains their status as such and all related rights. The main objective of this semestral format is restated in the project submitted: “The project involves creating, at the university, a lab for experimentation, a space for creativity, alchemy, closeness and exchanges. This space is meant to serve a support plan for students who do not wish to continue in semester 2. They will be able to join this plan for a semester, allowing them to bounce back in pursuing a course of their choice.”12 The programme for this diploma was developed in partnership with LabSET (Laboratoire Synergie Éducation Technologie), which is based at the University of Liège. This partnership made it possible to prepare a specific body of skills and to design several solid axes on which students are remotivated, inter alia, through alternative pedagogies: hence, for example, work on self-esteem takes place at actor-led workshops on oral and movement self-expression. A charter of commitment helps to ensure the retention of students in their studies and to prevent them from dropping out, but the main vehicle here is regular monitoring by means of both individual and group interviews over the entire semester, conducted to assess personalised milestones. This follow-up is performed by guidance and professional integration workers – psychologists from the SUIO-IP. Finally, the development of a new plan of study and integration occurs in dedicated classes, immersion in a professional environment (one or several internships, volunteering experience, etc.) and individualised support over the whole semester. This semester, therefore, provides both space and time for reflection. As the educational engineer responsible for the coordination of this diploma explains: “One of the main objectives is to let the students take some time, a few months, … to reflect on their personal, professional and educational projects. And the particularity is that these students already experienced the university setting over 11 The authors belong to this department. 12 Excerpt from the reply submitted by the INU Champollion in the call for expression of interest

titled “Transformation pédagogique et numérique” (Pedagogical and digital transformation), launched by the Ministry of Higher Education, Research and Innovation in 2018.

How to Accompany the First-Year Student

27

the six months of their first semester. And they are questioning themselves. Perhaps they are asking themselves, ‘is this really for me?’ And so, they are taking time to mull over these projects.”

4 Recruitment and Characteristics of Enrolled Students The student recruitment methods are two-fold and complementary. On the one hand, the institution communicates to first-year students by means of email, posters and lectures what the scheme is, its objectives and what is at stake. On the other hand, it raises awareness among the pedagogical teams involved in the first year, and they contribute to a better targeted diffusion of information to students that they think might be at risk of dropping out or withdrawing.13 This process is described in the following interview excerpt: “Colleagues from the guidance department send an information e-mail to the various department heads, and in particular to the professors responsible for individualised courses, to specify that the scheme will be renewed. The stakeholders, the teachers, know the recruitment process and can effectively provide guidance if they become aware of students who seem to be re-evaluating their options or appear to be facing difficulty or who come to see them, wondering whether they have chosen the right bachelor’s degree (licence) or programme. They suggest that they make an appointment at SUIO-IP level. But enrolling in the AGILEE diploma remains entirely voluntary for students and, besides, they do not necessarily come with the intent of enrolling in AGILEE but basically to have a discussion with our colleagues from the SUIO-IP.” Enrolment for the diploma is conditional on an individualised interview with a guidance counsellor, who is a psychologist, at which time the application of the student is analysed along with the issues they may have regarding their first semester at university, their orientation and potential plans. Following this interview, during which the content, modes and objectives of the scheme are also specified, enrolment is validated. Each year, a score of students registers for this diploma. To gain a better understanding of the people affected by this scheme, we analysed some of the characteristics of the students who enrolled during the first four years of its existence. Our sample comprises 79 students, coming for the most part from the institution’s catchment area, since 51.9% of enrolees for this diploma graduated from secondary schools in the Tarn (the French department where the INU Champollion is located), 6.3% in the Aveyron (a neighbouring department) and the Occitania administrative region (21.5%). The rest of the students were graduates from secondary schools (or obtained an equivalent qualification) in other French departments (19%) or abroad (1.3%). These ratios are consistent with what can be expected for our establishment’s catchment area. Our sample is made up of 54.4% 13 This modality varies from one administrative (geographic) department to another, but in general

it is made easier by the smaller number of students and the smaller size of our establishment, since it promotes closeness and connectedness. We note that, year by year, the pedagogical teams are gaining a better knowledge of the scheme and that this recruitment tool is becoming more powerful.

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female students and 45.6% males. They account for 14 different bachelor’s degrees of the 16 offered by the INU Champollion, which shows diversity in recruitment resulting from a widespread internal knowledge of the scheme. If we examine the types of secondary school degrees of the students enrolled for this diploma, we cannot help but notice, on the other hand, that students with technology or vocational degrees are overrepresented. They represent 29% and 14%, respectively, of the students enrolled, compared with only 15% and 3.6% of students at university in France in 2020 and 12% and 7% at our institution. Students with a general degree remain in the majority (57%), although this proportion is less than the figures for students registered at university in France (81%) and at the INU Champollion (79%).14 Table 1. Academic and social data for the 4 cohorts French universities

INU Champollion

AGILEE UD

General secondary school degree

81%

79%

57%

Technological secondary school degree

15%

12%

23%

Vocational secondary school degree

3.60%

7%

11%

Bursaries

41%

42.90%

70%

Individualised courses

6.50%

10.90%

46%

This overrepresentation of technology and vocational secondary school graduates is accompanied by a very high proportion of bursary holders among the students of the years involved. The rate of bursary students at French universities is a little in excess of 40%,15 but the figure is slightly higher at the INU Champollion, where 42.9% of students were awarded grants on the basis of social criteria. Taking a closer look at the figures for bursary holders enrolled in bachelor’s degree programmes,16 the proportion of students enjoying financial aid at the INU Champollion is higher at 50.1%. This overrepresentation is even greater among students registered for this diploma, standing at 70% of AGILEE enrolees. And they are also 46% to benefit from specific 14 Data from the Ministry of ERI, and of the Steering assistance department and the University

Information, guidance and professional integration department of the INU Champollion for the years 2020–2021. 15 Data from the Ministry of Higher Education, Research and Innovation for the years 2021– 2022, available online at https://www.enseignementsup-recherche.gouv.fr/sites/default/files/ 2022-09/nf-sies-2022-23-24367.pdf. 16 For 2020–2021, the proportion of bursary holders at the establishment was 42.9%. This average masks discrepancies between the higher proportions of bursary holders on courses offered at our establishment: 50.1% of students enrolled for general bachelor’s degrees, 53.5% for professional bachelor’s degrees, and 42.9% for master’s degrees. The fact that the establishment has its own engineering school (whose proportion of bursary holders is about 35%) contributes to reduce the overall amount.

How to Accompany the First-Year Student

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pedagogical support via individualised courses,17 compared to just 10.9% at the INU Champollion and 6.5% nationwide. The majority of students enrolled are thus from the surrounding areas, are more likely to be from technological or vocational fields, and enjoyed individualised courses in their first year. They are also largely holders of bursaries. This is therefore a group of people who are reconsidering their place in their courses and will follow a semester comprising classes of alternative pedagogy and personal and collective experimentation.

5 A Space to Rethink a Professional or Study Plan With four years’ hindsight, it is possible to shed light on the effects of a pedagogy that prioritises the student’s journey. A guidance and professional integration worker, who is the adviser responsible for the individualised monitoring of these students, underlines the significance of this period of time and of the support it allows: “There are events in life that cause some people to actually need this time. So the advantage of these schemes is that we do not lose them along the way, that we ensure that they enjoy a comfortable learning environment where they can blossom and subsequently go on to pursue something they are interested in. […] And then there is this notion of … because the worry that students often have, but mostly the parents in fact, is that the students are wasting their time… but there is still an opportunity to develop transversals skills that will prove useful to them whatever path they choose later on. Because if you only offer them support, that is not enough either; you have to also offer them something else in which they can reinvest themselves.” This structure helps to keep students in a learning environment at university and “not to lose them”. And one of the foremost elements that enable us to measure the involvement of students enrolled for this diploma is the number of those who complete their semester. The data compiled over the first four years of existence of this scheme show that 70% of enrolees obtained this diploma. While it is difficult to compare this rate with the success rate for traditional courses (these vary from one field to another and the AGILEE UD focuses mainly on traversal skills and not on disciplinary knowledge), this is clearly an encouraging figure.18 But for a semester which is intended to remotivate students and support the preparation of a career project, the most important issue remains the way in which these students manage to organise their future and their plans. The time in the second semester that 17 When the secondary school graduate applies via the Parcoursup platform, the recipient insti-

tution proposes conditional admission for students who might potentially be successful, but lack some prerequisites. Two choices are available to those on this pathway: 1) they follow an “extended course” that is longer than three years; 2) they receive individualised monitoring. 18 For information purposes, we note that for the 2020–2021 academic year, the success rate in the first year of a bachelor’s degree at the INU Champollion is 48.8% of registered students and 62.8% of those sitting examinations.

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is specifically dedicated to putting a project together is intended to revitalise students’ interest in pursuing their studies within the framework of a renewed learning project. We call the proportion of students continuing their studies after this diploma the “bounce back” rate. Of the 79 students in the four successive cohorts, 70 continued their studies, i.e. the bounce back rate was 89%. Six students (8%) went straight into the labour market after this semester, thus ending their studies. We note that only one student left the scheme during the semester. The prime objective of getting students back on track and giving them the means to rework their project thus seems largely fulfilled. We wanted to deepen our understanding of the students’ future by investigating the nature of their further studies. The table below provides an overview of the types of projects that students undertook the year after their enrolment. We grouped the projects into three types of further studies. First, the “general higher education studies”, which corresponds to enrolment for general bachelor’s degrees and at specialist higher education establishments (écoles supérieures) such as business schools and art schools. Secondly, “professional higher studies” is a category encompassing areas that are more technological or vocational, such as technical bachelor’s degrees, university diplomas in technologies, advanced technician certificates (BTS-Brevets de Technicien Supérieur), and schools providing education in medical and paramedical jobs (nursing, special needs educators). Finally, the “no secondary school graduation” category covers enrolments for the certificate of professional competence (CAP – certificat d’aptitude professionnelle).19 Table 2. Data (diploma completion and continuation of studies) for the four annual cohorts20 Completion of AGILEE UD

70%

Professional integration

8%

Withdrawal / Exit from the scheme

1%

No response / Awaiting competitive examination response

3%

Continuation of studies

89%

General higher education studies

27%

Professional higher education studies

69%

No secondary school graduation

4%

19 The certificate of professional competence (CAP) certifies that the holder has been trained as

a qualified worker or employee in a particular field. There are about 200 specialities for which a certificate of professional competence is awarded in the industrial, commercial and services sectors. 20 The data are collected by the Service Universitaire d’information, d’orientation et d’insertion professionnelle de l’INU Champollion and analysed by us. The sample comprises 79 students, of whom 70 continued their studies the following year.

How to Accompany the First-Year Student

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Three of the 70 students who went on to study further continued by training for a certificate of professional competence. A little over a quarter of the students (27%, i.e. 19 students) continued their studies at a university or a specialist higher education establishment (business school, art school, etc.). Of these, only a few went back to their original course. For the most part, the beneficiaries of this scheme chose professional higher studies: 48 students (69%) enrolled for a university diploma in technology (DUT – diplôme universitaire de technologie), advanced technician certificates or in vocational schools in the medical or social fields. Therefore, it appears that the majority of students who continued their studies tended to opt for more vocational education. This is effectively an extension of the secondary school degree obtained. Essentially, the objective of remotivating students so that they devise a project of further studies, of reorientation, of professional integration has been largely achieved. The students’ work on their skills and the projects they put together for their future as part of the scheme during the second semester ensure that they do not to drop out. But above and beyond that, the diploma and, in this second semester, the students’ work on their project enable them to give form to further plans. All students dedicate time to finding out what truly interests them and what professional areas to target in the short term, taking into account their strengths and limitations, but also any social and economic constraints. Internships, immersion periods and individual interviews allow the students enrolled for this diploma to identify spheres of activity that are of interest to them, to try out jobs in internships, and to give concrete form to a professional or study project. Individualised support provided by the pedagogical team plays a role in the success of these students and the formulation of candidatures to more professional education fields or trainings. Drop-out is limited, almost inexistent in fact. Over its first four years, just one student left the scheme during the semester. We must, however, bear in mind how small a group of people this is in an establishment like the authors’ institution. Each year, about twenty students enrol. In the 2020–2021 academic year, this amounted to 1.4% of all people enrolled in the first year at the INU Champollion.21 While funding from the Ministry of Higher Education, Research and Innovation was instrumental for the launch of the scheme, it has now been taken over by the institution itself, which wanted to perpetuate it. And this is not unrelated to the institutional effects produced by this kind of diploma and the characteristics of its beneficiaries.

6 Conclusions As we have seen, the implementation of a scheme relying on alternative pedagogies, individualised support and experimentation through internship is a way to limit drop-out and withdrawal of hesitant students. At school as elsewhere, “too often we believe that we are expected to make a decision when maybe all that is expected from us is that we let a realm of hitherto unseen possibilities open up,” said Ricoeur (Ricoeur, 1975). 21 There were 1,389 first-year students (all courses combined) enrolled at the INU Champollion

in the 2020–2021 academic year.

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The fact that this diploma is offered in the second semester means that students who might have been on the verge of leaving their studies will remain at the university. The rate at which students continue their studies, the “bounce back” rate as we named it, is truly gratifying: 89% of the students who register give form to a project and continue their schooling the following year. We cannot emphasise enough the characteristics of these students. Many of them are from modest origins (70% receive bursaries), most often they hold a vocational or technological secondary school degree and their access to higher education depends on following individualised courses. This scheme thus seems to reach a student population that is more fragile both academically and economically, which reinforces its social impact. Beyond the positive impacts on students and the continuation of their studies, the scheme implemented has had less obvious effects that are just as important. The presentation of this diploma, of the stakes it involves and the means by which it is communicated have helped to raise teachers’ awareness of the drop-out issue and to reinforce the ties between guidance workers and course managers. The care provided to students who are liable to drop out has increased, and from now on teachers can rely on a precisely defined framework that makes it possible to propose assistance to students facing adversity. Beyond registration for this diploma lies a breathing space to work on one’s project, a space for discussion and acceptance that is offered by pedagogical teams. Naturally, a small-scale scheme is not enough in itself to solve problems linked to success in the first year of university or to overcome the difficulties encountered in the assignment of secondary school graduates to higher education programmes. But it helps. First, by allowing the institution to suggest suitable solutions to the students who need it the most but, above all, by creating a collective dynamic to tackle the drop-out issue and pioneer new trails to carry out our missions in chronically underfunded public institutions. Through the partnerships it creates within the establishment, the implementation of such a scheme raises the university community’s awareness of both existing structures and the drop-out issue. It builds and strengthens ties between teachers and the guidance department by providing the former with concrete solutions and structures to take care of students in difficulty. It makes it possible to place the issue of the student’s personal project and its uniqueness at the heart of the educational community’s concerns. Finally, this scheme could be the basis on which to build other schemes available to young people in response to their circumstances and needs, and therefore a more flexible and socially engaged university.

References Cook, A., Leckey, J.: Do Expectations Meet Reality? A survey of changes in first-year student opinion. J. Furth. High. Educ. 23, 157–171 (1999). https://doi.org/10.1080/0309877990230201 Lehembre, S., Marengo, N.: La place du bien-être dans la pédagogie à l’université : le cas d’un diplôme d’établissement expérimental. Congrès international d’Actualité de la Recherche en Éducation et en Formation., Lausanne, Suisse (2022) Lelardeux, C., Marengo, N., Belhaj, I., Romano, R., Plantec, J.-Y.: Foster Awareness about Academic Success for First-Generation College Students with a Digital Serious Game. In: Learning in the Age of Digital and Green Transition, pp. 760-769. Springer Cham, Vienna, Austria (2022)

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Lowe, H., Cook, A.: Mind the Gap: Are students prepared for higher education? J. Furth. High. Educ. 27, 53–76 (2003). https://doi.org/10.1080/03098770305629 Marengo, N., Labbé, S.: Des espaces universitaires alternatifs pour accompagner les étudiants en réorientation. « Travailler, s’orienter, quel(s) sens de vie ? »., Université Paris Descartes CNAM Paris (2019) Ricœur, P.: Le problème du fondement de la morale. Sapienza. 28, 313–337 (1975) Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S.: Kommers, P: Understanding academic performance of international students: The role of ethnicity, academic and social integration. High. Educ. 63, 685–700 (2012) Robin, P.: Le parcours de vie, un concept polysémique ? Les Cahiers Dynamiques. 67, 33–41 (2016) Valarcher, M.: Ça veut dire quoi « non-sélectif » ? Ils prennent tout le monde ? ! » : socialisation à la sélection des lycéen·nes d’Île-de-France. Form. Empl. 158, 23–49 (2022)

Developing Pedagogical Content Tasks in Research Methods Training of Future Vocational Teachers Larysa Bachiieva1(B) , Anatoliy Babichev2 , Olena Kovalenko1 Halyna Yelnykova1 , and Mycola Lazariev1

,

1 Ukrainian Engineering Pedagogics Academy, Kharkiv, Ukraine

[email protected], [email protected], [email protected] 2 Kharkiv National University Named After VN Karazin, Kharkiv, Ukraine [email protected]

Abstract. The article describes the technology of developing pedagogical content tasks in research methods training of future vocational teachers. The implementation of the technology is considered by the authors as a sequence of three stages. The first one is the modelling of the structure of the research activity of vocational teachers and identifying its components. For this, the authors used a scientific approach based on the principles of building a polyisomorphic model. On this basis, the informational-analytical, model-drafting, experimental-measuring, and evaluation-reflective components have been defined and their content has been structured. The second stage is the formation of the subject field of research activity of vocational teachers. For this purpose, it has been proposed to use the structure of the pedagogical system (as a model of the educational process) and its functional shells (as characteristics of the elements of the pedagogical system in action). The authors have described the structure of the subject field of the research activity of a vocational teacher. On these grounds, the provisions of the conceptual system for the development of pedagogical content tasks in research methods training have been formed. The third stage of the technology is the development of a factorcriterion model for evaluating the quality of task performance, which is built on the basis of qualimetry. This approach makes it possible to prepare vocational teachers for the implementation of research work of the entire range of subjects of educational theory and practice, to objectively assess the level of training for the implementation of such activities. Certain results of empirical research have been presented, that make it possible to conclude on the effectiveness of using pedagogical content tasks. Keywords: vocational teacher · polyisomorphic model · developing pedagogical content tasks

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 34–42, 2024. https://doi.org/10.1007/978-3-031-53022-7_4

Developing Pedagogical Content Tasks in Research Methods

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1 Introduction The education system responded to the fourth industrial revolution and the emergence of Industry 4.0 by creating Education 4.0, which involves the use of electronic (distance) learning, robotics, artificial intelligence (AI), virtual (VR) and augmented (AR) reality, etc. It is these technologies that should supplement or replace the methodical systems of traditional education through creative activity and focusing on the demands of education seekers. Among its key features, it is possible to identify the application of innovations, the implementation of the personalization of the educational process, and the formation of adaptability in students. The specified trends provide for a change in the role of the teacher from an educational information relay to a professional capable of actively creating didactic knowledge in accordance with educational needs. In this context, the teacher’s professional activity is being rebuilt to process information, study and generalize methodical systems of teaching that have proven their effectiveness. Such work is necessary for the preparation of the author’s didactic materials, the content of which must correspond to the level of development of science, current educational trends and needs of education seekers. Systematic work on finding, adapting or implementing modern educational systems and developing one’s own into professional activities involves pedagogical research. The above requires the training of vocational teachers for the implementation of research activities of the components of educational theory and practice. This issue leads to a contradiction between the training of future teachers for the implementation of research activities in a generalized form and the demands of educational practice, which involves its implementation in relation to specific subjects of the educational system and, accordingly, the training for it in an educational institution. A necessary condition for resolving this contradiction is the development of the technology that involves the construction of research activity models, the structuring of the subject field of its implementation, the formation of the education content on the specified basis, the construction of the system of pedagogical content tasks for the training of vocational teachers and factor-criterion models for their evaluation.

2 Literature Review The issue of the involvement of teachers in the construction of an array of professional knowledge has been actively discussed by the teachers themselves, and is revealed in the works of scientists. Thirty-seven years ago, researchers contributed to this discussion with a theoretically based argument that teachers actually have to be involved if we really want transformation of teaching and learning practices in educational institutions to happen [1]. Since those times, it has not lost its relevance and acquires new meanings. Modern studies emphasize the important role of teachers in the production of knowledge and processes of improving educational practice [2–4] and others. In this context, the issues of training future teachers for the implementation of research activities are becoming relevant. The result of this activity is the acquisition of new knowledge, distinguished by personal or scientific novelty, having theoretical or practical significance for the development of educational theory and practice.

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Let’s consider various practices of such training. A generalization of research methodology training methods has been presented [5, 6], the authors have determined that the following prevail: active, problematic, cooperative; service learning (learning in the context of community service work completed alongside traditional classroom work); some authors also discuss online learning modules. Authors who implement active methods of research methodology training emphasize the following features: students are involved in the implementation of a joint research project, from building a hypothesis, conducting an experiment to presenting the results [7]; students have mastered an activity seminar on studying the methodology of statistical research [8]; students have implemented an online research project and attend traditional lectures, discussions, and complete tasks [9]. It should be noted that the implementation of research activities is aimed at solving the educational problem. Therefore, didacticians turn to the method of problem-based learning. They identify the following features of its application - the formation of students’ focus on self-education to solve problems from real practice [10]. As it can be defined, problem-based learning involves applying the theory of research methods, methods of data collection, processing and analysis to solve problems of educational theory and practice. Interesting results were obtained by teachers who used cooperative learning [11]. In particular, it was determined that “weaker” students rely on more trained students, reduce work activity and avoid workload. This leads to the conclusion that further research on the application of this method is necessary. Modern educational practice has already developed sufficiently effective methodologies and research methods through the distance learning system or with the help of various educational platforms while adapting to the realities of the implementation of electronic education [12]. The review of scientific literature [5–12] has shown that the researchers of modern theory and practice have developed sufficiently effective methods of mastering the methodologies of conducting research activities. However, firstly, these methods provide generalized training for research activity and do not implement a model of research work, do not rely on modelling the components of its implementation, as the most effective way of learning the essence of this activity; secondly, the subject field of teachers’ research activity is not outlined; thirdly, the conceptual system of constructing research methodology training tasks is not clearly defined and their evaluation models are insufficiently scientifically substantiated. That is why the practice of modelling and the use of qualitative tools is in our focus. In order to formalize any objects or processes, scientists use the modelling method as the most effective way of learning them. The practice of developing a model based on isomorphism has been presented by the authors [13]. The universal polyisomorphic model was described by M. Lazarev for multisystem modelling of the content of training technologies [14]. The provisions of the theory of qualimetry and its tools allow the assessment of individual aspects of activity. Scientific approaches to the implementation of a qualitative toolkit (factor-criterion model) for objective, quantitative assessment of any object, subject, phenomenon or process have been presented in the study by H. Yelnikova [15].

Developing Pedagogical Content Tasks in Research Methods

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3 Statement of Basic Material and the Substantiation of the Obtained Results To build a model of research activity, the idea of creating a polyisomorphic model [14] is used. Adapting it to the conditions of our work, a model of the research activity of vocational teachers through the structure of the stages of the research project development will be described. The generalized model has the form (1): DD = (IA, MP, EV, OR)

(1)

where, DD is a research activity; IA (IA1 , IA2 , … IAm ) is a set of actions that represent the informational-analytical stage of activity; MP (MP1 , MP2 , … MPx ) is a set of actions that represent the model-drafting stage of activity; EV (EV1 , EV2 , … EVy ) is a set of hierarchical actions that represent the experimental-measuring stage of activity; OR (OR1 , OR2 , … ORn ) is a set of hierarchical actions that represent the evaluative- reflective stage of activity. The research activity at the first informational-analytical stage will be analysed and the first level of the hierarchy of IA actions will be determined. Therefore, IA is a set consisting of the elements (2): IA = (IA1, IA2, IA3)

(2)

where, IA1 is the definition of the object and subject of the research project; IA2 is the collection of information and selection of key information; IA3 is the formulation of the hypothesis and concept of the research project. The obtained information is the basis for the implementation of the next - modeldrafting stage of the development of the research project. Its content will be revealed and it will be determined that it is a set consisting of the elements (3): MP = (MP1, MP2, MP3)

(3)

where, MP1 is the formulation of the goal of research project development; MP2 is the formulation of research project development tasks; MP3 is the development of a model of the researched phenomenon in the project. The results of the implementation of the informational-analytical and model-drafting stages are the basis for the next one – experimental-measuring. Therefore, the content of EV is a set consisting of the elements (4): EV = (EV1 , EV2 , EV3 , EV4 )

(4)

where, EV1 is the development of the experiment program; EV2 is the selection of methods and means of conducting experimental work; EV3 is the definition of criteria and indicators of experimental work; EV4 is the implementation of experimental research. At the final stage of the implementation of the research activity, the results are evaluated. That is why the components of the evaluative-reflective stage have been identified. Therefore, a set of OR is a set consisting of the elements (5): OR = (OR1 , OR2 , OR3 )

(5)

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where, OR1 is the determination of the theoretical value of work results; OR2 is the determination of the practical value of work results; OR3 is the preparation of work results for publication. Thus, the model of the research activity of vocational teachers, which contains a set of components of informational-analytical, model-drafting, experimental-measuring, evaluation-reflective stages of its implementation has been described. Note that further decomposition of the specified components will lead to its clear structuring. The basis for the development of pedagogical research is the existence of the identified problem of educational theory or practice. Consequently, such activity is aimed at researching a certain subject. The subject of pedagogical research can be all aspects of educational theory and practice [16]. Such a state of affairs requires the formation of a system of subjects of research activity. The educational process is a complete system, it is characterized by interrelationships between elements, the unity of their functioning, internal orderliness and interrelationships between them. Based on the results of summarizing information and own experience, the components of the pedagogical system, which are important for the formation of the system of subjects of research activity, have been defined. In the context of our research, the concept of “functional shells” [17] of the elements of the pedagogical system is important. They characterize the pedagogical system in action, that is, each structural component in the activity enters into new relationships with other components and subordinates their interaction to itself. Thus, based on the results of our study, the elements of the pedagogical system and the corresponding functional elements that form the subject field of the research activity of vocational teachers have been identified (Table 1). Table 1. Subject field of research activities of vocational teachers. Element of the pedagogical system

Subject field of research activity

educational goals education seeker

socio-professional forecast individual psychological and physiological qualities

content of education

principles of education content formation

methods of training and education

principles and legislative norms of the interconnected activities of teachers and students

means of training and education

principles and legislative norms of the use of educational information carriers

forms of training and education

principles and legislative norms of organization of the educational process

teacher

components of professional competence

result and product of education

pedagogical theory

Thus, the number of functional elements is equal to the number of structural elements of the pedagogical system; the functional element connected with the corresponding structural element; activity function is the most frequently repeated task of this activity. Thus, the functional element is the most often solved or constantly present task of the

Developing Pedagogical Content Tasks in Research Methods

39

functioning of the pedagogical system. Thus, the subject field of research activity of vocational teachers has been formed. Having defined the problem, they can choose a subject for the development of a research project. The developed theoretical propositions have a significant impact on the formation of the content of research training. They make it possible to formulate a conceptual idea of building a system of pedagogical content tasks for teaching research methods. At the same time, pedagogical content tasks are those based on a problem of educational theory or practice and outlined by the educational subject field, the activity for the solution of which involves the implementation of research activity. So, let’s formulate the provisions of the conceptual idea of building a system of pedagogical content tasks in research training: the task is based on the problem of educational theory or practice; the subject of research is one of the elements of the subject field; the formulation of the task involves the implementation of one or more successive stages of research activity; evaluation of the task is carried out using the factorcriterion model. The formed system of pedagogical content tasks for teaching and their implementation requires the development of assessment tools based on a qualitative approach. Theoretical and practical developments [15, 18] are the basis for creating a factor-criterion model (Table 2). Table 2. Factor-criterion model of the research task evaluation. Factor, F

Weight factor, M

Criteria, K

Weight of the criterion, V

Value of the coefficient of conformity, X

Partial evaluation of the criterion

Factor assessment, O

F1 Informational-analytical (IA)

0,2

K1.1 . Formulation of the topic of the research project

0,4

X1.1

VX1.1

OF1

K1.2 . Formulation of the research subject

0,3

X1.2

VX1.2

K1.3 . Collection of information and selection of key information

0,3

X1.3

VX1.3

K2.1 . Formulation of the purpose

0,3

X2.1

VX2.1

K2.2 . Formulation of tasks

0,3

X2.2

VX2.2

K2.3 . Development of a model of the phenomenon under research

0,4

X2.3

VX2.3

K3.1. Development of the experiment program

0,3

X3.1

VX3.1

K3.2. Justification of the methods of experimental work

0,3

X3.2

VX3.2

F2 . Modeldrafting (MP)

F3 Experimental-measuring (EV)

0,3

0,3

OF2

OF3

(continued)

40

L. Bachiieva et al. Table 2. (continued)

Factor, F

Weight factor, M

F4 Evaluative-reflective (OR)

Overall rating

0,2

Criteria, K

Weight of the criterion, V

Value of the coefficient of conformity, X

Partial evaluation of the criterion

K3.3. Selection of means of experimental work

0,2

X3.3

VX3.3

K3.4. Selection of criteria and indicators of experimental work

0,2

X3.4

VX3.4

K4.1. Formulation of theoretical meaning of work results

0,5

X3.1

VX3.1

K4.2. Formulation of the practical value of work results

0,5

X3.2

VX3.2

1

Factor assessment, O

OF4

OF1–4

The method of expert evaluations is used to determine factors, criteria and their weighting coefficients [18]. The model is created through the Excel spreadsheet editor, all calculations are automated. The empirical study of the presented technology was conducted on the basis of the Ukrainian Engineering Pedagogics Academy, Kharkiv, Ukraine. The respondents are master’s students in the specialty 011 Educational, pedagogical sciences, the academic discipline “Fundamentals of scientific research in pedagogical activity”. A fragment of an empirical study of the implementation of the developed technology will be presented. The stage of applying the factor-criterion model for task evaluation is in our focus. The summarized results are given in the Table 3. Table 3. Summarized results of the evaluation of the research task. Factor, F

Weight factor, M Partial evaluation of the Factor assessment, O criterion

Informational-analytical

0,2

Model-drafting

0,94

0,19

0,3

0,73

0,22

Experimental-measuring 0,3

0,69

0,21

Evaluative-reflective

0,97

0,19

Overall rating

0,2

0,81

Therefore, after completing the task, the students submit it to the teacher. In the process of evaluating and tabulating each of the criteria, the teacher followed the scale: 0 points – does not meet the requirements; 0,25 – meets only some requirements; 0,5 – meets most requirements; 0,75 – generally meets the requirements, but there are some

Developing Pedagogical Content Tasks in Research Methods

41

discrepancies; 1,00 – meets the requirements. Based on the results of automated calculations, a total score (grade) was obtained. The overall results were evaluated on a scale of levels: 0 – 0,34 – unacceptable; 0,35 – 0,59 – unsatisfactory; 0,6 – 0,74 – satisfactory; 0,75 – 0,89 – high; 0,90 – 1,00 – excellent. The results indicate that the students are capable of performing research tasks at a high level. However, there is a difference in the quality of implementation of its individual components (stages of implementation). This encourages us to improve their educational content.

4 Conclusions The results of the research on the formation of technology for the development of pedagogical content tasks in research methods training of future vocational teachers have been presented. Using the idea of developing a polyisomorphic model, a model of research activity has been developed. The generated information made it possible to formulate the conclusion that pedagogical content tasks are those based on a problem of educational theory or practice and outlined by an educational subject field, the activity for the solution of which involves the implementation of informational-analytical, modeldrafting, experimental-measuring and evaluative-reflective stages of research activity. A factor-criterion model for evaluating the quality of task performance has been proposed. The implementation of the technology allows to form tasks, the application of which ensures a high level of training of future vocational teachers for research activities.

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11. Onwuegbuzie, A.: Relationship between peer orientation and achievement in cooperative learning-based research methodology courses. J. Educ. Res. 94(3), 164–170 (2001) 12. Roulston, K., deMarrais, K., Paulus, T.: Journeys to teaching qualitative research methods online. Teach. Technol. Pedagogical Possibil. Practical. 11(1), 217–231 (2018) 13. Kovalenko, D., Koeberlein-Kerler, J., Shtefan, L., Bachiieva, L., Kovalska, V.: Technology of using mind maps on the basis of polyisomorphic model of semantic features of mindmapping services description. In: The book Educating Engineers for Future Industrial Revolutions Proceedings of the 23rd International Conference on Interactive Collaborative Learning, vol 2, pp.576–583 (2021) 14. Lazarev, M.: Polysystem modeling for the sake of technology for the study of global engineering disciplines. NUPh, Kharkiv (2003) 15. Elnikova, G.: Scientific basis for the development of a qualimetric model of adaptive management of professional (professional and technical) education in the region. Image Mod. Teach. 5(188), 17–24 (2019) 16. Goncharenko, S.: Pedagogical research: Methodological advice to young scientists. “Planer” LLC, Kyiv-Vinnytsia (2010) 17. Vasiliev, I.: Theoretical and methodical principles of training teachers of vocational training: monograph. Striped Typography, Kharkiv (2014) 18. Bachiieva, L.: Development of factor-criterion model of evaluation research competence of future managers. Problems Eng. Pedagogical Educ. 66, 52–63 (2020)

A Qualitative Assessment of ChatGPT Generated Code in the Computer Science Curriculum James Wolfer(B) Indiana University South Bend, South Bend, IN, USA [email protected] Abstract. The emergence of Large Language Models and their deployment in systems such as ChatGPT are poised to have a major impact on STEM education, particularly Computer Science. These generative large language models can produce program code as well as human language output. This has potentially serious implications for computer science programs and pedagogy. This work provides a qualitative assessment sample code generated by ChatGPT, as an example of an LLM explores implications for computing pedagogy.. . . Keywords: ChatGPT · computing pedagogy · computing education Large Language Models · engineering education

1

·

Introduction

The emergence of Large Language Models (LLM) and their deployment in systems such as ChatGPT [1] are poised to have a major impact on STEM education, particularly Computer Science [2]. These generative large language models can produce program code as well as human language output. This has potentially serious implications for computer science programs and pedagogy. This work features some examples of ChatGPT generated code, as well as a qualitative description of code across the computing curriculum.

2

Background

Large Language Models, such as ChatGPT, are trained on large amounts of data to predict the next “word” (actually token) in a sequence. Trained on a vast number of examples these models can mimic written human language, and by extension, computer languages as well. As described in [3], this raises a variety of issues ranging from plagiarism to copyright infringement. That said, as they point out in their work, when comparing student essays in introductory classes, ChatGPT outscored student submissions (85% vs 55%). ChatGPT did much worse on advanced classes such as Computer Networking (24% vs 83%). When looking at the potential of ChatGPT for engineering education, [4] actually asks ChatGPT “What becomes important for teachers as tools such c The Author(s), under exclusive license to Springer Nature Switzerland AG 2024  M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 43–53, 2024. https://doi.org/10.1007/978-3-031-53022-7_5

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as ChatGPT become readily accessible to students?” The ChatGPT response included ensuring students understand how to use the tools responsibly, encouraging critical thinking, fostering creativity and innovation, and incorporating AI tools into lesson plans. Sobania et al., in [5], assess the ability of ChatGPT to perform automatic software bug-fixing. Using a standard benchmark set, the found ChatGPT based bug-fixes to be competitive with other existing models. Student perspectives on ChatGPT are described in [6] on the basis of a student survey. Their results indicate that students find ChatGPT easy to use, and articulate, however they were concerned with ChatGPT inaccuracies. ChatGPT, then, can fix bugs, and students both embrace it and are aware and concerned with potential inaccuracies. What kind of code can it generate? While there are other existing code assistants, such as GitHub Copilot [7], given student awareness of, and affinity toward, ChatGPT the goal of this work is to consider ChatGPT as a code generator in the Computer Science curriculum. That is, provide a qualitative assessment of code generated by ChatGPT through a series of examples at varying levels of the computing curriculum.

3

Code Examples

To accomplish the goal expressed above, using the public-facing interface from the OpenAI website, [8], ChatGPT was prompted to generate code in a variety of computing languages, at levels in the curriculum from freshman to graduate, and for multiple applications. These include languages such as C, Java, Python, and Assembly Language. Examples range from elementary sorting, searching, and hilow games at the freshman level, to depth-first searches, Normalized Compression Distance, operating system modification, and Deep Learning frameworks at the upper levels of the curriculum. There were ChatGPT prompts to generate over twenty programs, all examples related to projects typically assigned to computing students. It is important to note that each program was generated with a single-sentence prompt to ChatGPT, such as “Please write a program in the Java programming language to sum the digits in an integer.” 3.1

Early Learners

Several programs were typical of work assigned early in an introductory programming class. For example, Fig. 1 shows the ChatGPT code generated by the prompt: “Write a Java program to sum the digits in an integer.” 1 The code generated ran “out of the box” correctly. Perhaps as important as the code itself is the explanation that accompanies the code in the ChatGPT response: “In this program, the ‘calculateSumOfDigits’ method takes an integer as input and iterative extracts the rightmost digit from 1

Since source code examples span multiple pages they are placed at the end of the document to improve readability.

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the number using the modulo operator ‘%’. It adds the extracted digit to the ‘sum’ variable and divides the remaining digits by 10 to remove the rightmost digit. This process continues until there are no remaining digits left.” This description is correct, and provides the student with both the code and a description of how the code works. This is both an asset and a danger—when ChatGPT is correct, then it can act like a tutor on demand. However, it is not always correct and could establish misconceptions early in a student’s program. This is something that both students and instructors must keep in mind. Another example at the CS1 level is a simple sort. In this case ChatGPT was asked to code a Bubble Sort in the “C” programming language. The ChatGPT generated code is shown in Fig. 2. Again, this code ran without modification. 3.2

Advanced Students

Three examples for the more advanced students are described in this section. Specifically, Depth-First Search, Normalized Compression Distance, and classification with a Deep Learning framework. In addition, ChatGPT generated the LaTeX code for the NCD equation below. For the first example ChatGPT was asked to generate Python code for the Normalized Compression Distance (NCD). Based on Kolmogorov Complexity principles, the NCD provides a distance metric between byte strings, allowing unsupervised clustering of similar samples. ChatGPT embedded and rendered LaTeX here: The Normalized Compression Distance (NCD) equation is given by: N CD(X, Y ) =

C(XY ) − min(C(X), C(Y )) max(C(X), C(Y ))

where: C(X) : Length of the compressed representation of X C(Y ) : Length of the compressed representation of Y XY : Concatenation of X and Y Figure 3 shows the ChatGPT Python code generated. Again, the program worked without modification other than to provide it with appropriate input. The second example example is a search often featured in both artificial intelligence classes and operating systems. Specifically, Depth-First Search. In this case, ChatGPT was prompted to create a Python, recursive, depth-first search. Once again, ChatGPT produced working code as shown in Fig. 4. Finally, ChatGPT was prompted to use a deep-learning framework, Tensorflow/Keras to create a program to classify images of dogs and cats. This is a typical first program in an applied deep-learning class. The resulting program is shown in Fig. 5 and Fig. 6. The resulting program trained in about fifteen minutes on an Nvidia RTX 2080 Ti GPU, with a validation accuracy of 82%, again without modification.

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3.3

Additional Programs

As stated earlier, additional prompts were given, and code produced for: – – – – – – – – –

Write Write Write Write Write Write Write Write Write

a CPP program to sum digits in integer a python function to compute euclidean distance between two vectors a Python high-low game AT&T Intel assembly language to sum digits in integer a Python program for an iterative depth-first search a Python program for a binary search a Python program for Minimax algorithm a python program to illustrate alpha-beta pruning Tensorflow/Keras code illustrating U-Net

Not all of these programs were assessed by running them. For example, the assembly language program is one that is often assigned early in the Computer Organization class. ChatGPT assumed a 32-bit system, and time prevented installing a virtualized 32-bit Linux system to test it. However, manual inspection suggests the code should run, and in any case would provide the majority of a working solution. In other cases, a more advanced request such as that for a U-Net deeplearning model failed to complete in all attempts. ChatGPT would time out, producing a partial program. Again, however, the basic program fragment is there and could be used as scaffolding for a student programmer.

4

Observations

An analysis of the ChatGPT generated “student assignment” code revealed that much would run “out of the box.” Issues, some preventing execution, observed include program code truncated before completion, incorrect comments, the assumption of specific operating systems, and the use of outdated CPU capability in the case of Assembly Language, among others. That said, in almost every case there was enough code structure to give a student either “the answer,” or something close enough to ease the path to a solution. As with the transition from slide-rules to electronic calculators to computers, this is simultaneously disruptive and beneficial. While easy access to examples and explanations can be a new pedagogical tool, an “on demand tutor” as it were, there is the danger that incorrect code or explanations generated by a language model being accepted as authoritative by students, leading to enduring misconceptions. On the other hand, instructors could use an LLM to help develop course material. For example, when prompted to introduce an error into a working program typical of those made by beginning programmers, ChatGPT generated such a program, complete with an explanation of the suggested error and how to fix it. This could then be used to develop examples to help students identify potential coding pitfalls.

ChatGPT Code

import java.util.Scanner; public class SumOfDigits { public static void main(String[] args) { Scanner scanner = new Scanner(System.in); System.out.print("Enter an integer: "); int number = scanner.nextInt(); int sum = calculateSumOfDigits(number); System.out.println("Sum of digits: " + sum); } public static int calculateSumOfDigits(int number) { int sum = 0; // To handle negative numbers int remainingDigits = Math.abs(number); while (remainingDigits > 0) { // Extract the rightmost digit int digit = remainingDigits % 10; sum += digit; // Add the digit to the sum remainingDigits /= 10; // Remove the rightmost digit } return sum; } }

Fig. 1. Sum of digits in an integer, Java programming language.

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#include void bubbleSort(int arr[], int n) { int i, j; for (i = 0; i < n-1; i++) { for (j = 0; j < n-i-1; j++) { if (arr[j] > arr[j+1]) { // Swap arr[j] and arr[j+1] int temp = arr[j]; arr[j] = arr[j+1]; arr[j+1] = temp; } } } } int main() { int arr[] = {64, 34, 25, 12, 22, 11, 90}; int n = sizeof(arr)/sizeof(arr[0]); printf("Array before sorting: "); for (int i = 0; i < n; i++) { printf("%d ", arr[i]); } bubbleSort(arr, n); printf("\nArray after sorting: "); for (int i = 0; i < n; i++) { printf("%d ", arr[i]); } return 0; }

Fig. 2. Bubble Sort in the ‘C’ programming language

ChatGPT Code

import zlib def ncd(string1, string2): # Compress the concatenation of the two strings concatenated = string1 + string2 compressed = zlib.compress(concatenated.encode()) # Compute the compressed lengths of the individual strings compressed1 = zlib.compress(string1.encode()) compressed2 = zlib.compress(string2.encode()) # Compute the NCD ncd = (len(compressed1) + len(compressed2) - len(compressed)) / max(len(compressed1), len(compressed2)) return ncd

Fig. 3. Normalized Compression Distance, Python programming language

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def dfs_recursive(graph, start, visited=None): # Create a visited set if not provided if visited is None: visited = set() # Mark the current node as visited and print it visited.add(start) print(start, end=’ ’) # Recur for all the adjacent vertices for neighbor in graph[start]: if neighbor not in visited: dfs_recursive(graph, neighbor, visited) return visited # Example usage: graph = { ’A’: [’B’, ’C’], ’B’: [’D’, ’E’], ’C’: [’F’], ’D’: [], ’E’: [’F’], ’F’: [] } dfs_recursive(graph, ’A’)

Fig. 4. Recursive, Depth-First, search, Python Language

ChatGPT Code

import tensorflow as tf from tensorflow import keras from tensorflow.keras.preprocessing.image import ImageDataGenerator # Define constants batch_size = 32 img_height = 224 img_width = 224 # Define data generator for image augmentation train_datagen = ImageDataGenerator( rescale=1./255, shear_range=0.2, zoom_range=0.2, horizontal_flip=True) # Load train and validation datasets train_ds = train_datagen.flow_from_directory( ’train_dir’, target_size=(img_height, img_width), batch_size=batch_size, class_mode=’binary’) val_ds = ImageDataGenerator(rescale=1./255).flow_from_directory( ’val_dir’, target_size=(img_height, img_width), batch_size=batch_size, class_mode=’binary’)

Fig. 5. Keras Deep Learning Framework, Image Classification, Part 1

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# Build the model model = keras.Sequential([ keras.layers.Conv2D(32, 3, activation=’relu’, input_shape=(img_height, img_width, 3)), keras.layers.MaxPooling2D(), keras.layers.Conv2D(64, 3, activation=’relu’), keras.layers.MaxPooling2D(), keras.layers.Conv2D(128, 3, activation=’relu’), keras.layers.MaxPooling2D(), keras.layers.Flatten(), keras.layers.Dense(64, activation=’relu’), keras.layers.Dense(1, activation=’sigmoid’) ]) # Compile the model model.compile(optimizer=’adam’, loss=’binary_crossentropy’, metrics=[’accuracy’]) # Train the model model.fit(train_ds, epochs=10, validation_data=val_ds) # Evaluate the model test_ds = ImageDataGenerator(rescale=1./255).flow_from_directory( ’test_dir’, target_size=(img_height, img_width), batch_size=batch_size, class_mode=’binary’) test_loss, test_acc = model.evaluate(test_ds) print(’Test accuracy:’, test_acc)

Fig. 6. Keras Deep Learning Framework, Image Classification, Part 2

Pragmatically, for the instructor, there is the also the issue of authenticating authorship for submitted student work. While copying the work of others is a long-standing issue in academia, copied code or fragments from the Web could often be revealed by a simple search. With current large language models this

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is no longer the case. As a result there is likely to be an increased burden of off-line student testing as opposed to assignments to assess student competency as a result, such as written coding tests to assess student understanding may need to increased. Unfortunately, this could disadvantage some students who are test adverse. This also places a greater burden on instructors as manual assessment is labor intensive, making it feasible for small classes but impractical for classes with hundreds of students. That said, one could imagine a role for large language models to play in actually grading assignments, or, perhaps, as a triage first-pass. Many of these, and similar, LLM educational issues could be avoided with appropriate regulatory measures ensuring the LLM code provenance; perhaps an algorithmic watermark or block-chain type requirement. The ethical and legal implications will be interesting to watch as these systems and our social institutions co-evolve. Even with limitations, both technological and social, large language models are, and will continue to be, used in programming practice. The productivity potential is too high to ignore. This places a real burden on us a educators to find ways to incorporate such technology into our pedagogy in ways that reinforce student capabilities.

5

Conclusion

This work provides a qualitative assessment of the capability of ChatGPT as a Large Language Model to generate programs typical of those assigned in a Computer Science curriculum. In many cases ChatGPT produced programs that were ready, or nearly ready, to run. Whether for benefit or detriment, these large language models will progressively impact computing pedagogy as they continue to mature.

References 1. OpenAi. GPT-4 Technical Report. Technical report, OpenAi. arXiv:2303.08774v2 (2023) 2. Bordt, S., von Luxburg, U.: ChatGPT participated in a computer science exam. arXiv:2303.09461v2 (2023) 3. Ibrahim, H., Asim, R., Zaffar, F., Rahwan, T., Zaki, Y.: Rethinking homework in the age of atificial intelligence. In: IEEE Intelligent Systems, pp. 24–27. IEEE (March, 2023) 4. Qadir, J.: Engineering education in the era of ChatGPT: promise and pitfalls of generative AI for education. TechRxiv Preprint (2022). https://doi.org/10.36227/ techrxiv.21789434v1 5. Sobania, D., Briesch, M., Hanna, C., Petke, J.: An analysis of the automatic bug fixing performance of ChatGPT. arXiv:2301.08653v1 (2023) 6. Shoufan, A.: Exploring students perception of ChatGPT: thematic analysis and follow-up survey. In: IEEE Access, vol. 11, pp. 38805–38818. IEEE (2023) 7. Github. https://github.com/features/copilot 8. OpenAI. https://openai.com/blog/chatgpt

Design and Implementation of the Integrated Program for the Master of Engineering Course in Welding Engineering Technology, KMUTNB Harmonize to International Welding Engineer, IIW Responding to the Need of Thailand 4.0/IR 4.0 Panarit Sethakul1(B) , Matheepot Phattanasak2 , Thomas Köhler3 , Sukanjana Lekapat1 , Adisorn Ode-sri4 , Anwida Teekasap1 , and Kanokwan Jitngamkam1 1 Welding Institute of Thailand, Bangkok, Thailand

[email protected]

2 Faculty of Technical Education, King Mongkut’s University of Technology North Bangkok,

Bangkok 10800, Thailand 3 Technische Universität Dresden, 01069 Dresden, Germany 4 Rajamangala University of Technology Lanna, Chiang Mai 50300, Thailand

Abstract. The aim of this research was 1) to design the integrated program for the Master of Engineering course in Welding engineering technology at CIT, KMUTNB, and 2) the designed program shall harmonize with the international welding engineer of WIT, IIW. The research procedure was divided into 3 stages. The 1st stage was to design and develop an integrated program to harmonize the international Institute of Welding (IIW) requirements and the Graduate College. The 2nd stage was to proceed with a quality teaching and learning process by following the related procedures of CIT and the Graduate College. The 3rd stage was to evaluate the developed model by examinations. The comparative analysis of compatibility is applied in the 1st stage for curriculum integration of the subject-based course (MWET) harmonized with the module-based course (IWE) in terms of topics, course contents and teaching hours. The samples focused on 11 students who graduated with a Master of Engineering in welding engineering technology and were granted IWE diploma. The data collection tool was the evaluation form with questionnaires and a 5-level rating scale for the usefulness and appropriateness of the integrated program. The results showed that after students obtained the Master of Engineering Degree and IWE Diploma, the knowledge gained in all four modules was at a relatively high level (X = 4.30), and the knowledge that could be applied to work was at a high level (X = 3.94) and (2) this integration program is best suited for industries (72.7%) such as welding engineers and welding coordinators that are required by Thailand 4.0. Keywords: Integrated Program · Curriculum development · International Welding Engineer · Thailand 4.0/IR 4.0

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 54–65, 2024. https://doi.org/10.1007/978-3-031-53022-7_6

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1 Introduction This research deals with designing and implementing the integrated program for the Master of Engineering curriculum in Welding Engineering Technology harmonized with International Welding Engineer (IWE), IIW, and demands of Thailand 4.0/IR 4.0. The courses are designed through the collaboration of the Welding Institute of Thailand (WIT) and the College of Industrial Technology (CIT), King Mongkut’s University of Technology North Bangkok (KMUTNB), Thailand. The outputs from the conducted research are a model, a curriculum prototype, and a roadmap towards the practical execution of additional integrated learning courses preparation for further development and production of human resources following the demands of Thailand 4.0 Policy to bring the country out of the middle-income trap [1]. Thailand must actively future the rapid changes spurred by the era of the Fourth Industrial Revolution (IR 4.0). Consequently, Thailand 4.0 economic policy is a mindset that has fortified the integration of local industries into Thai society, aiming for stability, wealth, and sustainability [2]. The young generation of engineers can integrate the Internet of Things (IoT), cyber–physical production system (CPPS), industrial robotics, artificial intelligence (AI), data science, and augmented reality (AR) at work. The fourth industrial revolution can significantly enhance their reputation and visibility on both national and global scales. Thailand 4.0 represents an economic proposition aimed at reshaping the country’s economic structure towards a value-based economy, surpassing the challenges of the middle-class country trap. The transition from traditional agriculture to a new era of agriculture, driven by the fourth industrial revolution, prioritizes technology management to enhance the productivity and efficiency of small and medium enterprises (SMEs) and elevate low-skilled labor to a knowledgeable, specialized, and highly skilled workforce [3]. The success of these endeavors liberates Thailand’s economy from the middle-class country trap. It reduces dependency on foreign nations, fostering economic and social equilibrium for real stability, prosperity, and sustainability. Furthermore, improvements in the education system in Thailand are necessary to adequately equip students for active participation in the global economic system. Welding is one of the most dispensable foundations of all clusters of industries, namely: Automotive and road transportation, Shipbuilding, Aircraft engineering, Aerospace/Aeronautic, Micro and Nanoelectronics, Civil Engineering, Transmission Pipelines, Petrochemicals, Oil & Gas, Pressure Vessels and Boilers, Railways system, Nuclear Power Plant, Appliances etc. Hence the International Welding Engineer (IWE) is remarkably important for the economic development of Thailand. On November 22, 2017, the EEC policy committee approved the draft of the Eastern economic corridor (EEC) human development plan. The requirement of labors in 10 targeted industries is approximately 475,668 workforces. For developing the country in the 21st century with highly competitive skills deemed a strategic guideline for learning management focusing on a body of knowledge, skills, expertise, and competency of learners, all these various obstacles faced, both domestically and internationally, exert a substantial influence on both the policies and implementation of educational services. It becomes imperative to reassess or develop educational

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policies and practices that equip students with the necessary skills and competencies aligned with the demands of the 21st century. In summary, a strong correlation exists between the fourth industrial revolution, Thailand 4.0, and quality education 2030 (SDG 4) [4]. These three elements are interconnected and rely on one another, as they are implemented in numerous countries to enhance educational advancement.

2 Purpose or Goal For this studied research, the 3-stages model is developed for a new program design and development to match the requirements from the International Institute of Welding and the Graduate Colleges following the Education Acts in Thailand. Hence a new integrated Master of Engineering (M.Eng.) program in Welding engineering technology is developed and provides an opportunity for students to get the IWE diploma offered by the IIW, which is well-known for international recognition for welding engineering. Moreover, the number of qualified workforces in Thailand’s industrial sector will be raised as demanded by the Thailand 4.0 policy.

3 Approach Regarding the development of a new integrated M.Eng. program in Welding engineering technology, the 3-stages process was implemented, which is described as follows: Stage 1: An integrated program was designed and developed to comply with the IIW and the Graduate College, KMUTNB requirements. Stage 2: Proceed with a quality teaching and learning process by following the related operating procedures in a quality manual. Stage 3: Evaluate the developed model by examinations that shall be written examination (national and international examinations) and oral examination.

4 Analysis The study primarily focused on a specific group of graduated students who were selected as the research population. They got both M.Eng. in Welding engineering technology and IWE Diploma. The research instrument is comprised of one set of questionnaires for the comments, such as the level of knowledge that they have gained from the new integrated Master of engineering program in Welding engineering technology, the level of knowledge application in the real works, including an appropriated duration of examination for IWE. The data from graduated students were collected and analyzed using arithmetic mean and standard deviation.

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5 Comparative Analysis of Compatibility for Master of Engineering in Welding Engineering Technology (MWET) Harmonizes to the International Welding Engineer (IWE) 5.1 Overviews on the Missions of CIT/KMUTNB and WIT/IIW 5.1.1 College of Industrial Technology The College of Industrial Technology (CIT) was founded in 1959. Now it is with King Mongkut’s University of Technology North Bangkok. CIT was approved to be an ATB (Approved Training Body) in International Welding Engineer (IWE) on August 23, 2016. In 2014, CIT became a member of WIT to integrate IWE with the existing Master’s in welding courses. At present, CIT is opening 8 Master courses. 5.1.2 King Mongkut’s University of Technology North Bangkok King Mongkut’s University of Technology North Bangkok (KMUTNB) is an autonomous research university that places its emphasis on engineering and technology. It was founded in 1959 under an academic cooperation agreement between the Thai and German governments. As of the academic year 2021, KMUTNB boasts a student body of over 29,000 and offers a comprehensive range of 191 curricula spanning from vocational certificates to doctoral degrees [5]. 5.1.3 Welding Institute of Thailand (WIT) Established in 2001, the Welding Institute of Thailand (WIT), a member of the International Institute of Welding (IIW), obtained approval from IIW in 2004 to serve as the exclusive Authorized Nominated Body (ANB) in Thailand. WIT offers different certification categories, which comprise IWE, International Welding Specialist (IWS), International Welding Practitioner (IWP), International Welder (IW) and International Welding Inspection Personnel (IWIP). The Objectives of WIT are to issue an International Welding Diploma that is globally recognized as a professional welding qualification, to support organizations, associations and personnel involvement for international welding standardization and to be the country’s representative center for the National Welding Capability (NWC) focusing on education, training and research in order to encourage cooperation and connection with relevant agencies, both domestically and internationally [6]. 5.1.4 International Institute of Welding The International Institute of Welding (IIW) serves as a platform that brings together a diverse range of experts from various sectors including industry (both large and small enterprises), universities, research centers, training providers, welding associations, and public authorities involved in welding, joining, and related processes. Established in 1948, the IIW operates as a non-profit organization and currently boasts 56 member countries, representing approximately 80% of global GDP. These member countries

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span across different economic landscapes, encompassing developed, emerging, and transitional economies worldwide [7]. The IIW holds the distinction of being recognized as the largest global network and reference center for welding and allied joining technologies. Its inception took place with the collaboration of 13 countries: Austria, Belgium, Denmark, France, Italy, Netherlands, Norway, South Africa, Spain, Sweden, Switzerland, England, and the USA. The institute’s primary role revolves around serving as a global authority for the study and practical application of joining technologies. It provides a valuable platform for scientists, researchers, industry professionals, and educators to connect, exchange knowledge, and foster collaboration. Additionally, the IIW actively promotes the dissemination of cutting-edge information and best practices in the field of welding and joining technologies. 5.2 Three-Stages Model of the Integrated Program The International Welding Engineer (IWE) program is typically pursued as an independent study offered by the International Institute of Welding (IIW). As per the guidelines set by the IIW, the program outlines the essential criteria for education and training that have been unanimously agreed upon by all member countries. These criteria encompass the program’s objectives, scope, desired learning outcomes, and the corresponding teaching hours required to achieve them. The IWE course will be revised periodically by International Authorization Board (IAB), Group A. The integrated program for a Master of Engineering in Welding Engineering Technology was developed and implemented in 2014 at the College of Industrial Technology, KMUTNB. This subject-based program is designed to welcome students who obtained bachelor’s degree in engineering to continue their studies on Saturday and Sunday after work. It offers an extended education opportunity as this program is harmonized with International Welding Engineer IIW. They can apply for the IWE examination to get their diploma after finishing their Master’s degree studies. The 3-stages model is manifested in Fig. 1, which comprises curriculum design (Stage 1), teaching-learning process (Stage 2), and IWE examinations (Stage 3).

Fig. 1. Three-stages model of the integrated program for the Master of Engineering harmonize with the IWE.

5.2.1 Curriculum Design and Development The integrated program for the Master of Engineering program in Welding Engineering Technology was designed in accordance with the rules for Graduate college, KMUTNB

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and IIW guidelines [8]. The integrated program consists of 48 credits, including 12 credits for a thesis. There are 36 credits of both compulsory courses and elective courses complied with IWE modules. The modular course of IIW comprises 4 modules of theoretical education (P1:388 h) and practical skills (P2:60 h), requiring a minimum duration of 448 teaching hours, as shown in Table 1. There are two semesters in an academic year, and the program takes two years. Moreover, the curriculum design and development must be aware of the work-related skills of IWE in accordance with ISO 14731 for tasks and responsibilities of welding coordination. The specialized technical knowledge in the welding process is aligned from the specific level up to the comprehensive level (ISCED level 7). The comparative analysis of compatibility is applied for curriculum integration of the subject-based course (MWET) harmonize with the module-based course (IWE) in terms of topics, course contents and teaching hours are given in Table 2 and Table 3 [9]. Table 1. Overall Compatibility and Curriculum Integration Compatibility Check and Integration Requirement Analysis International Institute of Welding College of Industrial Technology (CIT) (IIW) Part 1 Theoretical Education Modules Topics EQF Level: 7

M1

M2

M3

M.Eng. in Welding Engineering Technology Subjects

Year (Y) Semester (S)

IIW Workload* (T-S) Teaching hours: 95 h 030335111 Welding Workload: 250 h Process and Equipment 030335112 Welding and Allied Process

CIT Workload** CP(T-L/P-S) Welding Processes Y1 and Equipment: S1 1.1–1.11 3(3–0-6) Welding Processes Y1 and Equipment: S2 1.12.1–1.19 3(3–0-6) Materials and their Teaching hours: 115 030335121 Chemical Y1 behavior during h and Physical S1 welding: 2.1–2.10 Workload: 230 h metallurgy 3(3–0-6) Materials and their 030335122 Ferrous Y1 behavior during Metal Welding S2 welding: 2.11–2.17 Metallurgy 3(3–0-6) Materials and their 030335123 Y2 behavior during Non-Ferrous Metal S1 welding: 2.18–2.23 Welding Metallurgy 3(3–0-6) Construction and Teaching hours: 62 h 030335131 Welded Y1 Design: 3.1–3.6 Workload: 124 h Design for Static S1 Loading 3(3–0-6) Construction and 030335132 Welded Y1 Design: 3.7–3.11 Structural Design for S2 Dynamic Loading 3(3–0-6) and Pressure Vessel

(continued)

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P. Sethakul et al. Table 1. (continued)

Compatibility Check and Integration Requirement Analysis International Institute of Welding College of Industrial Technology (CIT) (IIW) M4

Total

Part 2

Total

Fabrication, Applications Engineering: 4.1–4.7 Fabrication, Applications Engineering: 4.8 Fabrication, Applications Engineering: 4.9–4.12 Teaching Hours

Practical Education Oxygas Welding and Cutting MMA TIG MIG/MAG and Flux Cored Arc Welding Demonstration or Video Presentation 0f Processes Teaching Hours

Teaching hours: 116 030335141Quality h Assurance Workload: 232 h System in Welding 030335142 Non-destructive Testing 030335143 Welded Construction, Repair and Failure Analysis Teaching hours: 388 h Workload: 836 h 6h

Y2 S1 3(3–0-6) Y1 S2 3(3–0-6) Y2 S1 3(3–0-6) Teaching hours: 450 h Workload: 900 h

Hands-on training A practical training was exempted by CIT in accordance with IIW guidelines

8h 8h 16 h

22 h

60 h

–

Note: * IIW Workload is determined by combining the teaching hours (T) with the additional self-study time (S). ** CIT Workload consists of the combination of Credit Points (CP) and the allocated teaching hours, incorporating theoretical instruction (T), practical laboratory sessions (L/P), and independent study (S)

5.2.2 Teaching and Learning Process The teaching and learning process for this program shall mainly follow the rules of the Graduate College, KMUTNB and a part of IIW. The studied subjects shall contain all topics as required by the IIW course and span over two years during the MWET course. It is the full responsibility of the Department of welding engineering technology, CIT. The program takes two years; there are two semesters in each academic year. The integrated program consists of 48 credits, including 12 credits for a thesis. There are 36 credits of both compulsory courses and elective courses complied with IWE modules. In the 1st year, the students must enroll for each semester (1st and 2nd semester) for 4 theoretical subjects (12 credits), which could be all compulsory courses or a combination of compulsory and elective courses. In the 2nd year, the students must enroll for an additional 3

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Table 2. Harmonization of Course Contents between MWET and IWE for both Compulsory and Elective courses International Welding Engineer (IWE) Module-based Curriculum: According to IIW Guideline Part 1 Theoretical Education Modules Studied Topics M1

M2

Welding Procedures and Apparatus: 1.1 General introduction to welding technology, 1.2 Oxy-gas welding and associated processes, 1.3 Electrotechnics, 1.4 The arc, 1.5 Energy supply and arc welding, 1.6 An overview of gas shielded arc welding, 1.7 TIG welding, 1.8.1 MIG/MAG 1.8.2 Flux core arc welding, 1.9 MMA welding, 1.10 Submerged-arc welding, 1.11 Resistance welding 1.12.1 Laser, Electron beam, plasma 1.12.2 Other welding processes, 1.13 Cutting, drilling and other edge preparation processes, 1.14 Surfacing and spraying, 1.15 Fully mechanized processes and robotics, 1.16 Brazing and soldering, 1.17 Joining processes for plastics, 1.18 Joining processes for ceramics and composite, 1.9 Welding laboratory Materials and their behavior during welding: 2.1 Structure and properties of metal 2.2 Phase diagrams and alloys, 2.3 Iron-carbon alloys 2.4 Manufacture and classification of steels 2.5 Behavior of structural steels in fusion welding, 2.6 Cracking phenomena in welded joints 2.7 Factures and different kinds of factures, 2.8 Heat treatment of base materials and welded joints, 2.9 Structural (unalloyed) steels, 2.10 High strength steels 2.11 Application of structural and high strength steels, 2.12 Creep and creep resistant steels, 2.13 Steels for cryogenic applications, 2.14 Introduction to corrosion, 2.15 Stainless and heat resistant steels, 2.16 Introduction to wear and protective layers, 2.17 Cast irons and steels 2.18 Copper and copper alloys, 2.19 Nickel and nickel alloys, 2.20 Aluminium and aluminium alloys, 2.21 Titanium and other metals and alloys, 2.22 Joining dissimilar materials, 2.23 Destructive testing of materials and welded joints

Master of Engineering in Welding Technology (MWET) Subject-based Curriculum Theoretical Education Studied Subjects (Compulsory and Elective courses) 030335111 Welding Process and Equipment 3(3-0-6)

030335112 Welding and Allied Process 3(3-0-6)

030335121 Chemical and Physical metallurgy 3(3-0-6)

030335122 Ferrous Metal Welding Metallurgy 3(3-0-6)

030335123 Non-Ferrous Metal Welding Metallurgy

(continued)

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P. Sethakul et al. Table 2. (continued)

International Welding Engineer (IWE) Module-based Curriculum: According to IIW Guideline Part 1 Theoretical Education M3

M4

Part 2 Note

Construction and Design: 3.1 Basic theory of structural systems, 3.2 Fundamentals of strength of materials, 3.3 Joint design for welding and brazing, 3.4 Basics of weld design, 3.5 Behaviour of welded structures under different types of loading, 3.6 Design of welded structures with predominantly static loading, 3.7 Behaviour of welded structures under cyclic loading, 3.8 Design of cyclic loaded welded structures, 3.9 Design of welded pressure equipment, 3.10 Design of aluminium alloys structures, 3.11 Introduction of fracture mechanics Fabrication, Applications Engineering: 4.1 Introduction to quality assurance in welded fabrication, 4.2 Quality control during manufacture, 4.3 Residual stresses and distortion, 4.4 Plant facilities, welding jigs and fixtures, 4.5 Health and safety, 4.6 measurement, control and recording in welding, 4.7 Imperfections and acceptance criteria 4.8 Non-destructive testing 4.9 Economics and productivity, 4.10 Repair welding, 4.11 Reinforcing-steel welded joints, 4.12 Case studies Compulsory course for a Master’s degree program – Practical Education The objective of this section is not to impart hands-on proficiency to welding engineers, but rather to acquire a comprehensive understanding of the control aspects pertaining to various welding processes. The students are expected to develop a strong familiarity with the challenges and common flaws that arise from the improper application of different welding techniques. Throughout their practical exercises, experienced welding instructors provide guidance to the students

Master of Engineering in Welding Technology (MWET) Subject-based Curriculum Theoretical Education 030335131 Welded Design for Static Loading 3(3-0-6)

030335132 Welded Structural Design for Dynamic Loading and Pressure Vessel 3(3-0-6)

030335141Quality Assurance System in Welding 3(3-0-6)

030335142 Non-destructive Testing 3(3-0-6) 030335143 Welded Construction, Repair and Failure Analysis 3(3-0-6) Master Thesis 030305520 Thesis 12 credits Hands-on training Master’s degree program was designed to welcome students who work as engineers from the industrial sectors to continue their studies on Saturday and Sunday after work, offering an extended education opportunity. The students became already familiar with all those problems, so CIT exempted practical training for students

credits for their thesis work (3rd semester). After that, students must proceed with their thesis and submit the thesis defense to the Graduate College within the 4th semester. The

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Department of welding engineering technology, CIT prepares and controls the quality manual. The documents are periodically revised to conform with IIW guidelines and Graduate college. To ensure a quality of teaching and learning process, the Department of welding engineering shall be followed all these control procedures, e.g., Studied courses arrangement procedure, Selection and evaluation of teaching staff procedure, Teaching and learning facilities control procedure, Teaching and reference materials control, Document control procedure, Studied record control procedure. Furthermore, all students must show their competencies in doing individual research projects or theses as part of their studying. All students to grant IWE qualification must first complete all course requirements in Master of Engineering in Welding Engineering Technology to be eligible to take the IWE examination. 5.2.3 IWE Examinations All students to MWET’s course who apply for the IWE qualification at the beginning of the course are eligible to apply for the IWE examination organized by the WIT upon the completion of all the course requirements for M.Eng. in Welding engineering technology and meet a number of hours required for training in IWE’s course (both theoretical and practical education). The MWET’s course coordinator shall be responsible for checking that all students meet the requirement by IIW’s guideline (latest revision) and send the list of qualified students to the Head of the Department of welding engineering, college of industrial technology, for approval. The course attendance record shall be prepared and submitted to WIT for verification and application process for the IWE examination. 5.3 Implementation We have implemented the program since 2014. Since then, eight groups of students have been involved with the integrated program for the Master of Engineering in welding engineering technology, CIT, KMUTNB. As of 2023, there are 62 students participated in this program. 5.4 Output/Outcome Overall, 62 students (eight groups) participated in this program from 2014 to 2023. From 2014 to 2019, 41 students (five groups) graduated with Master’s degrees, but only 14 Table 3. Number of students who got M.Eng. and IWE’s diploma. Group

Graduate Master

1

11

IWE’s diploma 6

2

11

6

3

7

0

4

4

0

5

8

2

41

14

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students (34.15%) got IWE diplomas, as shown in Table 3. It means that 27 students (65.85%) have failed IWE’s examination, but they still have the right to apply for a reexamination for a module that failed, as clearly stated in the IIW guideline. It might be because the curriculum is designed to ensure that all students finish their thesis first and then apply for the IWE examination. For some students, a research thesis takes longer than expected (more than 2 years). Therefore, it is difficult to pass the IWE examination with the knowledge gained from Master’s courses. From Table 3, there are 14 populations who obtained both M.Eng. in Welding engineering technology and IWE Diploma. The research instrument comprises one set of questionnaires for the comments. The data were collected from 11 graduated students (78.57%) representing the whole research population. The main results of this research are manifested in Figs. 2, 3 and 4.

Fig. 2. Educational background of the students

Fig. 3. (Left) Knowledge gained in four modules (X = 4.30), , (right) knowledge could be applied for work (X = 3.94).

Fig. 4. Integration program is best suited for industries (72.7%) such as welding engineers and welding coordinators.

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6 Conclusion In this manuscript, the integrated program for the Master of Engineering program in Welding Engineering Technology has been designed and implemented. The curriculum was designed to ensure that the modules required from IWE guidelines are well integrated into subjects to be taught in courses before performing the thesis. After finishing the thesis defending, the students can request for IWE examination. This curriculum is harmonized with International Welding Engineer and also respects Thailand 4.0/IR 4.0 to increase the qualified workforces for the industrial sector. However, after implementing it for five groups of students, a recommendation is initiated to do an IWE examination for each module after completing the related course subject to ensure that the knowledge is retained. So, this research aims to find the important facts for the quality improvement of the 3-stages model continuously.

References 1. Sethakul, P., Utakrit, N.: Challenges and future trends for Thai education: conceptual frameworks into action. Int. J. Eng. Pedagogy 9(2), 4–12 (2019) 2. Royal Thai Embassy Washington D.C. “Thailand 4.0” (n.d.). https://thaiembdc.org/thailand4-0-2/. Accessed 2 June 2023 3. Jones, P., Stowell, R., Namchaisiri, J., Sethakul, P.: New manufacturing technicians – responding to Industry 4.0. Chevron Enjoy Sci. (n.d.) 4. UNESCO. Sustainable Development Goal, SDG 4: Quality Education/European Commission. European Semester Thematic Factsheet Skills for the Labour Market (2017) 5. KMUTNB General Information Bulletin 2021–2022. http://www.planning.kmutnb.ac.th/por tfolio/e-book/information/KMUTNB%20INFORMATION/2021-2022/index.html. Accessed 01 June 2023 6. WIT. https://wit.kmutnb.ac.th/. Accessed 01 June 2023 7. International Institute of Welding. IIW History Book: Linking People, Joining Nations: The Impact of the IIW Since 1990. IIW, France (2017) 8. EWF. IIW Guideline for International Welding Engineer, Technologists, Specialists and Practitioners, IAB252r5-19SV01 (2019) 9. Ode-sri, A., Köhler, T., Sethakul, P., Koschawong, S., Lekapat, S.: A model of the Thai educational standard (B.Tech.) integration with the international professional standard demanding from the industrial sector. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds.). Learning in the Age of Digital and Green Transition. ICL 2022. LNNS, vol. 634, pp. 895–906. Springer, Cham (2023). https://doi.org/10.1007/978-3-031-26190-9_91

Attitudes of Engineers Towards Ethics and Prospects for Education Sarantos Psycharis1(B) , Konstantina Sdravopoulou1 , and Konstantinos Kalovrektis2 1 School of Pedagogical and Technological Education-ASPETE, Heraklion, Greece

[email protected]

2 Hellenic Education Society of STEM and University of Thessaly, Volos, Greece

https://www.e3stem.edu.gr

Abstract. Engineering ethics increasingly attracts the attention of researchers, professionals, practitioners and educationists. This paper presents the analysis of 32 papers on engineering ethics that have been published in peer-reviewed journals and conferences, presenting results from empirical researches that were carried out at universities, high schools and businesses. Each paper was subjected to a qualitative analysis aiming to identify the prevailing topics of engineering ethics and attitudes that relate to them. From the analysis, it came out that the most important topics related to engineering ethics are: sustainability, issues relative to Corporate Social Responsibility (CSR), privacy, intellectual property and professional ethics, while other topics had also attracted interest, such as bribes, minority rights, conflicts of interest at work, feminine issues, virtue ethics, security and social ethics, whistle-blowing etc. The foremost significant attitudes of engineers were shown to be the need for fostering new values, the sense of responsibility and the intention to help society. The findings of this research lead us to suggest that courses of engineer ethics might better be designed by considering both the general theories of ethics and the particular domain of education that the students have studied. Keywords: Engineering Ethics · Engineers · content analysis · Attitudes and Education · Engineering Education · Moral Education

1 Introduction Behaviors and attitudes that do not fully conform with ethical norms, rules, standards and practices are widespread among graduates and professionals of all disciplines and engineers could not be an exception. Although we are short of data and statistics about them, it can plausibly be assumed that the type of most common unethical behaviors occurring should depend on the economic sector: employees in some businesses are more likely to commit i.e. environmental crimes, while in other ones they may be more likely to indulge into hacking or data privacy breaches. Engineering ethics courses most commonly combine (with varying weights) elements of moral theory, codes of conduct and case studies [1], so as to foster “engineer thinking” [2], while also highlighting the societal impact of ethical modes of conduct in engineering [3]. Then, after the courses © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 66–76, 2024. https://doi.org/10.1007/978-3-031-53022-7_7

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have been delivered and the graduates have become professionals dwelling in their work environments, there remains the question of the impact, usability and will to implement the knowledge and skills they had previously received in the context of their challenging professional environment [4]. This remains an open problem, given that courses of engineering ethics usually focus on knowledge and skills [5, 6] rather than change in attitudes of the participating trainees. Even more complicated, it can be assumed that someone’s ethical conduct does not necessarily reflect the adoption of ethical standards and moral values (i.e. it may simply be due only to observing the rules defined by the organization the person works for). Either way, whether education in engineering ethics is always translated into attitudes towards ethics is a problem that this study aims to explore and that touches upon the education and training that is/was delivered and the ethical behaviors that are being formed. The domain of “engineering ethics” brings together technical and non-technical aspects of engineering professions. The meaning of ethics is instrumental in defining the scope and breadth of applications of ethics in different professional contexts (engineering, medicine etc.). No doubt, engineers have always assumed that their work contributes to the human good or what we call human well-being, but, until recently, little explicit consideration has been given to this goal, particularly with respect to educational aspects of engineering ethics. Engineering ethics entail a wide range of ethical standards and explore possible ways by which these standards might be applied, respected and implemented by engineers in all the manifestations of their professional lives. Most commonly, engineering ethics combine converging societal, economical, cultural and environmental parameters in order to produce rules that could lead an engineer to make ethical decisions that safeguard the public interest, regardless of external pressures or self-interest. Some of these issues are avoiding conflict of interest, protecting secrets and confidentiality, protecting the environment, safeguarding public health and welfare [7, 8], while engineers also need to adopt critical attitudes toward the very technologies they use [9]. A review of the hitherto published works on engineering ethics (along with the educational context and practices that relate to them) reveals that, while there are several studies on engineers’ attitudes towards ethics engineering, no literature review has been carried out that would assess the findings of all these studies and how they can be implemented to advance socio-ethical education suitable for fostering socially responsible engineers. Consequently, this paper aims at bringing evidence from quantitative and qualitative analysis of both empirical and theoretical research papers on engineers’ attitudes towards ethics engineering and, on the basis of these findings, to propose new strategies for teaching socio-ethical subjects in formal or informal engineering programmes, so as to enhance positive attitudes towards socio-ethical issues among engineering students and professionals.

2 Methods A set of 32 articles was analyzed, with papers that have been published in peer-reviewed journals and conferences. They were examined with respect to the particular topics of engineering ethics they referred to, to the methods the researchers adopted to address

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various problems of engineering ethics and the attitudes of engineers that were identified towards those specific topics. A content analysis was subsequently carried out, in order to identify particular facets of the engineers’ attitudes that the researchers reported in their publications. Next, a network analysis was carried out in order to explore the links among topics and attitudes. This is the central method of this analysis, since, it reveals the preferential attachments of particular topics with particular attitudes. The results of all these observations are subjected to further scrutiny in order to formulate proposals for ethics education of engineers. The articles that were selected satisfied a set of clearly defined inclusion-exclusion criteria: a) the articles should have been published in a peer-reviewed journal or peerreviewed conference in English (selected under the advanced search option on EBSCOhost), b) if they contained an intervention, then it had to be used to target functional issues of engineering ethics or deficits related to education and c) the intervention had to present an adequately explicit description of the approach used to improve or investigate attitudes concerning specific topics of engineering ethics.

3 Results First, a categorization of the selected papers according to the target group and the approach adopted was derived (Table 1). Consequently, the correspondences between topics and attributes as emerged from the analysis of all 32 papers were grouped together in four network representations (Figs. 1, 2, 3, and 4). The number of associations of each topic with attributes is given by the number of links per topic (Fig. 5). Hence, the foremost important topics referring to engineering ethics that have emerged from this analysis are: sustainability, issues relative to Corporate Social Responsibility (CSR), privacy, intellectual property and professional ethics. It can also be seen, that the attitudes of engineers that have emerged as most important are the increase of interest in issues of engineering ethics, the need for fostering new values, the sense of responsibility and the intention to help society (Fig. 6). Further, some characteristic excerpts about the courses that impacted the participants’ attitudes are the following (verbatim): “A civil and environment engineering introduction course that showed how internationally and locally engineers can help people and solve problems that everyday people can’t” [21, p. 1546]. “They feel sustainability is the most important issue of our time and that it should be at the forefront of engineering” [26, p. 380]. “Finally, the importance of the humanities and social sciences in promoting these virtues suggests that these disciplines are crucial in the professional education of engineers” [19, p. 153]. “I was just going in for a grade for school, but I ended up seeing how much good I was doing for the community by helping out there and now I go back every year when I am on school vacation” [11, p. 52]. “The employees’ worldviews and their social conditions play an important role in the emergence of attitude toward CSR” [29, p. 279].

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Table 1. The selected papers, target groups and the research approach per paper. Legend: E. S (Engineering Students), E.P. (Engineering Professionals), H.S.S. (High School Students), E.R.S.A. (Empirical Research and Statistical Analysis) Nr

Authors

Target Group

Approach

1

Bairaktarova & Woodcock (2017) [4]

Educators

Model (theory of planned behavior, theory of moral obligation)

2

Bossuyt et al. (2013) [10]

E. P

E-DOSPERT test

3

Bielefeldt & Canney (2014) [11]

E. S

EPRA (Engineering Professional Responsibility Assessment)

4

Balakrishnan & Tarlochan (2015) [12]

E. S

E.R.S.A

5

Belas et al. (2022) [13]

E. P

Assessment of Ethical Factors of Business

6

Bednar et al. (2019) [14]

E. P

E.R.S.A

7

Burgess et al. (2013) [6]

Educators E. P

Practical and Professional Ethics

8

Prince (2006) [15]

E. S

Role playing

9

Basart & Serra (2013) [16]

E. P

Theoretical

10

Byrne (2012) [17]

E. S

E.R.S.A

11

Tang (2018) [18]

E. S

E.R.S.A

12

Harris (2008) [19]

E. P

Theoretical

13

Basart et al. (2015) [20]

E. P

Theoretical

14

Bielefeldt & Canney (2014) [21]

E. S

E.R.S.A

15

Spiekermann et al. (2018) [22]

E. P

E.R.S.A

16

Saka & Sahintürk (2013) [23]

E. P

E.R.S.A

17

Haase (2014) [24]

E. S

E.R.S.A

18

Bielefeldt et al. (2016) [25]

E. S

E.R.S.A

19

Rosen (2013) [26]

E. S

E.R.S.A

20

Smith et al. (2021) [27]

E. P

Theoretical

21

Smith et al. (2018) [28]

E. S

E.R.S.A

22

Rodrigo & Arenas (2008) [29]

E. P

Theoretical

23

Tahat et al. (2014) [30]

E. P

E.R.S.A

24

Hadar et al. (2018) [31]

E. P

E.R.S.A

25

Jeronen et al. (2005) [32]

E. S

E.R.S.A

26

Khasanova et al. (2013) [33]

E. S

E.R.S.A

27

Ballentine (2008) [34]

E. P

Theoretical (continued)

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S. Psycharis et al. Table 1. (continued)

Nr

Authors

Target Group

Approach

28

Lin (2016) [35]

E. S

E.R.S.A

29

King & Thatcher (2014) [36]

E. P

E.R.S.A

30

Tomljenovi´c et al. (2015) [37]

E. P

E.R.S.A

31

Nikˇcevi´c et al. (2016) [38]

H. S.S

E.R.S.A

32

Aziz et al. (2012) [39]

E. S

E.R.S.A

Fig. 1. The attributes corresponding to the topics CSR, Sustainability and Professional Ethics

“A well-designed educational program would increase developers’ knowledge and skills for designing privacy” [31, p. 279]. “This is a subject that is not mentioned enough in undergraduate programs, although engineers and medical students are expected to know and understand these guidelines when they enter their graduate programs and the workforce” [34, p. 339]. “In the long run, it is expected that those students who were equipped with information ethics literacy would behave more ethically and choose not to act unethically” [35, p. 178].

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Fig. 2. The attributes corresponding to the topics Intellectual Property and Privacy.

Fig. 3. The attributes corresponding to the topics Bribes, Minority Rights, Conflict of Interest, Feminine Issues, Virtue Ethics, Security and Social Ethics

“Efforts to reduce the software piracy should rather focus on training interventions to change the level of moral development in relation to software piracy rather than on legal strategies alone” [36, p. 221].

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Fig. 4. The attributes corresponding to the topics Whistle Blowing, Sexual Harassment, Risk, Moral Reasoning, Role Ethics and Social Responsibility

Fig. 5. Number of links per topic

The various pedagogical approaches for teaching engineering ethics course that have positive impact on students’ attitude towards ethics highlight the importance of devising teaching strategies that would aim to develop positive attitudes towards ethical engineering and would integrate the teaching engineering ethics in engineer curricula.

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Fig. 6. Topics attracting Increasing Interest (vertical axes shows numbers of papers)

4 Discussion The analysis of the papers showed that the foremost important topics referring to engineering ethics that have emerged are: sustainability, issues relative to Corporate Social Responsibility (CSR), privacy, intellectual property and professional ethics. Along with these findings, it is shown that the most recurrent attitudes of engineers are the increase of interest in issues of engineering ethics, the need to foster new values, the sense of responsibility and the intention to help society. The content analysis also revealed that various pedagogical approaches for teaching engineering ethics may have a significant positive impact on students’ attitude towards ethics, while they also highlight the importance of teaching for developing positive attitudes towards ethical engineering and the need for the integration of teaching engineering ethics in the formal or informal education of engineers. The range of possible unethical misbehaviors is certainly wide and it is questionable whether one particular course at the undergraduate or graduate level may be adequate enough to address them all in sufficient detail. So the diversity of engineering disciplines should always be taken into account, because attitudes towards ethics may diverge. This issue that has been highlighted in engineering ethics before [26]. Hence, on the basis of the findings of this research, it might be recommended that courses of engineer ethics be designed bearing on mind both the general theory and philosophy of ethics as well as the particular field of education that the students have studied. For instance, it would make much more sense to teach environmental ethics to students of chemical engineering or oil engineering instead of students of robotics. At this point emerge issues of trans-disciplinarity in ethical education, which may need to be taken into account while designing curricula of engineering ethics. And yet, there are manifold facets that have been brought forth only from empirical educational other, potentially disregarded, facets of engineering ethics. For instance, students of engineering tend to be more aware and sensitive of ethical issues related to objects rather than to persons [4].

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5 Conclusions This research identified prevailing ethical issues that engineers deal with, as well as an increase of interest towards engineering ethics in general, although, to a lesser extent, attention was also attracted by the need to enhance positive attitudes towards the society, such as the sense of responsibility, the intention to help society and the eagerness to adopt new values. These point to the need to improve the methods of teaching environmental ethics and to focus on specific educational contexts by using various approaches that have been proposed to enhance students’ attitudes towards each one of the particular topics that are related to ethical issues in engineering. In view of these findings, engineering curricula need to be revised, considering that the professional standards, codes of conduct and ethical stances of future engineers depend very much on the quality of education they have received, which depends itself upon norms and content related to ethics that is (or has been) incorporated in engineering curricula. Acknowledgements. The author Sarantos Psycharis acknowledges financial support for the dissemination of this work from the Special Account for Research of ASPETE through the funding program “Strengthening ASPETE’s research.”

References 1. Falconi, M.: The rules of innovation. Mech. Eng. 7(137), 6 (2015) 2. Harris, C.E., Jr., Davis, M., Pritchard, M.S., Rabins, M.J.: Engineering ethics: What? Why? How? and When? J. Eng. Educ. 85(2), 93–96 (1996) 3. Sheppard, S.D., Macangay, K., Colby, A., Sullivan, W.: Educating Engineers: ‘“Designing for the Future of the Field.”’ Jossey-Bass, New York (2008) 4. Bairaktarova, D., Woodcock, A.: Engineering student’s ethical awareness and behavior: a new motivational model. Sci. Eng. Ethics 23, 1129–1157 (2017) 5. Shuman, L.J., et al.: Can our students recognize and resolve ethical dilemmas? In: American Society for Engineering Education Annual Conference and Exposition, Salt Lake City (2004). https://doi.org/10.18260/1-2-13015 6. Burgess, R., et al.: Engineering ethics: looking back, looking forward. Sci. Eng. Ethics 19(3), 1395–1404 (2012) 7. Lynch, W.T., Kline, R.: Engineering practice and engineering ethics. Sci. Technol. Human Values 25(2), 195–225 (2000) 8. Barakat, N.: Engineering ethics: a critical dimension of the profession. In: Global Engineering Education Conference (EDUCON), 2011 IEEE, pp. 159–164. IEEE (2011) 9. Harris, C.E., Jr., Pritchard, M.S., Rabins, M.J., James, R., Englehardt, E.: Engineering Ethics: Concepts and Cases. Cengage Learning, Boston (2013) 10. Van Bossuyt, D.L., Dong, A., Tumer, I.Y., Carvalho, L.: On measuring engineering risk attitudes. J. Mech. Des. 135(12), 121001 (2013) 11. Bielefeldt, A.R., Canney, N.: Impacts of service-learning on the professional social responsibility attitudes of engineering students. Int. J. Serv. Learn. Eng. Human. Eng. Soc. Entrep. 9(2), 47–63 (2014) 12. Balakrishnan, B., Tarlochan, F.: Engineering students’ attitude towards engineering ethics education. In: 2015 IEEE Global Engineering Education Conference (EDUCON), pp. 16–22. IEEE (2015, March)

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Inclusion of the Sustainable Development Goals in an Engineering – Biomimetics and Sustainability – Course Curricula Elsy G. Molina-Solís , Patricia Vázquez-Villegas , Luis Alberto Mejía-Manzano , Javier Romo-Molina , Mariajulia Martínez-Acosta , and Jorge Membrillo-Hernández(B) Tecnologico de Monterrey, Monterrey, NL 64849, México [email protected]

Abstract. This paper presents the experience of including the Sustainable Development Goals (SDG) in the Biomimetics and Sustainability course at Tecnologico de Monterrey, a general engineering education subject of the TEC 21 Model. The work was conducted in six groups during the Spring and Fall terms of 2022, accounting for 194 students. In this assignment, students had to prepare a proposal for using wind or solar resources to generate electricity in a region of their choice, making all the necessary research, suppositions, and calculations to ensure the proposed alternative was enough to provide the required energy. In addition, they had to select three or more SDGs (with their respective goals) that were most in line with their proposal and justify the reason for their choice. Students’ reports were assessed with rubrics and checklists, considering the accomplishment of the report components and the completeness of their argumentation. Most students selected SDGs #7, “Affordable and clean energy”, #11, “Sustainable cities and communities”, and #13, “Climate action”. In an anonymous survey, students agreed that learning becomes more significant by including the SDGs in the class assignment. We hope this work motivates more teachers to incorporate the SDGs in the different projects or proposals their students carry out in any subject, whether their institution has a sustainability plan. Keywords: Educational innovation · higher education · education for sustainability

1 Introduction The Sustainable Development Goals (SDGs) are 17 global goals adopted by the United Nations (UN) in 2015 as part of the 2030 Agenda for Sustainable Development. The SDGs aim to promote sustainable development by addressing the root causes of poverty, inequality, and environmental degradation and by fostering economic growth, social inclusion, and environmental sustainability in a balanced and integrated manner [1]. Incorporating the SDGs into education, educators can help students develop a deeper © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 77–88, 2024. https://doi.org/10.1007/978-3-031-53022-7_8

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understanding of the complex interconnections between social, economic, and environmental systems and how these systems interact to shape the future of our planet [2, 3]. The SDGs can also inspire and motivate students to take action to address sustainability challenges in their own lives and communities and to become agents of positive change in the world [4]. Students play a critical role in the implementation of the SDGs because they have several characteristics that make them essential in this task: they are critical thinkers, agents of change, innovators, communicators, and leaders [5]. 1.1 Education for Sustainable Development Education for Sustainable Development (ESD) is an approach to teaching and learning that promotes the values, knowledge, and skills needed to create a more sustainable and equitable world [6, 7]. ESD can take many forms, including formal and informal education, experiential learning, community engagement, and interdisciplinary research [8–12]. ESD is a key instrument for achieving SDGs [13]. The SDGs are significant for ESD because they provide a globally recognized framework for addressing our planet’s most pressing sustainability challenges [14, 15]. They offer a common language and set of goals for stakeholders across different sectors and regions [16]. The SDGs provide a powerful vision for creating a more sustainable, equitable, and resilient world for all. In this line, it has been proven that the inclusion of SDGs in university courses is part of the strategies of Higher Educations Institutions (HEIs) for achieving sustainability with good results and participating in sustainability rankings [17]. HEIs play a fundamental role in supporting the implementation of the SDGs by ensuring that future generations of learners have the skills, competencies, mindsets, attitudes, and values to transform organizations and societies truly. Since adopting the 2030 Agenda in 2015, several HEIs have made impressive progress in integrating SDGs into their institution’s work, focusing on providing an interdisciplinary learning environment related to sustainable development and developing new programs focusing on sustainable development and the SDGs [18]. 1.2 Biomimicry as a Framework for Sustainable Development Biomimicry is an innovative approach to sustainable development that looks to nature for inspiration in solving human problems [19]. This approach involves emulating nature’s patterns and strategies to develop sustainable solutions to social, economic, and environmental issues [20, 21]. The B&S course is an interdisciplinary course that explores how natural principles can be applied to design sustainable solutions to environmental problems [22]. The course typically integrates concepts from biology, ecology, engineering, and design and encourages students to use a systems-thinking approach to problemsolving. It aims to prepare students to become innovative and responsible leaders who can contribute to a more sustainable future by using nature as a guide for design and problem-solving. B&S is a basic-level exploratory course where the student will learn about the functional mechanisms and processes that biological systems implement in nature, identifying those strategies that allow innovation and technological development with a focus on sustainability. The integration of the SDGs in the course content of a B&S course

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can be an opportunity to encourage students to think critically about how B&S design can contribute to achieving these goals [13]. It could enhance the relevance and impact of the course, providing students with valuable learning opportunities and encouraging them to become agents of positive change in the world. 1.3 Justification of This Work On April 2021, Tecnológico de Monterrey launched the 2025 Sustainability and Climate Change Plan [23]. With this plan, Tecnologico de Monterrey wants to strengthen the culture of sustainability further so that everyone in the community commits to contribute to institutional goals and to live this culture in the different areas of our lives. The aspiration is to build a sustainable future by embracing a proactive culture towards sustainability and climate change. The mission of the education strategy is to train leaders committed to forging a sustainable future. The objective is to integrate climate change and sustainable development education into the next professional curricula. The objective of this work is to share the strategies employed to include the SDGs in the B&S course and answer the research question: How is it enriching to include the SDGs in the B&S course? This work aims to accelerate and enhance locally relevant ESD by giving examples of successes and failures that could reinforce the professional development of the world’s educators [24].

2 Methodology The present research was carried out as a case study, as this methodology has been described as appropriate in studies of ESD in higher education [25]. To go beyond description, we attempted to problematize the practice by comparing the results of the employed pedagogical approach with the cognitive, socio-emotional, and behavioral domains of SDGs learning objectives [13]: – Cognitive: knowledge and thinking skills necessary to better understand the SDG and the challenges in achieving it. – Socio-emotional: social skills that enable learners to collaborate, negotiate and communicate to promote the SDGs, and self-reflection skills, values, attitudes, and motivations would allow learners to develop themselves. – Behavioral: actions and competencies. The pedagogical approach used in this work was the “Judge Better or Best”, where students judge from various options that best meet the identified criteria [30]. Moreover, the teaching style accompanying the pedagogical strategy was active learning, fostering critical thinking, creativity, and transformative learning [26]. 2.1 Pedagogical Strategy B&S is a general elective offered by the School of Engineering and Science. There are students from all academic programs between the first and fifth semesters. The “Energy Harvesting” project is carried out on this subject. In this project, the student must propose

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using wind or solar resources to produce electricity in any locality and building. The proposal is individual, corresponds to one of the two pieces of evidence for evaluating sub-competences, and represents 26% of the final score. In the proposal, the students must provide technical information about the chosen site and the availability of solar and wind resources. They must justify why their proposal takes advantage of a particular resource, explain the technical part of the resource to be used, and its positive and negative impacts in the three dimensions of sustainable development (economic, social, and environmental). Students must select 3 SDGs and their respective targets that most align with their proposal and justify the reason for their choice. The implementation involved the Spring and Fall terms of 2022. During the class sessions, they were given the necessary information to propose and extra advice if requested, and the students had three weeks to prepare it. They were provided a format to comprehensively and orderly present all their research information. The objective of providing them with the format is to focus on important aspects such as the selection of the SDGs and the targets that best align with the proposal, as well as on the justification of said selection and be focused on how to present the information. To include the SDGs, the students must carry out an intentional process that requires a thorough understanding of the goals and how they relate to the project content [27]. First, resources were provided for students to learn more about the SDGs, providing links to relevant websites and speaking about the SDGs and their relevance to the course content. Students had to review the 17 goals and their targets and understand their objectives and interrelationships. After this, students had to identify at least three SDGs that were most relevant to the project content considering the local context and the most pertinent SDGs to the region they chose. Once the relevant SDGs were identified, the next step was to incorporate them into the project outcomes and integrate how the project could address a given SDG in the final report. 2.2 Assessment and Data Analysis The methods employed to collect data were content analysis, qualitative analysis, and feedback analysis. The content analysis provided a quantitative measure of the degree to which the SDGs are being addressed in the projects [28]. With qualitative analysis, we identified themes and patterns related to the impact of SDG inclusion on student engagement and learning outcomes [29]. Participant feedback provided valuable insights into student behavior, interactions, and engagement [30]. By using a combination of methods, we could gain a comprehensive understanding of how SDG inclusion is impacting student engagement and learning outcomes. Content and Qualitative Analysis. To evaluate students’ understanding of the SDGs and their ability to apply it to real-world situations, the content analysis assessed the extent of the project coverage of the SDGs, which SDGs are covered most extensively, and which SDGs are not covered at all. The assignments were analyzed, developing a coding scheme to investigate the extent to which SDGs were covered in the projects. We calculated the frequency with which each SDG was covered, compared the extent of coverage across different SDGs, and identified any data patterns or trends.

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Student Feedback. We also wanted to know how the SDGs impacted student engagement and learning outcomes, whether the SDGs increased students’ motivation to learn, and whether the SDGs improved students’ understanding of sustainability issues. For this, we implemented an anonymous and optional survey. We ask students about 1) their experiences with the course materials related to the SDGs, 2) how the SDGs have impacted their learning, and 3) whether they have increased their motivation to learn. The survey was provided through the Google Forms platform. Students’ answers were coded following an inductive approach to identifying themes from the data [31]. Code analysis was made manually [32]. We draw conclusions based on the data analysis to make recommendations for improving the course to integrate the SDGs better. With this strategy, we wanted to understand better the extent to which the B&S courses integrate the SDGs and identify areas for improvement.

3 Results and Discussion It is considered that the SDGs can only be met with the intervention of the higher education sector [33]. This requires universities to integrate sustainability into all aspects of the institution [30]. It includes rethinking curricula, campus functions, organizational culture, student engagement, leadership and management, community relations, and research [35, 36]. This aligns with the 2025 Sustainability and Climate Change Plan, in which Tecnológico assumed the following commitments: Achieve carbon neutrality by 2040 [23]. One of the objectives for 2026 is to include in the professional study plans the competencies to face sustainable development challenges. As of March 2023, Tecnologico de Monterrey has integrated at least one SGD in 21% of its undergraduate academic programs. In this work, a total of 196 projects were delivered by the students of the B&S courses from 2022. Three of these courses were taught in the Spring term, and three in the Fall term. Figure 1 shows the distribution of the regions selected by the students to implement wind or solar technology according to the place’s characteristics. There were twelve types of Real State (RS) categories in which the building students selected were classified. More than half of the students set a single house or department to propose implementing the chosen technology (49.23%). After this, the categories of infrastructure (parks, roads, airports) (11.79%), Commercial small (office, small businesses) (8.21%), and Schools (primary, secondary) (8.21%) were the most selected. Other categories (land, entertainment, cultural, religious spaces, commercial big, services, rural, and housing developments) accounted for 22.05%. At the same time, storage data banks accounted for 0.51% with only one mention. From these works, only three students selected both technologies simultaneously, three selected more than 3 SDGs, and two still needed to complete the assignment. For the data analysis, we set the first technology chosen, the first three SDGs written in the report, and those incomplete assignments were not considered for further research. Thus, from here, only 194 works will be considered, from which 14.43% choose wind technology and 85.57% choose solar technology. Table 1 shows the frequency distribution of the selected SDGs according to the corresponding RS category.

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Fig. 1. Maps of the regions selected in the “Energy Harvesting” project delivered by the students of the B&S course during 2022 to implement wind or solar technology, according to the place characteristics. The colors in the maps are represented on the corresponding label, indicating the percentage of the total documents delivered by the students (n = 196).

Although each proposal is unique, most students agree on the SDGs involved in these proposals. Most students (n = 187) selected goal #7, “Affordable and clean energy.” The second place in frequency was obtained by goal #11, “Sustainable cities and communities” (n = 134), and the third place was goal #13, “Climate action” (n = 113). Those who proposed homes or commercial buildings also selected SDG #12, “Responsible production and consumption”. On the other hand, SDG #1, “No poverty”, tends to appear in proposals for using the resource in rural areas that currently lack electricity. SDG #4, “Quality education”, was closely related to school buildings. The selection of the least frequently occurring SDGs (#2 “Zero hunger”, #6 “Clean water and sanitation” and #16 “Peace, justice and strong institutions”) depended not on the type of place selected in the proposal, but on a broader and deeper analysis that the student made of his proposal. Figure 2 shows seven different groups of numerical grades assigned to the documents submitted by the students in both the Spring and Fall semesters. It was observed that the students of the second semester obtained higher rates than those of the first semester of the year. The low scores were partly due to students needing to identify SDG targets correctly. This reflects that students know the SDGs but must review the targets and indicators. Understanding the targets of the SDG worked on is essential to identify the strategic area that is positively impacted; this helps the implementation of the SDG. In the first group of scores of the spring semester, 27/98 students incurred this error, of which six were from the group of lower grades (50–69). For the second semester, the instruction on SDG research was modified so that only 7/96 students made this error, of which none scored below 70.

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Fig. 2. These are the grades assigned to the documents of the “Energy Harvesting” project delivered by the students of the B&S class.

After the content analysis, student observation and feedback on the impact of SDGs inclusion in the B&S course were analyzed. Interest and high engagement of the students in the topic were observed. The students’ opinions indicated they were highly compromised with understanding and applying the SDGs, indicating that the activity motivates them to learn. Only 61 optional survey answers were received. A total of 37 codes are shown as a word cloud in Fig. 3. These codes were grouped into more general inductive categories, as shown in Table 1. This table shows the practical implications of including the SDGs in a B&S course (or any course).

Fig. 3. Word cloud of inductive codes assigned to the student’s answers to the optional survey about their opinion of the SDGs implementation in the B&S course. The size of the letter represents the number of repeated codes.

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Table 1. Inductive categories from the qualitative content analysis of the feedback survey regarding the inclusion of SDGs in the B&S course. Main Category

Second order category Practical implications

Learning engagement

Motivation

Including the SDGs in the B&S project motivates students to learn more about topics, they may not have been aware of before. It increases their interest, attention, and curiosity, making learning more enjoyable

Commitment

Including the theme of the SDGs in a B&S course allows students to connect their goals and careers, generating a commitment to achieve them in their future jobs

Pertinence

Students learn relevant content to focus on the knowledge acquired in their careers

Recognition

Students recognize the importance of the SDGs and the actions to achieve them, generating an awareness of current problems and that they must work to solve them so that learning becomes transcendent

Actuality

The learning obtained considers real and current problems. Allowing students to generate solutions and impact strategies to these problems allows learning to make more sense

Learning significance

Learning competencies Culture

The introduction of the SDGs in subjects such as B&S allows the practice of competence that involves skills, attitudes, and values in addition to knowledge, which can generate lasting change

Self-efficacy

By being motivated to learn, students develop skills to learn more independently. They can develop skills such as analyzing information, researching, or planning to achieve deeper learning about the knowledge gained in the class and its application

Moral assimilation

Students recognize their role as actors of change in society. It allows them to understand how to apply their career knowledge and act for the common good

Some students had already seen the SDGs in previous classes of their career or high school. The greatest impact was on those students who were first-time or in whose careers they had not seen all the SDGs, as in the case of music or medicine: “It has been

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very relevant, especially for the career I have since there is no course as such that makes you understand the importance of these objectives applied to health”. Negative outcomes were found in the students’ feedback (n = 16). For example, some students mentioned that including SDGs in the course was redundant. These answers were neutral or negative: “They have not had any impact on the things I learn”, and “I think sometimes they make certain topics repeat within various subjects, which can be tedious”. In the end, we obtained more positive answers. However, this kind of reaction drives us to improve the strategy under which the SDGs are included so that it can interest people regardless of whether they have seen the topic in other classes. Furthermore, engage them with their importance and reiterate that as future professionals, they must generate actions to fulfill the objectives. The results observed in this work align with other works regarding selecting SDGs for a university assignment. In [37], students used systems and design thinking with a focus on SDG13 (Climate Action) plus a second SDG of choice to develop a deliverable “product” for an intended audience. This work was carried out during five years in a medical program. The authors concluded that engagement with planetary health fostered competencies, attitudes, and values. In their feedback, students reported personal and professional development regarding their awareness of the environment as a determinant of health and their responsibility to “take action” on climate change. Including the SDGs in the curriculum presented a more amenable approach to introducing sustainability into the business school [38]. In other works, the SDGs have been included in Biomimicry activities, adding a part of the student score to whether the project complies with any SDGs. However, the implication has not been studied [39]. On the other hand, the positive results may have been due to the B&S course itself. In other studies, it has been found that the biomimicry class stimulates curiosity and motivation, making learning active and enjoyable. On the other hand, it has been found that students tend to make superfluous associations, and difficulty in engaging all participants has been found [40]. This work has some limitations; for example, we did not investigate the dependence of students’ evaluation on their gender, academic program, years of study, and previous awareness of the SDGs. This investigation and statistical analysis will be conducted in future works. In answering the research question: how is it enriching to include the SDGs in the B&S course? The “Harvesting Energy” project was useful in accomplishing the SDGs’ cognitive, socio-emotional, and behavioral objectives [13]. The study highlights the importance of preparing students with the skills and knowledge to address global challenges. This study calls for continuous assessment of the impact of SDG integration on student engagement and learning outcomes to ensure that the curriculum meets its intended goals. Because broader sustainability practice within biomimicry remains largely unaddressed, biomimicry educators are initiators of a turn to nature and a biologically endowed practice; all biomimicry educators and facilitators should individually and collectively commit to always include an explicit sustainability approach within their pedagogy [41].

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4 Conclusion This study on the impact of SDG inclusion on student engagement and learning outcomes in an engineering course (B&S) can significantly contribute to the existing literature on sustainability education and SDG integration. The study provides empirical evidence on the impact of SDG integration on student engagement and learning outcomes in higher education. The results indicate that selected SDGs were highly related to the students’ proposals. However, it is evident that a certain consideration degree of other SDGs. However, the adopted student-centered approach, focusing on the impact of SDG inclusion on student engagement and learning outcomes, provided insights into how to design and implement SDG-related activities and assignments that effectively engage students and promote their learning in other engineering courses. This course offers students the possibility of living with students from different disciplines, which means that the proposed solutions can respect and include the principles of the SDGs: integrality (economic, environmental, and social) and universality (guarantee the participation of all). This assessment can guide the designing and implementing of pedagogical strategies that effectively engage students and promote their learning about SDGs. Overall, this work provides a framework that explores the experience of integrating the SDGs into a B&S course, focusing on evaluating the impact on student engagement and learning outcomes and providing implications and recommendations for future sustainability education efforts. Acknowledgments. The authors would like to acknowledge the financial support of Writing Lab, Institute for the Future of Education, Tecnologico de Monterrey, Mexico, in producing this work.

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Learning Content Revisited: Basis for Creating a System of Educational (Pedagogical) Activities Tiia Rüütmann1(B) , Urve Läänemets2 , and Kadi Kaja2 1 Tallinn University of Technology, Ehitajate Tee 5, 19086 Tallinn, Estonia

[email protected] 2 Estonian Academy of Music and Theatre, Tatari 13, 10116 Tallinn, Estonia

Abstract. Overview of the development of curriculum theory and practice is presented with the background of the scientific principles for curriculum analysis and planning. The central role of the learning content and possible structures for its formulation in curricula are discussed. Development of four IGIP prototype curricula is analyzed. The results of the pilot study on the importance of the learning content and its structure in the school curricula are presented. Opinions regarding the value of the content of learning in national curricula collected from school teachers by a questionnaire and from school textbook publishers by semi-structured interviews are analyzed and the concept of teachers’/lecturers’ professional curriculum “reading skills” are discussed. The field of curriculum administration and management contains the whole process starting with specification of demand for education, design of reform ending up with implementation of regularly updated curricula with corresponding plan of specified resources (time, finances, competent professionals). Keywords: Learning content · course design · basic concepts · integration · sequence of learning activities

1 Introduction Ralph Tyler said in in an interview in 1990: So long there is education, there has to be a curriculum. The concept of curriculum has been defined in many ways, and they all try to highlight diverse elements meaningful for characterizing it. [1–5]. Hilda Taba has already in 1962 offered the shortest definition: Curriculum is a plan for studies [6], which serves as a basis for organizing learning at all levels also today. However, these plans or curriculum documents exist in different forms and structures, but basically, they all try to specify, what kind of learning occurs and to what desirable results it would lead. Taba was also the first to distinguish between being and becoming in the dynamic development of the learner considering his/her individual aspirations in the process of lifelong learning [7]. Recognized learning achievement, for example becoming a highly qualified and wellpaid specialist, means a new social status and rise in self-esteem, so meaningful these days for anybody’s social position and mental health. Availability of highly qualified specialists is also crucial for any society at large as all its fields are expected to function © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 89–99, 2024. https://doi.org/10.1007/978-3-031-53022-7_9

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at professional level. It all sounds clear and understandable, but the perennial question” What is worth learning” remains and requires answers especially, when an additional question is posed “What for is a particular type of learning organized?” And an answer to the last question means social demand for education, which must be regularly monitored to provide information about desired innovation and reforms. It is generally agreed that learning is communication between the learners’ and teachers’ [2] exchange of professionally valid experience as information, which learners need for taking decisions at different stages of their lives for adjustment in the environments they exist in. Information offered about opportunities of learning always means carefully selected and structured content, providing the learner with knowledge, skills, and ethics, relevant for his/her period of individual development of socialization, finally leading to professions/qualifications to be used at the labor market as a citizen and an active member of society. The debates concerning the importance of the content or that of the process of learning became particularly active since 1980, when motivation for accepting learning as diligent work started to decrease. Many considered new and more interesting environments and activities to be the remedy, even the term “edutainment” appeared, but academic achievement did not improve. Today there is a more balanced approach, according to which goals/aims and the content of learning have slowly moved to the foreground, taken as a priority again, concerning education at large.

2 Background As it is known, the content of learning is either described or prescribed in different types of curricula and available for students for making their educational choices. Professional teachers create according to these curriculum documents conditions for learning, offering supportive environments for learning activities. However, these environments and learning activities primarily depend on the content to be acquired, so different environments meaningful for learning must be designed - by offering lectures, handbooks, websites, labs etc. Understandably, these activities and environments have to be meaningful and specifically designed for learning with comprehension, which allows to store the new knowledge and skills in the long-term memory. Sounds logical and simple, but an extremely challenging and time-consuming task for implementation in practice, especially considering the price of the curriculum and educational resources (finances, time, teachers’ competence) available. In addition, curricula are expected to be dynamic and developing, living and holistic documents meeting the ever-changing demands for education with different functions, relevant for diverse target groups this or that way engaged in education. It also has to be admitted that educational needs for new literacies keep appearing as changes in different political, social or other fields take place globally, regionally and locally. Recent pandemic has made all teachers/lecturers work under new conditions and use different types and forms of remote learning. That meant wider use of digital environments and good competences to manage them. At the same time, teachers had to professionally manage the content for learning, which proved a particularly hard task, as new conditions did not allow traditional F2F activities, practical lab activities or other approaches well planned and functioning so far. It must be accepted that new demands

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for education have to be met and sometimes even new competence fields become evident in an unexpectedly positive way [8]. Since 2000 competencies and literacies of different kind have been discussed (OECD Key competencies 2001 [9], European Key competencies 2018 [10], International Engineering Alliance (IEA) attributes of engineering graduates [11], IGIP (International Society for Engineering Pedagogy) competencies of engineering educators [12], etc. In addition to traditional literacies and more modern digital, financial, political, and other specified types of literacies the time for curriculum literacy has come. It means better comprehension and ability of people organizing and leading education to “read” and analyze different curriculum documents, to see the meaning of curriculum reforms and influencing factors in particular contexts of different education systems in respective countries, providing experience one can learn from. At the same time, such a “literacy” can create wider and more meaningful foundations for new curriculum designs for future at different levels and forms. It can also make curriculum development a professional and well-informed enterprise, leading to practical implementation, if perceived and accepted as meaningful improvement of existing systems. Curriculum theory as a field of research in its own rights was established in 1960 after the Sputnik Shock in 1957, which influenced education all over the world. At the same time, it became evident that the amount of information, which all could be used for learning, had become unmanageable; it could not be included either into school curricula, or university programs/courses. So more specific setting of goals and principles as well as specialization set in, which although meant for good purpose, created new problems, how to make educational systems open for diverse learners. Considering the idea of life-long learning as an ideal nobody question today, it meant that access for learning had to be made available for different learners at different times of their lives and levels of education. It meant that curricula became documents, offering information, what and where something could be studied, how education is administered in a society and what teachers as professionals are expected to follow [13]. This information in curricula allows learners to decide, what educational path to take considering their capabilities and interests. To make curricula into holistic and meaningful systems from early childhood education to university level professional specialization required foundation principles. As early as 1949 Ralph Tyler [1] has specified his rational for curriculum documents, consisting of four elements: aims, learning experience, organizing learning and evaluation) remained the bible for English-speaking world whereas in Europe Humboldt’s Bildung approach (cultural inclusion of learners) dominated [4, 14]. As Tyler could not specify the “learning experience”, Hilda Taba created a more specific model in 1962, in which seven elements were specified [6]. As an elegant sequence to existing theorizing Adolf Melezinek proposed his “Strukturtheorie”, which focused on the content of learning [2] and allowed to specify basic structures of knowledge. It has remained the basis for further developments and in 2012 a planning model was created where components of curriculum development and educational planning at large were included [15] (see Fig. 1).

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How much?

How? When?

What?

Who? Where?

Fig. 1. Planning model by Urve Läänemets [15]

Langer and Schulz, Thun and Tausch [2], representatives of the Hamburg School, have developed an appropriate concept of comprehensibility based on empirical studies. This concept can be used for the preparation and analysis of clearly understandable oral technical information as well as technical and scientific texts, including curricula. German researchers Langer and Schulz, Thun and Tausch [2] have compiled four characteristics of intelligibility of the Hamburg School: • • • •

Simplicity. Articulation – order. Brevity – accuracy. Additional incentives.

If the above-mentioned features can be detected when analyzing scientific texts, the materials are considered easy to understand. Langer, Schulz, Thun and Tausch developed a detailed methodology for analyzing and evaluating the comprehensibility of texts and oral presentations. Melezinek’s approach [2] has been used for development of IGIP curricula since 1977. And currently the process and results of four curricula can be followed. The First IGIP Prototype Curriculum (Ing.Paed.IGIP Curriculum, since 1978) was intended for 204 h of auditorium work. According to the first curriculum, there were three modules: a compulsory theoretical module, a compulsory practical module and electives. The basic theoretical subjects have been “The Fundamental Principles of Engineering Pedagogy” and “Engineering Education Practice”, “Selected Principles of Psychology and Sociology”, “Ethics”. Subjects of the practical module have been “The Fundamental Principles of Educational Technology and E-Learning”, “Laboratory Didactics”, “The Fundamental Principles of Understandable Text Creation and Rhetoric”, “Communication and Discussion Training”, Working with Projects: Curriculum Analysis and design”, “Principles of Biological Development”.

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Today the fourth IGIP Prototype Curriculum is in use already. The basics of the first curriculum are valid still now but there are some new subjects, like “Common Projects with Industry”, “Entrepreneurship.”. All IGIP curricula are designed in the amount of 20 ECTS. It is possible to add subjects and modules according to the specifics of different countries, but the minimum 20 ECTS should be covered. The curriculum also includes “Other Subjects” (a min. total of 16 sessions of electives). Subjects such as education law, education institution management, etc. were to be approved by the competent NMC according to the situation in their country. As fluency in at least one world language is encouraged in addition to one’s native language, appropriate guidelines are also to be laid down by the competent NMC, if necessary. Psychosocial and pedagogical training of teachers of technical disciplines based on IGIP Prototype Curriculum has always been a necessary requirement to include a teacher in Ing.Paed.IGIP Register [16]. IGIP curricula have been developed considering prior experience and achievements and become axiomatics, which has proved academically correct and implementable in training engineers. It is particularly interesting, considering how well it has managed to consider the changing needs for engineering education and how it has prepared ground for future developments. The IGIP curriculum allows all engineering educators to receive training accepted in different countries, which means better mobility in the labor market and a professional career.

3 Methodology and Results of the Pilot Study Methodology of the pilot study includes document analysis of the curricula, survey (based on the questionnaires) and semi-structured interviews. The 5-point Likert scale was used, and the respondents had to agree or disagree about the statements. In addition, there was an opportunity offered to make proposals, how curriculum documents could be made more user-friendly, particularly for teachers. 3.1 Pilot Study with Publishers If curriculum reforms are expected to be successful, conditions for their implementation have to be created. Availability of study aids constitutes an important part of supportive learning environments and that was the reason why a new target group - that of school textbook publishers - was selected for piloting. Publishers, reading and interpreting curricula, perceive National Curriculum (NC) as a social construction [5, 17]. Curriculum development is understood as social processes in which curriculum documents are designed, updated, and legitimized periodically. There are two big publishing houses (covering 90% of the market), and several smaller publishers providing schools with study aids. These two together have developed a platform opiq.ee, offering materials for learning all school subjects for grades 1–12 in Estonian and Russian and some in English. A semi-structured questionnaire was used to investigate what kind of information/guidelines they expect to find in national curriculum documents that could create a sound basis for production of study aids. Representatives of both publishing houses shared common views in the following issues.

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1. First-they expect goals and aims of school education in the NC to be more specific and better organized, especially considering their sequence. These, mentioned in the most recent changes in the NC are varied and they sound modern and humanistic, but most often they are diffuse and it is difficult to see their potential for educational message of values. It is evident, that aims in syllabi at the subject learning level are presented without consideration of different taxonomies. Some of the goals are realistic, some are not. 2. Publishers need the specified content of school subjects, as a socially agreed contract, according to which achievement of specified attainment targets could be reached using different pedagogical approaches, methods, and environments. 3. Developmental psychology and stadiums of development of students’ thinking skills (based on Vygotsky!) should be considered when choosing the content for learning at different school stages. 4. Transfer from one school stage to the following ones must be logically sequenced: at the moment all learning specified for grades 1–3 is too simple; transfer from the second level (at the end of grade 6) to the third stage (grades 7–9) is too demanding and students cannot manage with requirements set. 5. Opportunities for integration of school subjects should be evident in the sequence of the content presented in the NC; it would enable students to learn with comprehension and acquire skills and competences for using the acquired knowledge in practice. 6. All exams and other forms of assessment should be based on themes/topics and measurable attainment targets, specified in the NC. It would create a commonly accepted quality level for all schools and students. Everybody in society must have the information about what has been considered worth learning for finishing/graduation of a school. The greatest problems now are related to assessment of expected general competences – nobody has specified them. 7. Publishing houses provide in-service training, how to use the study aids they have produced, including web-based materials. However, teachers and school leaders need in-service training considering educational policy making for comprehension of the essence of the intended curriculum reform. Representatives of publishing houses had different views considering the structure of curriculum documents (its components), concerning recommendations for selection of teaching methods, structures for development of school curricula and for elective subjects at high schools. It can be concluded that people in publishing houses seem to be reasonably well informed about the social, cultural, and political meaning of national curricula, their evaluation, and possibilities of professional development, which for them represents the basis for their business activities. 3.2 Pilot Study of Teachers’ Curriculum “Reading” Skills The second target group, crucial for desired success, are teachers, who are the ones implementing the reform and deciding its results. Curriculum development ideologies and strategies must be explained, why particularly these have been adopted and implemented. It means the task of curriculum administration. By this term the procedures are

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implied, related to the higher (state, political) levels of curriculum decision making as they impinge upon lower curricular levels (regional, institutional, instructional) in order to operationalize curricular intentions (But: are these intensions realistic, professional and culturally relevant?). A questionnaire of 15 questions was used for specification how teachers “read” the curriculum and what they find most meaningful and influential for their practice. The target group was small (n = 16), which was enough for the first and very tentative try to get an idea of their professional analytical skills concerning the curriculum document and the content of learning. The results showed that specification of the content of learning was considered most important for teachers, when organizing their everyday work. They were most worried about the results of exams and other externally administered tests. So, they unanimously agreed that all tests and exams must be based only on the topics and attainment targets specified in subject syllabi of the national curricula (37,5% agree and 62,5% strongly agree). They also supported unanimously (equally 50% agree and 50% strongly agree) that the content of learning as information should be available for all schools and parents/students in case they have to change their place of residence and continue studies in a new location. They also preferred to have the content of learning specified by grades separately, as it would decrease teachers’ workload. The respondents also expected publishing houses, producing study aids and environments to follow the content of school subjects in the NC (the same percentage supporting the statement). However, there were rather diverse opinions considering the way, how the content of learning could be formulated or described in subject syllabi. 50% of respondents preferred to have the content of learning specified by themes/topics, subthemes, and basic concepts, as it would help teachers better prepare their lessons and decrease workload. 37,5% agreed that it could be useful and 12,5% of respondents did not see the value of such presentation. The following statement about opportunities to have integration between subjects specified in the NC already, was difficult for them to answer. They supported the idea of cooperation between subject teachers, which hopefully would lead to better understanding of the subject content. However, 56,3% of respondents saw the potential of such specification of the learning content meaningful for learning with comprehension. The vast majority (87,5%) of teachers supported their professional autonomy and the right to choose their own methods and forms of work as well as additional learning content, in case they have a highly motivated groups of fast achievers, or just the opposite, when the need for differentiation is evident. The statement concerning attainment/achievement standards showed that teachers expected for proceeding into the next grade/form the achievement score be 51%. Teachers encountered the greatest problems with goals and aims set in the NC as general aims and specific aims to be achieved as aims learning different subjects. There were different opinions, whether the aims in NC should correspond to the students’ development levels, characterizing their thinking skills or not. 56,3% of respondents considered it important, 25% agreed it could be important, 18, 7% stayed neutral. (The problem creating diverse comprehension is the text of the NC, where there are nice and eloquent aims, but unfortunately, ignoring different taxonomies.) There were very few

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proposals made, one of them was to specify the minimal achievement standards in the NC as the number of slow achievers and the number of students with special educational needs is constantly growing. The other proposal was to investigate, how transfer from high schools to university could be made smoother, so that students could better prepare themselves for the next level of studies.

4 Discussion Recent research is reflecting a growing awareness by society of the role and significance of the content of schooling in the process of reforming schools and society. The desired “curriculum literacy” is becoming a wider issue with new questions cropping up: will the politicians, teachers, publishers, parents, employers etc. read and interpret the curriculum at all? Or will in-service courses, textbooks, and guidance materials as well as web-based environments do the necessary interpretations of the directions of the curriculum? Which agencies can be of greater significance than the curriculum guidelines to the development of the school subject or a profession (e.g., engineers and medical workers, etc.) at the labor market? Who has the right to decide whether curricula and the content for learning have been chosen in a professional way, meeting the ever-changing social demand for education, or not? As usual, there are more questions and answers. The quality of any training program or curriculum is best assessed by professional organizations, such as IGIP, uniting professionals in the field of engineering education. The content and professional level of National Curricula for schools, preparing potential students for universities, depends on educational policymaking in a particular country and its pedagogical culture and traditions [18–22]. According to Pinar [19], curriculum development always remains a complicated conversation in any society at any time. Accordingly, the object of research is not only the content of teaching, presented in textbooks and curriculum guidelines, but the operationalized content of the classroom [23]. Especially that kind of research should inform policymakers. We therefore have asked: how must the curriculum be formulated, if the teachers shall be able to use it as a starting point for the planning of instruction according to the newly designed reform? It also needs to be found out, what the teacher potential for transmitting the ultimate value goals of schooling related to certain frame factors or context dependent contingencies now of implementing a curriculum reform. Unfortunately, there are very few decisionmakers concerned with the operationalized or the enacted curriculum as a means in the process of school innovation and change. The expression” curriculum as practice” is often used to indicate that it is not curriculum guidelines or curriculum as a document, but curriculum as a part of daily life in schools and classrooms. The teachers were asked to mark, how they understood the meaning of recent curriculum changes and make proposals for creating better prerequisites to contribute to desired processes of school innovation. At the same time, teachers’ comprehension of the reform provides feedback, characterizing the rationale underlying the rhetoric and legitimization of present procedures and strategies of curriculum administration highlighting especially local, decentralized curriculum development.

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In engineering education opinions of specialty organizations must be considered. The prototype curriculum of International Society for Engineering Pedagogy (IGIP) [12] is of highest importance along with the main attributes of a 21st Century engineer. A professionally designed curriculum enables to optimize work in the faculty by saving time for creating supportive learning environments, developing the most effective methodology and for individual counselling of students. Therefore, time as a resource can be used better. Curriculum documents or guidelines are usually presented as political intentions and prescriptions to be put into practice by different people involved (teachers, schoolleaders, school architects, publishers, etc.). Curriculum as a political manifesto very seldom provides precise directions for teaching. Thus, it is most important to know, how people read and interpret curricula and how it influences their everyday jobs/businesses. It is also important to know to what degree the curriculum guidelines are known to, analyzed, and understood by teachers who are the key agents who actually decide the success or failure of a curriculum reform. That is why we have especially called attention to the relations between the curriculum and the teacher. So, the hidden aim behind this pilot study was to find out, how the curriculum must be formulated, if the teachers shall be able to use it as a starting point for the planning of instruction. The quality of school textbooks can be assessed by different criteria, among which readability of the text is of particular meaning. The text as information meant for learning has to be analyzed considering its abstractness, use of terminology, the length of words and sentences [23, 24]. If textbooks are written in the language well understood by students, they have the potential to enhance students’ achievement and save time as a resource in the process of learning. The ability of lecturers at Tallinn University of Technology in analyzing IGIP curricula and developing new ones has provided a very good experience for both curriculum evaluation and development. A new version of the IGIP curriculum was designed, integrating the third and the fourth IGIP curricula and designing a micro-credential program for engineering educators [25]. The more there are different forms and opportunities for organizing learning in COVID or other problematic times, (remote learning F2F learning, hybrid learning, etc.), the more important the curriculum as a plan for learning becomes, offering information about the professionally designed content and its integration. This kind of information can guarantee the stability of educational quality aimed at.

5 Conclusions It can be summarized that teachers and lecturers see and understand the value of good and clear formulation of the curriculum text characterizing primarily the content of learning. Still there is a lack of knowledge and analytical skills concerning integration between the subject/course content and its potential for learning with comprehension. Consideration of developmental psychology and selection of the content for learning does not always seem very clear. Despite the small number of respondents, it is possible to tentatively recommend that a course on curriculum theory and practice should be offered during teachers’ pre-service training at university. It would make professionally designed curriculum reforms implementable and improve teachers’ comprehension

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of the school innovation suggested by authorities. More systematic presentation of the goals and aims, based on taxonomies, and the learning content as a meaningful whole, would also enable more smooth transfer from high schools to university. Professional and systematic approach to the selection and rational sequencing of the content of learning allows to economize resources, especially invaluable and irreplaceable time for learning, create meaningful integration between subjects/courses and plan adequate learning activities. Considering all developments so far, it can be said: the content of learning deserves to be revisited! Societies aspiring for desired knowledge-based developments have to select the needed optimal content for learning at all levels of education most carefully.

References 1. Tyler, R.: Basic Principles of Curriculum and Instruction. Chicago University of Chicago Press, University (1949) 2. Melezinek, A.: Ingenieurpädagogik. Praxis der Vermittlung technischen Wissens. Vierte, neu bearbeitete Auflage. Springer Wien, NewYork (1977) 3. Hameyer, U., Frey, K., Haft, H.: Handbuch der Curriculumforschung. Beltz Verlag, Weinheim und Basel (1983) 4. Klafki, W.: The significance of classical theories of bildung for a contemporary concept of allgemeinbildung. In: Westbury, I., Hopmann, S., Riquarts, K. (eds.). Teaching as Reflective Practice. The German Didaktik Tradition, pp. 85–107. Lawrence Erlbaum Publishers, Mawah, New Jersey, London (2000) 5. Goodson, I.: The making of Curriculum. Collected Essays Falmer, London (1988) 6. Taba, H.: Curriculum Development: Theory and Practice. Harcourt, Brace & World, New York (1962) 7. Taba, H.: The Dynamics of Education. A Methodology of Progressive educational Thought. Kegan Paul, Trench, Trubner & Co., LTD. Broadway House, Carter Line, E.C. (1932). 8. Marsh, C.: Key Concepts for Understanding Curriculum, 3rd edn. RoutledgeFalmer Taylor and Francis Group, London and New York (2004) 9. OECD Definitions and Selection of Competencies. Theoretical and Conceptual Foundations (DeSeCo). DeSeCo Background Paper (2001) 10. European Key Competencies 2018. Council Recommendations on Key Competencies for Lifelong Learning. https://education.ec.europa.eu/focus-topics/improving-quality/key-com petences 11. International Engineering Alliance (IEA) (2023). https://www.ieagreements.org/ 12. International Society for Engineering Pedagogy (IGIP) (2023). www.igip.org 13. Läänemets, U.: Ratio studiorum (in Estonian). Avita ja Eesti Muusika-ja Teatriakadeemia (2021) 14. Klafki, W.: Studien zur Bildungstheorie und Didaktik. Beltz Verlag, Weinheim (1963) 15. Läänemets, U.: Hilda Taba’s heritage and curriculum development in Estonia. International Conference Hilda Taba 110, Tallinn, 7–8 December 2012, pp. 64–66. Juura, Tallinn (2012) 16. Polyakova, T., Prikhodko, V., Rüütmann, T., Auer, M.: The International Society for Engineering Pedagogy 1977–2022. Springer, Cham (2023) 17. Sowell, J.E.: Curriculum. An Integrative Introduction. Pearson Merrill Prentice Hall (2005) 18. Gundem, B.B.: The system of curriculum administration: historical and temporary perspectives. In: Curriculum and School Subjects. Report No. 3, 1990, pp. 41–56. Institute for Educational Research, University of Oslo (1990)

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19. Pinar, W., Reynolds, W., et al.: Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses. Peter Lang, New York (1995) 20. Autio, T.: Making Finnish Kinds of People: Curriculum Knowledge as an Amalgam of Science, Politics and Secular Lutheranism in the Finnish variant of Egalitarian Nordic Welfare Society, pp. 137–157 (2022) 21. Zhao, W., Popkewitz S.T., Autio, T.: Historizing curriculum knowledge translation and ontoepistemic coloniality. In: Zhao, W., Popkewitz, T.S., Autio, T. (eds.) Epistemic Colonialism and the Transfer of Curriculum Knowledge Across Borders. Applying A Historical Lens to Contest Inilateral Logic, pp 3–18 (2022) 22. Hye, J.K.: When numbers Dictate Common Sense: Transnational’s Aspirations of a Global Curriculum, pp. 103–117 (2022) 23. Mikk, J.: Textbook: Research and Writing. Peter Lang, Europäischer Verlag der Wissenschaften. Serie: Baltische Studien zur Erziehungs-und Sozialwissenschaft (2000) 24. Mikk, J.: Õppekirjandus väärtuste kujundajana. In: Väärtuskasvatus õppekirjanduses. TÜ pedagoogikaoskonna väljaanne nr 8, lk.74–96 (2014). (In Estonian) 25. Rüütmann, T., Annus, I., Kübarsepp, J., Läänemets, U., Umborg, J.: Updated curriculum for engineering pedagogical continuing in-service education. In: Auer, M.E., Hortsch, H., Michler, O., Köhler, T. (eds.) ICL 2021. LNNS, vol. 390, pp. 556–567. Springer, Cham (2022). https://doi.org/10.1007/978-3-030-93907-6_59

IGIP Prototype Curriculum in Lifelong Professional Pedagogical Development of Technical Teachers Tatiana Polyakova(B) Moscow Automobile and Road Construction State Technical University (MADI), 64, Leningradskiy Pr., 125319 Moscow, Russia [email protected]

Abstract. At present the need for constant updating engineering education determines the necessity of continuous acquiring new pedagogical competences by the teachers of engineering universities. The opportunity is provided by the systems of their lifelong professional pedagogical development. In the 1970s, based on the principles of Engineering Pedagogy IGIP worked out IGIP Prototype Curriculum for pedagogical development of technical teachers that since then has been updated several times. The goal of the paper is to identify the role and place of IGIP Prototype Curriculum in modern models of lifelong professional pedagogical development of technical teachers as well as their main characteristics. To achieve the goal, four models implemented in different countries were analyzed. The analysis concerned the aims, the structure, the content, the target audience and the total workload of the educational programs. The results of the analysis show that IGIP Prototype Curriculum has still a great influence on lifelong professional pedagogical development of technical teachers. It is either a relevant integrated component of the modern models or the models correspond to its aims and content, which makes possible for learners to apply for the title “International Engineering Educator Ing.Paed.IGIP”. Keywords: IGIP Prototype Curriculum · Engineering Pedagogy · technical teachers · lifelong professional pedagogical development

1 Context The success of the educational process in higher education is to a great extent determined by the pedagogical skills of the teacher. In the 1970s, the International Society for Engineering Pedagogy (IGIP) was the first to substantiate the necessity of pedagogical training of technical teachers and introduced IGIP Prototype Curriculum [1]. In the 1990s, the World Declaration on Higher Education for the 21st Century [2] emphasized that the professional development of teachers should become an essential element of university policy and it should be based on scientific research and take into account international experience.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 100–108, 2024. https://doi.org/10.1007/978-3-031-53022-7_10

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Current modernization of engineering education under the influence of rapidly changing conditions of professional engineering constantly requires new pedagogical competencies from technical university teachers. At present, the formation of new competencies can be ensured by lifelong professional pedagogical development of their qualification. The systems of lifelong professional pedagogical development include a lot of organizational forms: the so-called integrated pedagogical training in master’s and PhD studies; additional professional retraining programs; seminars and webinars; workshops on Engineering Pedagogy; internships; conferences; mentoring; informal networking, etc. But Engineering Pedagogy Training Centers in technical universities provide the most effective way to improve pedagogical skills and abilities. As a result, various models of lifelong professional pedagogical development for technical teachers are emerging and they are still related to IGIP Prototype Curriculum.

2 Goal and Approach The First IGIP Prototype Curriculum was proposed by A. Melezinek in1972. Its concept is based on the principles of Engineering Pedagogy and takes into account the special character of a technical specialist. It is aimed at developing pedagogical competencies of technical teachers. The Prototype Curriculum was updated in 2005, 2013 and 2020 (20 ECTS credits) in accordance with changing social conditions, the goals of engineering education and the achievements of Engineering Pedagogy [1]. IGIP holds Register of International Engineering Educators and in order to be included it is necessary to have the title “International Engineering Educator Ing.Paed.IGIP” after studies based on IGIP Prototype Curriculum. The analysis of IGIP Prototype Curricula [3] shows that new versions of IGIP Prototype Curricula are always further development of the previous ones. There is a tendency of increasing the total workload and the number of modules, mainly due to the elective and optional ones. The most important feature of the Curriculum structure remains the differentiation of theoretical and practical modules. The basic modules are still “Engineering Pedagogy in Theory and Practice” and “Laboratory Didactics”. There is the opportunity for learners to choose different disciplines according to their interests. For a long time IGIP Prototype Curriculum has been serving as the basis for various short-term or long-term Engineering Pedagogy programs. It is interesting to find out if IGIP Prototype Curriculum corresponds to the aims of lifelong professional pedagogical development of technical teachers or it is not taken into account. So, the goal of the paper is to identify the role and place of IGIP Prototype Curriculum in current models of lifelong professional pedagogical development of technical teachers. To solve this problem, four models of lifelong professional pedagogical development for technical teachers were analyzed, namely: the model of lifelong pedagogical professionalism development of Tomsk Polytechnic University (TPU); the model of lifelong professional education of teaching staff under the International Project ENTER; the model of integrated training of PhD students for pedagogical activity in Skolkovo Institute of Science and Technology (Skoltech), and the model of engineering pedagogical

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continuing in-service education in Tallinn University of Technology (TUT). The analysis was focused on the aims, the structure and the content of the models, the competencies to be acquired, the total workload, and the target audience.

3 Actual Outcomes 3.1 The Model of Lifelong Pedagogical Professionalism Development of TPU The purpose of the model is formation and lifelong development of pedagogical professionalism of a technical teacher, which is understood as the synthesis of professional and pedagogical competencies of the teacher, providing the ability to effectively solve the tasks of professional activity [4]. Key competencies are summed up in “The Teacher’s Passport”. Some of them are related to those defined by IGIP Prototype Curriculum, for example: • organization of project and research work of students, design of educational programs and modules, definition of goals and planning of learning outcomes; • the use of modern information and communication tools and technologies for organization of the educational process and self-study work of students; • the use of objective methods and tools for monitoring and evaluating students’ learning outcomes and goals of educational programs, etc. The structure of the competence-oriented model contains five stages. Each of them corresponds to a certain level of teachers’ professionalism. The first stage is empirical. It gives students the ideas about the organization of the educational process based only on their own learning experience. The second stage corresponds to the threshold level of pedagogical professionalism. It provides three training options: pedagogical practice at the level of master’s programs; studying pedagogical disciplines during PhD studies (100 h); mastering the additional professional development program “Pedagogical Minimum” (16 h) for new teachers of TPU. The third stage corresponds to the basic level of pedagogical professionalism. It contains the additional professional program “Teacher of Higher Education “ (1080 h). The program provides fundamental theoretical training of young teachers in the field of Engineering Pedagogy. The fourth stage trains teachers for the advanced level of professionalism of teachers. It includes various additional modular training programs (72 h each), which makes it possible for teachers to choose them. The fifth stage corresponds to the international level of pedagogical professionalism. It provides the program “International Teacher of Engineering University – IGIP” according to IGIP Prototype Curriculum (204 h). Thus, the total workload of the five-stages model is nealy1500 hours. Its modular accumulative system gives technical teachers the opportunity to choose their own individual educational trajectories.

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3.2 The Model of Lifelong Professional Education of Teaching Staff Under the International Project ENTER The ENTER (EngineeriNg educaTors pEdagogical tRaining) project was aimed at the creation and development of the international platform for multilevel professional training/retraining of technical university teachers on the basis of the Eurasian interaction network [5]. The project (2018–2021) was carried out by the consortium of 13 universities and professional public associations from Portugal, Slovakia, Estonia, Kazakhstan, and Russia. Polytechnic University of Porto acted as the project coordinator. The aim of the model of lifelong professional development of teaching staff is the formation of universal, engineering and pedagogical competencies, that teachers should possess today and tomorrow. They were determined by a questionnaire survey of engineering teachers and students; potential employers; heads of universities. The list of competencies also takes into account the best international practices, the requirements of IGIP Prototype Curriculum and CDIO initiative. Some of the competences are related to those of IGIP Prototype Curriculum, for example: • skills in choosing optimal strategies and teaching methods, the ability to use both traditional and innovative methods, understanding the ways of technological sphere development, trends and challenges of engineering education; • skills of designing, adapting and implementing modern interactive teaching and learning methods to increase students’ academic and professional motivation; • the ability to transfer professional information to the audience in a foreign language; • knowledge of psychological and pedagogical technologies and the ability to apply them in professional pedagogical activity; • skills in designing, organizing and supporting the educational process in electronic format using specialized platforms such MOODLE for example; • confident use of methods for monitoring and evaluating the quality of knowledge acquired, including those on the basis of digital technologies; • skills in developing educational materials to ensure the formation of students’ necessary professional competencies. The structure of the competence-based model includes three stages (iPET) of different content and duration. • iPET-1 – short-term courses (two ECTS credits) with the certificate of advanced training; • iPET-2 – the professional retraining program (eight ECTS credits) with the diploma “Teacher of Higher Education”; • iPET-3 – the internationally recognized additional professional program (20 ECTS credits), that gives learners the chance to apply for the title “International Engineering Educator Ing.Paed.IGIP”. All the programs have a modular structure, which allows including lower-stage modules in higher-stage modules. Thus, the modules of iPET-1 can be included in iPET-2 program, which in its turn can be included in iPET-3 program. Thanks to this approach the teachers have the opportunity to improve their competences at their own pace.

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Furthermore, they can choose modules taught in different universities of the ENTER network. So, the ENTER model contains three stages and the total workload of 20 credits (720 h). The learners can choose their own educational trajectories in lifelong professional pedagogical development using the possibilities of international network cooperation. A distinctive feature of the model is that the language of instruction is English. 3.3 The Model of Integrated Training of PhD Students for Pedagogical Activity in Skoltech The goal of the program «Pedagogy of Higher Education» in English developed and implemented in Skoltech [6] is to train PhD students for pedagogical activity in higher engineering education. The aims of the program correspond to Professional Standard of the Russian Federation for university teachers. The course is based not only on the national, but also on the international standards of higher education. It takes into account the experience of PhD programs of the universities in the USA and Europe, as well as IGIP requirements for the title “International Engineering Educator Ing.Paed.IGIP”. The program includes pedagogical practice of PhD students and the course “Pedagogy of Higher Education” (three ECTS credits each). A special feature of the course is its practical focus on the creation of educational resources necessary for the pedagogical practice of Skoltech PhD students. The practice is organized in the form of training sessions for undergraduates. At the end of the course the learners should acquire the following knowledge, skills and competencies that are connected with IGIP Prototype Curriculum: • knowledge of global trends and national legislation in the field of higher education; knowledge of national and international standards of higher education, requirements for the competencies of higher school teachers, as well as skills of their practical application; • knowledge of the fundamentals of higher school pedagogy, methodology of designing educational programs, technologies of their implementation, methods of evaluating learning outcomes. The course “Pedagogy of Higher Education” provides face-to-face interactive lectures of 10 modules and the use of modern technologies (flipped classroom, studio). It also offers self-study work of PhD students focused on individual projects (creation of PBL Units) with on-line communication with the teacher in LMS Canvas. 3.4 The Model of Engineering Pedagogical Continuing In-Service Education in TUT The model of engineering pedagogical continuing in-service education for teachers of technical disciplines was worked out in the Estonian Center for Engineering Pedagogy at Tallinn University of Technology. The model is based on the Fourth IGIP Prototype Curriculum and CDIO standards [7]. The modernization of pedagogical education took into account the study of 2017 aimed at identifying the needs of teachers in pedagogical training. According to this

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study, 51% of the teachers surveyed feel the need for basic pedagogical training; 42% of the respondents expressed the desire to acquire only some new pedagogical competencies; 7% of the teachers believe that they do not need continuous pedagogical education. As a result, the model contains three levels of pedagogical skills acquisition. At the first level, the teachers organize the educational process on the basis of their own learning experience of the educational process as students. At the second level, the teachers who have already received a PhD degree, choose the direction of further development of their career between research and teaching. In case of their orientation to teaching, they need to master pedagogical courses with the workload of six ECTS credits. Later they can choose other courses that ensure the continuity of professional development. At the third level, the teachers reach the level of pedagogical mastery. They can act as mentors to younger colleagues, as well as participate in the research in the field of Engineering Pedagogy. At the end of the updated training program, teachers should be able to: • develop course programs based on selected didactic models; • implement the educational process and analyze it based on the integrated principles of the basic theories of education; • choose appropriate learning models, strategies and methods for effective teaching and learning; • choose appropriate evaluation and feedback methods; use new technologies, modern learning environment and ICT tools for effective learning; • create a favorable learning environment and involve students in it, taking into account their individual differences; • create an academic portfolio and develop a theoretical basis for teaching; • act as mentors and participate in mutual evaluation processes. The continuous teacher training model contains four modules. The first compulsory module “Course design” includes basic subjects for effective teaching. They are “Fundamentals of STEM Didactics”, “Laboratory Didactics” and “Theory and Practice of Curricula”. This module is a prerequisite for beginning teachers who plan to start teaching at TUT. The module allows teachers to acquire the competencies necessary to design a course, define aims and relevant learning outcomes, choose the methodology for effective teaching and evaluation, motivate students, develop course content, analyze curricula and programs, etc. The second compulsory module includes the subjects “Design of the Educational Process”, in which additional skills of pedagogical design and selection of effective educational tools are acquired. They are “ICT Tools for Interactive E-Learning”, “Effective Communication” and “Pedagogical Psychology and Sociology”. This module allows teachers to acquire relevant competencies for using modern ICT tools, active methods, communication strategies, rhetoric, cooperation, and to take into account individual differences of students, etc.

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The third compulsory module “Analysis of the Educational Process” offers the subjects “Problem-based Learning”, “Analysis of the Educational Process”, “Ethical Problems in Education” and “Portfolio Development. The Final Project”. This module supports the competencies of engineering educators in solving real-world problems in the educational process, analyzing teaching and learning, etc. The fourth module offers optional subjects with a minimum of six ECTS credits. At the end of training, learners prepare an academic portfolio with the final project. So, the aim of the competence–based multi-level model is continuous professional pedagogical development of technical teachers. Training teachers gives them the opportunity to apply for the title “International Engineering Educator Ing.Paed.IGIP”.

4 Conclusions The undertaken analysis of lifelong professional pedagogical development models for technical teachers allows making a number of conclusions. All the models considered are oriented at the international requirements for a teacher of technical universities and, above all, the requirements of IGIP Prototype Curriculum. The models either incorporate IGIP Prototype Curriculum as a separate relevant component, or correspond to its aims and content, since they provide the opportunity for learners to apply for the title “International Engineering Educator Ing.Paed.IGIP”. Orientation to IGIP Prototype Curriculum can be explained by the fact that, on the one hand, IGIP is the organization that provides opportunities for accreditation of Engineering Pedagogy Training Centers and teachers’ inclusion in IGIP Register, and, on the other hand, IGIP Prototype Curriculum is regularly updated. Some of the modules take also into account CDIO standards. It is also necessary to mention that there has appeared the trend of providing instruction in English which is the characteristic of some models. The aim of one of the models is even to train teachers for instruction technical disciplines in English. All the models are competence-oriented and describe learning outcomes as pedagogical abilities the learners are supposed to acquire. But the model designers use different approaches for defining the competences. For that purpose, the model developers may use the data of theoretical studies, questionnaire surveys, the requirements of national professional standards for technical teachers, IGIP Prototype Curriculum or CDIO standards. As a result, the models are based on the lists of competences that are different in their number, the content as well as the formulation of competences. But the key competences are related to those of IGIP Prototype Curriculum. At the same time, the authors make attempts to predict new pedagogical competencies necessary for teachers in future. Most models of lifelong professional pedagogical development are characterized by multilevel structure, and the number of the levels, or stages, can reach up to five. The levels of training are correlated by the authors with different levels of pedagogical competence or professionalism. The curricula of the models in question have a modular structure. There are theoretical and practical modules, as well as compulsory, elective and optional ones according to IGIP tradition. The number of the modules increases following the tendency of new

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IGIP Prototype versions. The content of many modules is related to IGIP Prototype Curriculum. The modular structure also ensures the diversity of the educational systems of pedagogical development and therefore they provide the possibility for teachers to choose their own individual educational trajectories. Modular accumulative systems used in the models are a tool for creating and implementing teachers’ individual professional development plans. The analysis of the models also shows that in designing lifelong professional pedagogical development of technical teachers there is a general tendency to increase the total workload of training programs. Now the total workload can reach 1500 h. In most cases, the increase in workload is achieved by the introduction of optional and elective courses, which corresponds to the trend revealed in updating IGIP Prototype Curriculum. The variety of optional and elective courses contributes to the individualization of technical teachers training. So, the models of lifelong professional pedagogical development of technical teachers are aimed at the development of current relevant competencies, take into account the need for the formation of new future competencies and are increasingly focused on the individual needs of teachers. It gives the opportunity to have a large target audience from graduate students to experienced professors and administrators of universities. To sum up, it is necessary to state, that, thanks to constant updating, IGIP Prototype Curriculum has still a great influence on professional pedagogical development of technical teachers that at present offers them the opportunities for lifelong learning. The influence concerns the aims and the outcomes of learning, the structure and the content of educational programs and modules. Acknowledgments. The study has been conducted in MADI as an activity under the project “Effective training model of technical discipline lecturers for the purpose of obtaining “International Educator of Engineering University” certificate - “ING-PAED IGIP”. MADI is recognized as a Federal Innovative Platform according to Order No. 1580 of 25.12.2020 (registered on 03.02.2021).

References 1. Polyakova, T., Prikhodko, V., Rüütmann, T., Auer, M.: The International Society for Engineering Pedagogy. 1972–2022. Springer, Vienna (2023). https://doi.org/10.1007/978-3-03119890-8 2. World declaration on higher education for the twenty-first century: vision and action (1998). http://www.un-documents.net/wdhe21c.htm. Accessed 03 May 2023 3. Prikhodko, V., Polyakova, T.: The history of MADI and IGIP cooperation. In: European Proceedings of Social and Behavioural Sciences, vol. 124, pp. 704–714 (2022). https://doi.org/10. 15405/epsbs.2022.02.88 4. Minin, M., Belomestnova, E., Benson, G.: Pedagogical training of the engineering university teacher. High. Educ. Russia 4, 20–29 (2014) 5. Shageeva, F.T., Mishchenko, E.S., Chernyshov, N.G., Nurgalieva, K.E., Turekhanova, K.M., Omirzhanov, E.T. International ENTER project: a new pedagogical training approach for engineering educators. High. Educ. Russia 29(6), 65–74 (2020). https://doi.org/10.31992/08693617-2020-6-65-74

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6. Chuchalin, A.I. Preparation of PhD students for pedagogical activity in higher education. High. Educ. Russia. No. 8/9, 215. 5–21 (2017) 7. Rüütmann, T., Annus, I., Kübarsepp, J., Läänemets, U., Umborg, J. Updated curriculum for engineering pedagogical continuing in-service education. In: Auer, M. Hortsch, H., Michler, O., Kohler, T. (eds.) Mobility for smart cities and regional development – challenges for higher education. Proceedings of the 24th international conference on interactive collaborative learning (ICL2021), vol. 2 (2021). https://doi.org/10.1007/978-3-030-93907-6_59

Development of Social Activity of Engineers-Pedagogues as a Social Skill in Online Education Maryna Vasylieva1(B) , Inna Romanova2 , Maryna Buinitska1 and Iryna Shepliakova2

,

1 Ukrainian Engineering Pedagogics Academy, Kharkiv, Ukraine

[email protected]

2 H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine

{inna.romanova,iryna.shepliakova}@hnpu.edu.ua

Abstract. The article is devoted to the topical issue of developing the social activity of students - future engineers-pedagogues. The significance of this characteristic for an engineer-teacher is determined by his/her need for self-realisation and the possibility of pedagogical influence on the formation of social activity of students in the professional training process of vocational-technical educational institutions. The complexity of this characteristic and its structure require attention to creating conditions for the formation and development of its components in an educational institution. The socialising environment of an educational institution as a set of influences on the personality of various factors in modern objective (pandemics, internal and external migration, etc.) and subjective (preference for additional education, involvement in lifelong learning, etc.) conditions takes online forms. An attempt is made to build a holistic system for the development of social activity of engineers-pedagogues as a social skill to ensure the positive impact of the socialising environment on the development of social activity components (interests, needs and values; their level of perception and nature of implementation). The developed system involves the involvement of students in the programme of activities in three areas of influence on the personality (motivational, cognitive, behavioral), each of which has its own tasks. The types of activities in the online format for each block are revealed. Examples of the introduction of online forms for the development of social activity of students at the Ukrainian Engineering Pedagogics Academy (UEPA) are given. Keywords: social activity · social education · system · students · online education · engineering and pedagogical educational institution

1 Problem Statement The European integration vector of Ukrainian society has led to a search for ways to restructure the education system. Due to such characteristics as activity, initiative, dynamism, mobility, and openness to new progressive experiences, students become the © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 109–116, 2024. https://doi.org/10.1007/978-3-031-53022-7_11

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elite of the state. The social activity of students is the basis for the social consolidation of society, which is necessary in modern conditions. The social activity of young people should ensure their unification around the system of European values of freedom, dignity, respect for everyone’s rights, responsibility, etc. The organization of social education of students in an institution of engineering and pedagogical education allows ensuring the development of their social activity in a targeted and comprehensive manner.

2 Analysis of Recent Research and Publications Representatives of philosophical thought were interested in the study of social activity of the individual. Accordingly, they first considered it as a philosophical concept [1], and then as a sociological one. A separate direction is presented in pedagogical research [2, 3]. It is the pedagogical aspect that is promising, as it explores the process of formation (and therefore ensuring the formation) of social activity as a personal quality. Social activity is defined through the needs and interests of the individual [1], which ensure his or her proactive and voluntary participation in various spheres of public life. It can manifest itself to the same extent in one or many areas of society. The process of social education plays an important role in the formation of social activity, which: 1) contributes to the realization of the potential of the individual as a representative of a particular community, society as a whole; 2) is based on the system of values cultivated in a particular society; 3) involves a set of systematic and targeted measures for the acquisition and assimilation of knowledge and social experience by children and young people in order to form their stable value orientations and adequate socially oriented behavior; 4) results in sociality as a hierarchy of social values, social qualities, and prosocial behavior [3]. Thus, the main criteria for social activity of a person are: interests, needs and values; their level of perception and nature of implementation [1]. Social activity is manifested in the ability to actively interact with the social environment. The relevance and possibility of ensuring the formation and development of social activity of the individual was emphasized by researchers [4]. The importance of education as a powerful mechanism of social purpose can hardly be overestimated. It is educational institutions as social institutions that ensure the purposefulness and systematic nature of the process of social activity formation. For a teacher of engineering education, such a characteristic as social activity is special and two-vector. It should ensure the self-identification of an engineer-teacher as a specialist with a formed active life position (to take actions aimed at improving society and the professional field). As an effective subject of vocational education, it should ensure the readiness to influence the formation of social activity of students with whom the engineer-pedagogue works. Understanding the mechanism of formation of this personal characteristic, the task is to create conditions and develop a system of measures aimed at the viability of this mechanism. The socializing environment plays an important role. It consists of a set of conditions and influences of various factors (conditionally divided by scientists into macro-, meso-, and micro-factors) on the individual, as well as opportunities that arise in this process to create the basis for the formation of the

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necessary social qualities in the individual to interact with others, to find their own place in the human environment. The whole movement of the individual towards a renewed self, self-creation is always a co-movement, co-creation in a single space with another (intersubjective dimension of socialization of the individual). At the level of subjects, mutual action, mutual influence of different individual existential spaces unfolds. The highest level of such mutual influences is coexistence as a special reality that is not reducible to the individual realities that form it. The result of such interaction is a new subjectivity and the creation of a single socializing space. Such a space acts as a social and educational environment that purposefully influences the consciousness and behavior of an individual and ensures the formation of qualities, beliefs, spiritual and value orientations and needs [5]. In modern conditions, such an environment is taking on online forms, which raises the problem of finding ways to ensure their implementation in order to achieve the goal of forming and developing the social activity of student youth. The problem is the search for new forms, methods, and means of organizing social education in the context of online education. The aim of the study is to design a system of social education of students in the process of online education of a future specialist based on the identified determinants of influence on the effectiveness of the process.

3 Statement of Basic Material and the Substantiation of the Obtained Results The social activity of student youth as a complex characteristic requires the development of a holistic system to ensure the positive impact of the socializing environment on the development of components. At the same time, this influence should be of a relaxed predictive systemic nature. All these requirements can be taken into account when designing an online educational environment for students. A student of an engineering and pedagogical education institution, under the influence of internal (administration of the educational institution, teachers, tutors, students) and external (public organizations, territorial community, etc.) subjects, should become a socially active personality. Such a person further acts as an active subject of the socializing environment in the territorial community, in particular for students of a vocational education institution. The educational programmes for future engineer-teachers include a pedagogical component, which involves preparation for performing an educational function with students in vocational education institutions. Thus, in the current Standard of Higher Education of Ukraine for the training of a specialist in the bachelor’s degree in the field of knowledge 01 “Education/Pedagogy”, speciality 015 “Vocational Education (by specialization)”, approved in 2019, among the special competencies of a specialist is “the ability to ensure the formation of students’ values of citizenship and democracy”. This demonstrates the attention of society and the state to the active role of the teacher of technical disciplines in shaping the personality of a specialist as a citizen, an active representative of society. In view of such an effective pedagogical method of education as personal example, an engineer-teacher should be a socially active person and

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foster social activity in students by his/her own example. The analysis of educational programmes for the training of a student in the speciality 015 showed the presence of special disciplines that provide such competence: “Theory and Methods of Educational Work”, “Fundamentals of Engineering and Pedagogical Creativity”. Undoubtedly, the content potential of these disciplines should be used to develop students’ social activity. However, the extracurricular activities of students should be used to create a socializing environment. The spheres of socialization of the individual in the socializing space are: activity, communication, consciousness. At the same time, activity and communication as active spheres for changing the consciousness of the individual acquire an independent, self-organized character due to the created socializing space. The interactional model is acceptable, in which the socialization of the individual is interpreted as the result of interpersonal interaction, which determines the type of perception of the world. For such interaction, it is important to create favorable conditions (trust, friendliness, tolerance) to avoid “encapsulation” - limiting interpersonal communication (interacting only with a limited circle of people) or completely withdrawing oneself from the circle of communication with others, which can lead to a personal crisis and loss of social status. In order to prevent these processes, it is necessary to expand the field of activity of students, which, in turn, will force them to establish new interpersonal relationships. The conditions of online education lead to the search for new methods of organizing students’ activities and communication, as they cannot do it directly. The activity becomes conditional (most often as an independent one), and communication is transferred to the field of online communication. The concept of creating a socializing online environment involves the involvement of student youth in a programme of activities in 3 areas of influence on the individual: motivational (stimulating cognitive interest in the problem, the need to learn new experiences to ensure the transition of external stimulation to internal beliefs) - cognitive (creating conditions for the assimilation of new information about youth policy, practices of social activity development, ways and mechanisms of this process, opportunities arising in the existing conditions for the development of social activity and its implementation) - behavioral (developing skills of social action in training). Students, showing their own initiative and activity in socially useful activities, having mastered the methods of organizing such work, should become mentors for schoolchildren and promoters of youth practices in the local community. The designed system includes 3 blocks of activities with their own tasks. Block 1. Taking into account the fact that an important motivating component of young people’s social activity is internal motivation associated with needs, interests, values, motives, which allow them to realize themselves, their plans and bring satisfaction, axiological motivation requires a person to have a sense of duty to act (deontological aspect). This block involves the involvement of students in civic activities: participation in civic events such as online opinion polls, action events and will-driven actions, initiating the creation of online platforms for discussing socially useful issues, etc. The subjects develop a sense of their own involvement in the fate and solution of the problems they raise, as well as their own responsibility for their solution. This is important

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for students due to their psycho-age characteristics. Studenthood is characterized by the most favorable conditions for psychological, biological and social development. During this period, the speed of memory, reaction, and plasticity in the formation of skills are the highest; the formation of character and intelligence is dominant; moral, value, and aesthetic feelings are actively developed; social roles of an adult (civic, professional, economic, and family) are quickly mastered; life goals and aspirations are determined. It is during the student years that the revision of value and spiritual categories, axiological reorientation takes place due to awareness and objectification of behavioral motives, and experience in interacting with others. The qualities that are personally significant are formed and strengthened. Given these psychological characteristics of the student age, it is important to create conditions for students to develop confidence in the possibility of self-realization as a citizen, as a representative of a particular profession through the manifestation of their own activity. In this regard, involvement in student self-government is an effective mechanism. Student self-government is seen as a special form of proactive, independent, responsible public activity of students aimed at solving important issues of student life, developing their social activity, and supporting social initiatives. Self-government in a student group should help each member of the group to fulfil their academic duties, promote the professional growth of future specialists, adjust group guidelines and interpersonal relationships, maintain a positive microclimate, ennoble group traditions, etc. [6]. The involvement of the potential of student self-government can ensure a significant modernization of the educational process with the aim of forming and developing the social activity of student youth. UEPA has established a student self-government body - the Student Senate. Its powers include the organization of social activities, including online. The challenge was to disseminate information and encourage students to participate in social life. In this direction, a project was implemented to create an extensive social network (Facebook, Instagram, Telegram), which facilitated the dissemination of socially important information and ensured the fulfilment of the campaigning function. However, the social activity of young people does not manifest itself in constant social actions, and there is no initiative on the part of students. This is due to the lack of knowledge of students about the possibility of organizing such activities, in particular online. In addition, there is some confusion among students, apathy due to the forced situation of leaving their usual living conditions, displacement, etc. Emphasis was placed on psychological support, which was provided online by psychology students. A counselling center (online network) was created, which every student could contact if they needed social and psychological support. At the same time, the model of peer-to-peer social and psychological support was deliberately used to address the social and psychological problems of both the student who sought help and the one who provided it [7]. Block 2. Expanding students’ knowledge of the areas of development of social activity of student youth, mechanisms of involvement in youth social activities (formation of motivation, critical thinking, involvement in changes, reflection) is done through a specially designed course. The course content includes issues of youth social policy;

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ways of its implementation in different conditions, mechanisms for developing or taking into account these conditions. Information on democratic foundations, values of law as a system of ensuring coherence of personal and public interests, and regulation of relations was introduced into the content of legal education of future engineers-pedagogues (discipline “Theoretical and Legal Foundations of Education”). A separate area is represented by information about the mechanisms of social youth policy, which reveals the field of activity and the identification of students’ initiative. Given that it is important for students to master the techniques of identifying social activity in order to find areas of activity that rely on their initiative, the discipline “European Integration and International Project Management” was introduced. The content of the discipline was aimed at familiarizing students with the peculiarities of searching for and participating in international projects, as well as the rules for creating and implementing social projects. Such educational activities helped to increase students’ interest in participating in project activities and engaging in the search for proposals in this area. This was reinforced by the invitation of speakers from ProGRANT to present proposals for the announced calls for proposals. Online communication with representatives of NGOs was organized to highlight the experience of developing social projects (Kharkiv Regional Charitable Fund “Social Service of Assistance”; Kharkiv Charitable Foundation “Blago”). Involvement of students in forums of student self-government bodies, cooperation activities with the Ukrainian Association of Students, conferences of student self-government bodies of vocational education institutions in the Kharkiv region contributed to expanding awareness of students’ opportunities for self-realization of their potential, dissemination of information about opportunities and campaigning for other students to participate in public events. The online mode allowed to increase the number of participants in educational events. This was facilitated by the announcement of events through social media. Block 3. Ensuring that students master practices for the development of youth social activity in project and training activities: fundraising, tutoring (coaching, mentoring), supporting people, giving time to charity, camping [8]. This block involves the organization of active training work in the student center. Invited practitioners have the opportunity to share their own experience in organizing social entrepreneurship and creating youth clubs. The next step is involvement in various types of activities and their organization, i.e. in forms that promote the development of social activity. When a young person feels capable of not only participating in a particular activity but also coming up with ideas for its rationalization, he or she seeks to find mechanisms to improve its effectiveness [8]. Thus, the Euroclub was created to expand knowledge about the activities of the European Union, educate young people in the spirit of European values, establish partnerships with European youth organizations, and promote Ukraine’s course towards integration into European structures. Volunteering, which today represents a powerful movement of coordinated action, is a powerful source of social activity among students and a field for its implementation. Volunteerism is an effective means of activating and developing a personality [8]. Today,

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the Academy has a powerful group of volunteers. Student volunteers are involved in the main types of work, such as prevention, education, assistance to the army, victims of military events, and internally displaced people. Project activities should form the basis of: 1) social activity (with implementation, in particular, with grants and loans from domestic and foreign funds); 2) participation of students in start-ups as a cultural phenomenon, when there are common values of all team members and a sense of significance of everyone’s contribution to the implementation of the initiated idea (using the capabilities of crowdfunding platforms and investment funds); 3) development of student self-government for the implementation of ideas, both in the student environment and beyond; 4) active participation in the life of the community at the place of residence or study. For example, the one is participation in social entrepreneurship (Social enterprises are ambidextrous organizations that conduct activities to meet the social needs of their target beneficiaries simultaneously with income generating activities [9]). These are all areas of activity for students that contribute to the development of their social engagement. The Cultural Centre acts as an active agent in organizing such activities, with its representatives holding events to teach students how to work with schoolchildren: to develop a concept, scenario, think through and discuss all stages of the activity (preparatory, organizational, activity, and final). Online training allows everyone to demonstrate individual elements of such activities. An important place is given to the formation of students’ skills in mentoring students to develop social activity in the local community. Mastering these practices of developing social activity of young people contributes to self-realization - it turns a student into an initiator of social activity. It is promising to create a student Coworking, which will consolidate all areas of activity and expand the scope of initiation and implementation of social activity of students.

4 Conclusions The proposed approach allows to form an effective social and educational environment in the institution of engineering and pedagogical education, which has three main vectors (circles): 1) initiating activities that stimulate social activity, demonstrating an example of active participation in activities with the use of social skills, teaching methods of motivation and organization of socially important activities (student self-government bodies); 2) training activities to teach technologies for identifying social activity in volunteering, crowdfunding activities, formation of students’ skills of mentoring students on the development of social activity in the territorial community); 3) involvement in social activities (social entrepreneurship, start-ups). Such specialists have a clear understanding of social activity both for their own development and for the community and society.

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References 1. Manuilov, E.M.: Social activity of youth: to the problem of understanding the essence. Bull. Yaroslav Mudryi Nat. Law Acad. Ukraine 3, 3–12 (2010) 2. Vasylieva, M.P.: The role of social education of the individual in wartime. In: Kharkiv: H.S. (ed.) Modern realities and prospects of social education of the individual in various social institutions. Skovoroda Kharkiv National Pedagogical University, pp. 48–50 (2022) 3. Ryzhanova, A. O. Development of human sociality as a condition for the formation of civil society. In: Kharkiv: H.S. (ed.) Science and Social Problems of Society: Education, Culture, Spirituality. Skovoroda Kharkiv National Pedagogical University, pp. 98–100 (2008) 4. Roberts-Schweitzer, E., Greaney, W., Duer, K. (eds.) Promoting Social Cohesion through Education: Case Studies and Textbook Tools. The World Bank (2006). http://hdl.han-dle.net/ 10986/6985 5. Petrochko, J.: Encyclopaedia for specialists of the social sphere. Univer-sum, Kyiv, Simferopol, pp. 101–103 (2012) 6. Vinoslavskaya, V.: Psychological characteristics of the student group. Pract. Psychol. Soc. Work 7, 65–70 (2005) 7. Salzer, M.: Consumer-delivered services as a best practice in mental health care delivery and the development of practice guidelines. Psychiatric Rehabilitation Skills, 18 January (2011). https://doi.org/10.1080/10973430208408443 8. Vasylieva, M.P., Kovalenko, D.V., Romanova, I.A.: Development of social activity of student youth as a basis for social cohesion of society. Perspect. Innov. Sci. (Series “Pedagogy”, Series “Psychology”, Series “Medicine”), 1(19), 45–56 (2023) 9. Ávila, L., Amorim, M.: Operational challenges in hybrid organizations: insights for future research. In: Handbook of Research on Emerging Business Models and Managerial Strategies in the Nonprofit Sector, vol. 19 (2017). https://doi.org/10.4018/978-1-5225-2537-0.ch018

Educational Role-Playing Games in the Normative Behavior Development of Future Engineer-Teachers Maryna Vasylieva1(B) , Inna Romanova2 , Zelenin Hennadii1 and Iryna Shepliakova2

,

1 Ukrainian Engineering Pedagogics Academy, Kharkiv, Ukraine

[email protected], [email protected]

2 H. S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine

{inna.romanova,iryna.shepliakova}@hnpu.edu.ua

Abstract. The article describes the experience of using educational role-playing games of professional orientation in the process of training specialists in various fields. The authors propose to increase the efficiency of the development of normative behavior of future engineer-teachers through the introduction of professional role-playing games. The latter are presented as an active method of practice-oriented learning, their varieties and features of implementation in the educational process have been characterized. The basis is the deontological approach to ensuring the normativity of specialist behavior. This approach involves familiarization with the norms regulating the behavior of an engineering education teacher, awareness of their role in professional activity through understanding the mechanisms of norm-setting. The results are implemented on the example of bachelors’ professional training at the Ukrainian Engineering Pedagogics Academy (Kharkiv). Educational role-playing games of professional orientation were used in practical classes in the discipline “Theoretical and Applied Principles of Law”. To implement the practice-oriented paradigm, methodological recommendations for the application of educational role-playing games for the deontological culture development of engineering education teachers in extracurricular activities have been developed. Mechanisms for engaging specialists in the digitalization of educational and gaming activities for the implementation of the online format have been developed. Keywords: normative behavior · engineering and pedagogical education · educational role-playing game

1 Problem Statement Modern challenges require effective deontological training of engineer-teachers who are called and capable of properly and consciously carrying out their professional duties, and at the same time, ready to develop skills of normative behavior in situations of professional activity among students of professional (vocational-technical) educational © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 117–123, 2024. https://doi.org/10.1007/978-3-031-53022-7_12

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institutions. Accordingly, the normative behavior of engineer-teachers is significant for: 1) understanding by a specialist of the documents regulating production processes and awareness of the need to coordinate their own behavior with normative standards; 2) teaching students of professional (vocational-technical) educational institutions the norms of proper professional behavior, using methods to prove the importance of these norms, forming awareness of the need for their strict compliance; 3) ensuring readiness and ability to initiate changes in the normativity of behavior and activities in accordance with the need for these changes. One of the ways to improve the effectiveness of deontological training of future engineer-teachers is to diversify the tools of such training by using professional roleplaying games.

2 Analysis of Recent Research and Publications The concept of “game” is multidimensional and has been studied by various sciences (philosophy, biology, physiology, ethnography, psychology, and pedagogy). There are different views on the interpretation of this phenomenon, among which the most common are: a state of the highest harmony of human cognitive abilities (F. Schiller, 2004) [1]; preparing for business, the original school of behavior (C. Gross, 1916) [2]; reproduction of human activity (D. Elkonin, 2015) [3]; a form of free human self-expression, involving real openness to the world of the possible and unfolding either in the form of competition or in the form of depiction (performance, representation) of some situations, meanings, states (S. Honcharenko, 1997) [4]; specially organized activity for a group of people (O. Smirnova, 2008) [5]. Due to the real opportunity to teach and educate a person in the game, it has become widespread in pedagogy. The complex process of knowledge acquisition during the game mobilizes a person’s mental abilities, attention, imagination, and memory. At the same time, the game always takes place in two-time dimensions: in the present (it represents joy for a person at the moment, contributes to the satisfaction of his or her current needs) and in the future (since the game either predicts or models real-life situations, or consolidates the properties, qualities, skills, abilities that will be necessary for the person to perform social, professional and creative functions in the future). The game is evolving, acquiring modern forms and successfully meeting the most diverse needs of the educational process, in particular in higher educational institutions. After all, game forms of activity are the best way to stimulate students’ mental activity, identify and develop their abilities and creativity, and most importantly, to turn the process of acquiring the necessary competencies into an interesting, exciting activity (individual, group, collective). In addition, modern didactics, referring to game-based learning, considers them to be an opportunity for effective interaction between teachers and students, a productive form of their communication with elements of competition, spontaneity, and interest. Undoubtedly, in the process of training future engineer-teachers, it is important to expand the practice of using active teaching forms and methods. In the context of the problem being studied, active methods of training future engineer-teachers include professional role-playing games. In the context of the research objectives, the possibilities of educational role-playing are as follows:

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• creates opportunities for simulating a real socio-economic system and reproducing the participants’ real interaction in this system of relations [5–7]; • the priority in the process of such a game is cooperative (“team”) learning [5–7]; • is a value- and content-filled activity [5–7]. These games are based on the learning effect of cooperative action. They have a number of structural elements: a simulation model of a role-playing game (game goals, a professional game situation, a set of roles, rules, a scenario); a system of interaction between game participants; and an evaluation system. Role-playing games are divided into groups: 1) games aimed at developing the ability to interact with other people; 2) games creating conditions for a better understanding the norms and rules of professional behavior; 3) the ones involving peer interaction. According to another classification, the types of educational role-playing games are as follows: direct games (modelling elements of professional activity); strategic simulations (decision-making in certain conditions); role-playing games (game participants separately receive individual instructions on how to interact with each other in unpredictable conditions) (T. V. Voitsyakh, 2014) [9]. The performed analysis [6–8, 10–14] confirmed the fact of significance and effectiveness of game forms in student’s age. After all, effectively organized educational and gaming activities affect the success of the educational process (L Yakubovska, 2011) [8]; and at the same time are a kind of indicator for students’ knowledge, skills and abilities (N. Fedonyuk, 2017) [6]; level of social development (M. P. Vasylieva, I. A. Romanova, I. O. Shepliakova, 2020) [10]; and students’ readiness for future professional activities (S. K. Storozhuk, O. A. Kharchenko, 2012; T. V. Voitsyakh, 2014) [7, 9]. It has been established that role-playing games are often used in workplace learning to broaden students’ outlook and make them aware of the existence of different views on a particular problem (N. Doorn, J. O. Kroesen, 2013) [11]. The arguments in support of the importance and effectiveness of using role-playing games in the educational process include the fact that they, as active forms of learning, are more exciting than, for example, a lecture; imitate real life situations, thereby allowing the game to reveal the social context more broadly (B. J. Brummel, C. K. Gunsalus, K. L. Anderson, M. C. Loui, 2010) [7]; contribute to a deeper understanding by students of the essence of a particular problem; options for professional actions of a specialist; awareness of the importance of normative behavior. In turn, this allows to direct the behavior of future professionals (N. Doorn, J. O. Kroesen, 2013) [11]. The results of the analysis include the conclusion that there are a number of studies on the use of role plays in ethics education for engineering students. In particular, a role play is used to further illustrate the ethical dilemmas that prospective engineers may face when working in organizations and to train the deliberative abilities of the students (N. Doorn, J. O. Kroesen, 2013) [11]. An essential condition for the effective use of educational role-playing games in the teaching process is the need to provide students with a certain freedom in choosing game actions, that is, the ability to change the situation, influencing the course and results of the game (K. Visscher, 2023)

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[13]. However, there is a lack of research on improving the effectiveness of the normative behavior development of future engineers-teachers through the implementation of professional role-playing games in the professional training process. Therefore, the aim of the article is to reveal the possibilities of using professional role-playing games as an effective active method of forming the normative behavior of future engineer-teachers. The basis is the deontological approach to ensuring the normativity of specialist behavior. This approach involves familiarization with the norms regulating the behavior of an engineering education teacher, awareness of their role in professional activity through understanding the mechanisms of rule-making. Ensuring compliance with the norms by a future specialist is achieved through the development of a deontological culture in the process of professional training in a higher educational institution, which provides normative behavior. This is done through a game approach to the organization of the educational process.

3 Statement of Basic Material and the Substantiation of the Obtained Results So, we have developed scenarios of educational role-playing games of professional orientation “I am a specialist” and “Professional Code”, which were integrated into the process of professional training of future engineer-teachers of the first (bachelor’s) level of higher education at the Ukrainian Engineering Pedagogics Academy (Kharkiv) (carried out in practical classes of the discipline “Theoretical and Applied Fundamentals of Law”). In this case, the educational role-playing game of professional orientation “I am a specialist” was used as an effective means of forming future specialists’ awareness of the importance of fulfilling professional obligations, acquiring skills and abilities of proper professional behavior, making responsible decisions in situations of moral choice, risk, conflict. This form of activity involved explaining the difference between proper and improper behavior, the importance of forming students’ deontological culture for their professional activities. In the form of a game, certain deontological aspects of professional relationships of future engineer-teachers were highlighted, and various models of relationships with colleagues and students were presented. The stages of the educational role-playing game were as follows: introducing the participants to the purpose, tasks, and rules of the game; forming working groups, assigning roles; game interaction; analyzing and summarizing the results of the game. The game involves several initial game moments. In particular, one variant was planned as a solution to a problem situation when students play the roles of an engineer-teacher and the object of his professional activity - a student (or more than one). In another case, the problematic situation of a family with a specialist in engineering and pedagogy was presented, related to the need for the latter to fulfil professional obligations, which may result in continuous employment and irregular working hours with a rather low level of remuneration, manifestations of professional deformation (for example, authoritarianism in communication between the specialist and the family), etc. Or these were scenarios presenting conflict situations in

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the professional interaction of engineering and pedagogical specialists with each other and with other organizations. The results of the educational role-playing game of professional orientation “I am a specialist” showed that students’ participation in such game interaction contributed to a deeper insight into the problems of the future profession, awareness of ways to prevent them and a creative approach to solving professionally oriented tasks, self-discovery, development of their own professionally significant qualities, as well as the ability to adequately assess the results of professional activity in terms of its compliance with the rules, norms, requirements, accuracy of using professional experience. The following are examples of role descriptions in the scenario of the professional role-playing game “I am a specialist”: Role description #1: You are an engineer-teacher of a dual-format vocational education institution, a curator of a student group. The educational process is organized as follows: 3 days a week (Monday, Tuesday, Saturday), students attend classes at a vocational educational institution, and 3 days (Wednesday, Thursday, Friday) they work directly at the partner organization’s production facility. A month after the start of the training, one of the students in the group you are supervising began to systematically miss classes at the vocational education institution without reasonable excuse. At the same time, he has no complaints about his work at the partner organization’s production facility. Moreover, the employer is satisfied with the student’s work performance and the quality of the tasks performed, as well as the pace of his professional development. You need to prepare for a meeting with the student who is missing classes. Role description #2: You are a student of a vocational educational institution with a dual form of education. You are studying on a contract basis. Your parents pay half of your tuition fees; you pay the other half yourself by working in your free time. The employer, whose company hosts the educational process, has offered students in your group to work on the days and hours when students are required to attend classes at the vocational school for an additional fee. All the other students refused, but you agreed, knowing that this is a violation of your duties as a student. Moreover, you are aware that if you lose the opportunity to work during the days and hours of classes at the vocational school, it will be very difficult for you to pay your half of the tuition fee. You have been called by the tutor of a student group because of an unexcused absence from classes. You need to prepare for the meeting with the tutor. The purpose of using the educational role-playing game “Professional Code” was to acquaint future engineer-teachers with the basic principles of the “Ethics Code of the Interstate Guild of Engineers-Consultants” [14], to find out the level of connection between these principles and the effectiveness of the specialists’ practical activity; to understand the practical and personal (for each student) significance of this document. During the game, participants were divided into mini-groups of 3–4 people (7 groups in total). Each mini-group separately worked on one part of the Code, in particular, the responsibilities of a consulting engineer: in the field of environmental protection; inter-action with society and the building industry; professionalism and competence; cooperation with the customer; communication with colleagues; and prevention of corruption.

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The task of the mini-group was to outline the main points of this part, determine the interconnection of the highlighted elements, and prepare its presentation to other participants. At the same time, students were encouraged to solve problems creatively, for example, to act out mini-scenes in which the behavior of an engineer-teacher either complies with the established deontological norms or, conversely, is improper. In the environment of distance learning, the possibilities of the Google Meet Breakout Rooms Robert Hudek extension were used to organize effective game inter-action in an online format. This made it possible to transfer the participants of each created minigroup to “breakout rooms” during the videoconference, where they had the opportunity to work together on a part of the Code and prepare for its presentation separately from other groups. In general, the application of the educational role-playing game “Professional Code” (both offline and online) contributed to the conscious acceptance of deontological norms by students as a regulator of their future professional behavior; understanding the need for its coordination with regulatory standards. At the same time, in the conditions of distance learning, the digitalization of professional role-playing games is considered to be an important step in the further development of education. This involves the application of various technologies, such as virtual and augmented reality, interactive platforms, and games based on natural language processing, machine learning, and other artificial intelligence tools. One example of such games is a gaming platform helping an instructor to create educational games for their students in which they can interact with other students and develop their skills. Such games can focus on critical thinking, communication, collaboration and problem solving. Another example is games based on interactive technology allowing students to interact with and explore the virtual world, learn new concepts and principles, and develop skills such as logic and imagination. In addition, the digitalization of role-playing games makes it possible to store and analyze data on students’ learning achievements, enabling teachers to adapt the educational process to the needs of each student. In general, the digitalization of professional role-playing games can provide a more effective and interesting form of learning, allowing students to develop their skills and abilities in a more dynamic and interactive environment.

4 Conclusions The proposed approach makes it possible to increase the effectiveness of the normative behavior development of future engineer-teachers through the introduction of professional role-playing games into the educational process (as an active method of practiceoriented learning). The application of professional role-playing games creates opportunities for simulating a real socio-economic system and reproducing the real interaction of participants in this system of relations. The priority is cooperative (“team”) learning as a peer-to-peer interaction of participants to develop skills of normative behavior in situations of professional activity. The results are implemented on the example of bachelors’ professional training at the Ukrainian Engineering Pedagogics Academy (Kharkiv). Educational role-playing

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games of professional orientation were carried out in practical classes on the discipline “Theoretical and Applied Fundamentals of Law”. To implement the practice-oriented paradigm, methodological recommendations for the application of educational roleplaying games to form the deontological culture of engineering education teachers in extracurricular activities have been developed. Mechanisms for engaging specialists in the digitalization of educational and gaming activities for the implementation of the online format have been developed.

References 1. Schiller, F.: On the Aesthetic Education of Man/Translated with an introduction by Reginald Snell. 160 p. Dover Publications Inc., Mineola, New York (2004) 2. Gross K.: The mental life of a child. 121 p. Publishing house of the Kyiv Froebel Association., Kyiv (1916) 3. Elkonin, D. B.: Game Psychology. 226 p. (1978). https://dytpsyholog.files.wordpress.com/ 2015/01/elkonin-psihologiya-igry.pdf. Accessed 25 May 2023 4. Honcharenko, S. U.: Ukrainian Pedagogical Dictionary. 376 p. Lybid, Kyiv (1997) 5. Smirnova, O. O.: Children’s psychology. 366 p. (2008). https://s.siteapi.org/ecda36889c28 1a6/docs/a010c6a810006b8460fada4576b2a30c9c55217f.pdf, Accessed 25 May 2023 6. Fedonyuk, N.: The use of educational role-playing games of a professional orientation when studying the discipline «Infectology» in a medical college. Sci. Bull. Lesya Ukrainka East Eur. Nat. Univ. (Series: Pedagogical sciences) 2(351), 57–61 (2017) 7. Storozhuk, S.K., Kharchenko, O.A.: The use of educational role-playing games of a professional orientation in foreign language training of future junior specialists. Modern Inf. Technol. Innov. Teach. Methods Training Spec. Method. Theor. Exp. Prob. 31, 233–237 (2012) 8. Yakubovska, L.P.: The use of educational role-playing games of professional orientation in the process of foreign language training of future border officers. Bohdan Khmelnytskyi National Academy of Border Troops of Ukraine, Khmelnytskyi (2011) 9. Voitsyakh T.V.: Game technologies as a tool of preventive work of psychological service specialists of educational institutions, pp. 12–25. Cherkasy Regional Institute of Postgraduate Training of Pedagogical Workers, Cherkasy (2014). http://surl.li/fdgjj. Accessed 24 May 2023 10. Vasylieva, M.P., Romanova, I.A., Shepliakova, I.O.: Gamification in the training of social workers. Educ. Discourse 4(31), 97–114 (2020) 11. Doorn, N., Kroesen, J.O.: Using and developing role plays in teaching aimed at preparing for social responsibility. Sci. Eng. Ethics 19(4) (2013). https://doi.org/10.1007/s11948-0119335-6 12. Brummel, B.J., Gunsalus, C.K., Anderson, K.L., Loui, M.C.: Development of role-play scenarios for teaching responsible conduct of research. Sci. Eng. Ethics 16, 573–589 (2010). https://doi.org/10.1007/s11948-010-9221-7 13. Visscher, K.: Experiencing complex stakeholder dynamics around emerging technologies: a role-play simulation. Eur. J. Eng. Educ. (2023). https://doi.org/10.1080/03043797.2023.219 6940 14. Code of ethics interstate guild of consulting engineers. ICEG Homepage, http://iceg.com.ua/ wp-content/uploads/2016/10/THE-CODE-OF-ETHICS.pdf. Accessed 25 May 2023

Pedagogical Approach for BUILD2050 Pilot Training Project Silviano Rafael1(B)

, Júlia Justino1

, and Susana Lucas2

1 Instituto Politécnico de Setúbal, ESTSetúbal and CINEA, Campus do IPS, Estefanilha,

2914-508 Setúbal, Portugal [email protected] 2 Instituto Politécnico de Setúbal, ESTBarreiro, Rua Américo da Silva Marinho, 2839-001 Lavradio, Portugal

Abstract. This paper presents the 5-step pedagogical framework implemented in the European project Training for Sustainable and Healthy Building for 2050 (BUILD2050), funded by the Erasmus + Programme KA220. This project is an integrated and transnational pilot training composed of eight training courses, across six different higher education institutions of five European countries, that are designed to respond to the emerging challenges at European level in the different areas of construction: renovation, healthy and sustainable buildings. All the pedagogical steps of this framework are presented and some difficulties and results of its implementation are reported. This pedagogical framework promotes the diversification and creativity of the learning and teaching activities for the European students attending these training courses. Keywords: Transnational training · Pedagogical framework · Engineering pedagogy education · Research in engineering pedagogy

1 Introduction The European Green Deal is a package of initiatives that aims to place the European Union (EU) in the ecological transition, with the objective of achieving climate neutrality by 2050 [1], a legal obligation for the EU. The building sector is responsible for more than a third of the EU’s greenhouse gas emissions. Buildings in the EU are responsible for 40% of energy consumption and 36% of greenhouse gas emissions, with only 1% of buildings in Europe subject to renovations regarding the reduction of energy consumption. The strategy for a wave of renovation, presented by the Commission of the EU, aims to intensify renovation efforts across the EU [2], so that the building sector can make the necessary contribution to achieving the objective of climate neutrality. To this end, until 2030 the greenhouse gas emissions from all buildings must be reduced by 60%, the deadline for new buildings occupied, operated or owned by public authorities is 2026 and new buildings should be zero emissions as of 2028 [3]. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 124–131, 2024. https://doi.org/10.1007/978-3-031-53022-7_13

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In practice, it is intended that the entire sector associated with buildings converge efforts in order to improve the energy performance of buildings, focusing attention on circularity as a pillar of the European ecological pact [4]. This goal includes the circularity of construction materials and essential building assets such as water, energy, materials, waste treatment, healthy building, sustainable building and financial, maintenance and renovation support for flexibility of buildings. Also, the necessary support given by all stakeholders (higher education institutions, technicians, companies, or local and national politicians) to adapt, renovate or innovate in the construction area is a big challenge since a whole structure of complementary and multidisciplinary technical-scientific knowledge about several aspects of buildings is rising. Inspired by the framework of this environmental transition strategy established by the European Green Deal, the Training for Sustainable and Healthy Building for 2050 (BUILD2050) project arises, funded by Erasmus + Programme KA220 – Cooperation partnerships in higher education, from February 2022 until January 2025. Project BUILD2050 was developed by 6 European higher education institutions with the aim of contributing to carbon emissions reduction, by searching and discussing solutions for energy consumption reduction and promoting the awareness of stakeholders of the building sector through a pilot, integrated and transnational training of technicians capable of designing and constructing new buildings or renovating the existing ones.

2 Project Features BUILD2050 is a three-year project developed by a consortium of associated partners and the following European higher education institutions: Instituto Politécnico de Setúbal (IPS) from Portugal, which is the coordinating institution of the project, University of Bologna (UNIBO) from Italy, University of Warsaw Life Sciences (SGGW) from Poland, National and Kapodistrian University of Athens (NKUA) from Greece, Polytechnic University of Milan (POLIMI), also from Italy, and Ruhr-Universität Bochum (RUB) from Germany, accounting for around 50 teachers and researchers from these institutions. Project BUILD2050 presents several types of challenges. In particular, integrating issues related to different cultures, work habits and rhythms, communication skills and time zones is very challenging for the entire work team. Also, to achieve the project objectives considering transnationality, it is necessary to integrate appropriate technologies for each climate and cultural zone and its natural and local resources, in order to develop the concept of circularity in the buildings adapted for each country. The first year of project BUILD2050 consisted of the preparation and development of 8 training courses, taught in five different higher education institutions of four European countries, which are intended to respond to emerging challenges at European level upon renovation, healthy and sustainable buildings. In this context, associated partners offering relevant contributions to the preparation and evaluation of contents for each one of these courses were added to the BUILD2050 network. These training courses are divided by topics to address as follows: Course 1 - Innovative and transnational technologies applied to BUILD2050, led by IPS; Course 2 - Zero energy and positive energy buildings towards the full decarbonization, led by NKUA; Course 3 - Circular water management in buildings, led by IPS; Course 4 -

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Innovative construction materials, led by UNIBO; Course 5 - Digitization of buildings, led by POLIMI; Course 6 - Sustainable, healthy and regenerative construction, led by UNIBO; Course 7 - Circular economy and LCA methodology applied to construction, led by SGGW; Course 8 - Innovative business models based on circular economy in construction, led by NKUA. These training courses are taught sequentially, mainly by e-learning, with differentiated synchronous and asynchronous activities during its 25 attendance hours each (5 h per week), within a logical sequence of contents. Students attending these courses are graduates or professionals of architecture, physics, environmental engineering, civil engineering, mechanical engineering or power engineering from the countries of the higher education institutions previously mentioned. In addition to the integration of technical-scientific skills, it is necessary to develop these new training courses based on active learning techniques and innovative training methods. Since the human structure of each course is composed of a course leader who is responsible for the team of specialized teachers and researchers associated with the course, a joint pedagogical preparation, adapted to the characteristics of each course, is very important to be carried out. Hence a pedagogical framework had be carefully designed to be implemented in these training courses.

3 Pedagogical Framework for BUILD2050 In general, designing innovative training courses starting from scratch requires careful planning and a suitable pedagogical framework to be implemented [5, 6]. This requires an innovative design of the pedagogical structure of the training courses, based on the preparation of training modules for all course leaders, which are responsible for creating and conducting the planning of teaching and learning activities, developed by their teams of transnational teachers in the various topics of each training course. To provide balance and synchronization between the eight course leaders from different institutions and countries, with their own cultural and pedagogical mindset and different teaching habits, a training and support method was designed to develop pedagogical activities, flexible and adaptable to the characteristics of transnational teachers. From the reflection on the goals and challenges of the pedagogical component of pilot training BUILD2050, it was proposed to prepare and integrate the course leaders into the student-centered approach [7] to support them in the development of the design of each training course, and consequently to prepare the team of teachers and researchers teaching in these courses. To this end, based on the background experience of the 5-step pedagogical design for engineering courses [8], already designed and tested in typical technical and engineering course units, a specific set of five pedagogical learning activities was developed to be applied in the context of project BUILD2050 features, based on tasks to be performed by the course leaders to integrate the pedagogical elements of student-centered approach into their courses. These five learning activities were applied through stages over time generating the 5-step pedagogical framework for BUILD2050 as shown in Fig. 1. Each step of this pedagogical framework is composed by specific pedagogical contents, with tasks sequentially set in time to develop, organize and implement the pedagogical contents in the design of each training course, carried out simultaneously by

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Fig. 1. The 5-step pedagogical framework for BUILD2050.

all course leaders. All steps of this pedagogical framework were supported by audio slide shows with an average duration of 30 min, with some embedded didactic videos and reference articles on the topics addressed. Also, during this pedagogical training a shared Excel file was created for course leaders to register and update all the relevant data produced over the tasks carried out at each step. Some short individual online just-in-time meetings were also carried out whenever some course leader needed help to fulfill a pedagogical task. Each one of these five pedagogical steps is now presented in more detail. 3.1 Step 1 – Setting the Learning Objectives The course’s learning objectives connect what students must be able to do, how will they get there and when will they be evaluated about, being essential to apply the SMART criteria when they are set by the course leaders. This mean that each learning objective must be Specific, Measurable, Achievable, Realistic and Time-bound [9]. The application of the SMART criteria to all learning objectives contributes to the evolution and improvement of the development of this planning process for achieving a good specification. Another important aspect to set was the level of depth or complexity of the cognitive domain that must be reached by students for each learning objective, which can be addressed by applying the Bloom’s taxonomy [10]. So, in the first step of the pedagogical framework for BUILD2050, the eight course leaders had to establish the learning objectives of their courses considering the SMART criteria and the Bloom’s taxonomy. This was carried out over a timeframe of 2 months. 3.2 Step 2 – Designing the Learning Structure The course’s learning structure is the guideline for pedagogical constructive alignment [11], consisting of the definition of the subjects that cover specific areas of knowledge or skills that will support the course’s learning objectives previously established. It also incorporates the type and way to assess and evaluate students’ understanding progress, competencies, scores or grades to students’ work and provided feedback. It involves

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aligning the intended learning objectives, assessment methods, and learning materials to ensure they are mutually supportive and facilitate effective teaching and learning. So, in the second step of the pedagogical framework for BUILD2050, the eight course leaders had to set contents and assessment activities aligned with the course’s learning objectives. This was carried out over a timeframe of 1 month. 3.3 Step 3 – Setting the Learning Activities In this step the teaching and learning activities to achieve the course’s learning objectives were developed, along with the active learning techniques to be applied. To create significant impact on students, the teaching activities must be intentional, meaningful and useful [12]. This means that each teaching activity should use diverse applications, such as short-term exposure, demonstration with questions, content video analysis, case studies, discussion, debate on real situations or task oriented. Active learning techniques engage students in active participation and hands-on activities rather than passively receiving information. These techniques promote engagement, participation, higher-order thinking skills, critical analysis, problem-solving, and the application of knowledge. So, in the third step of the pedagogical framework for BUILD2050, the eight course leaders had to set the teaching and learning activities aligned with the course’s learning objectives. This was carried out over a timeframe of 2 months. 3.4 Step 4 – Developing the Didactic Resources In this step suitable digital didactic resources for e-learning format were developed. The construction of the didactic resources should induce that contents are relevant and useful and should also require and facilitate the student self-investment. The didactic resources must be combined with the teaching and learning activities previously defined for each activity context, synchronous class or asynchronous class, which means for each differentiated technological and pedagogical environment [13]. So, in the fourth step of the pedagogical framework for BUILD2050, the eight course leaders had to develop the digital didactic resources to support its course’s learning activities and place them on the Moodle learning platform. This was carried out over a timeframe of 2 months. 3.5 Step 5 – Implementing and Evaluating the Pedagogical Framework The implementation of all elements of the pedagogical framework previously pointed out should be part of the teaching planning that is used to disseminate the course to students before the course begins. This means that the course’s learning objectives, contents, teaching activities, learning activities and assessment should be available on the communication or learning IT platform of the course before the start of the course. After the implementation of the pedagogical framework in classes, the activity of reflection and evaluation of the entire training process, and its design based on the course’s learning objectives, is essential to be carried out [14]. All the necessary adjustments must be implemented at this stage, regarding any inaccuracy in the pedagogical

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elements developed or any learning difficulty traced on students in achieving the intended learning objectives. Evaluation surveys should be prepared, for students and teachers, for each course to analyze the results and pointing out some directions or corrections. So, by the end of each training course different anonymous surveys are carried out by students and teachers to improve the elements of the pedagogical framework.

4 Results of the Pedagogical Framework Application Throughout the development of the pedagogical tasks defined in each step, some results and difficulties experienced can be summarized. Initially, the general tendency of the course leaders was to choose too many learning objectives for students to achieve within a timeframe of 25 h. With the evolution of training, they realized that so many learning objectives would not be feasible nor necessary. So, at the end of the pedagogical training these numbers settled between 2 and 4 learning objectives per course. Another relevant result was the variety of applied teaching activities. The typical slideshow was reinforced with questions or problems to be solved, generating a focus on the contents. Also, different teaching activities were chosen, such as video presentations, recorded interviews, questions to reflect on (activities produced with project partners), debate on results obtained (reflection to move on to the next topic) or analysis of digital reporting (linked to critical thinking). Teaching and learning activities were defined according to each learning objective established, with an effort to integrate a variety of strategies and methods to facilitate student’s learning. The active learning techniques applied were also chosen by the course leaders according to each learning objective and its intended result in terms of skills to be exercised by the students. Assessment activities were developed considering the pedagogical alignment, with one assessment element chosen by each learning objective and according to the characteristics of the related content and the level of knowledge defined by the application of Bloom’s taxonomy. Overall, the assessment elements chosen by the course leaders were: brainstorming evaluation, video presentation, evaluation through round table debate, group work, quizzes with open questions and multiple choice quizzes, the last ones applied to evaluate the lower levels of knowledge. All this pedagogical data regarding the eight training courses was registered in an Excel file available at the MS-Teams communication platform, specially designed to set up the data needed for achieving each course’s learning objectives, step by step. The ongoing sharing of the data recorded in the Excel file during the construction of the pedagogical framework of each training course allowed the comparison, diversification and combination of active learning techniques to be applied between courses, together with the interaction in terms of synergy and complementarity in teaching methods and course contents. By the end of the pedagogical training of course leaders on how to implement the student-centered approach, a short survey was carried out to report their feedback about this training. Almost every course leader stated that all the stages of the 5-step pedagogical framework were clearly understood. However, step 3, upon the setting of learning activities to achieve the course’s learning objectives, was pointed out as the most complicated to apply and the most difficult to understand. Also, Bloom’s taxonomy and active

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learning techniques were the top brand-new concepts referenced by the course leaders. Nevertheless, almost every course leader stated that the audio slide shows provided about the 5-step pedagogical framework were fundamental guidelines for the course’s planning, which they had to review more than once to deeply understand each step.

5 Conclusions The implementation of the student-centered approach is not easy to integrate into teaching activities without training and continuous support of an experienced work team in this pedagogical approach. The mindset and the pedagogical culture of the teacher are sometimes the biggest obstacles in the implementation of this approach. In the case of transnational teachers from different countries, having different cultures, work rhythms, verbal communication and habits associated with time zones that are also different, the implementation of a pedagogical framework within the student-centered approach is even more difficult. However, the objectivity that characterizes the 5-step pedagogical framework presented in this paper matches with the high level of knowledge and pragmatism that teachers in the areas of engineering are used to applying in projects and direct implementations through logical reasoning. In fact, this educational tool allows the systematization and selection of pedagogical techniques applied in engineering courses, the disciplinarity of the actions taken and the organization of the team teachers of each training course of project BUILD2050 for the setting of their learning objectives, its knowledge level, their teaching and learning activities and their assessment activities, both in synchronous and asynchronous modes. Thus, this 5-step pedagogical framework, by fostering learning through tasks performed in a specific timeframe in each step, supported by video and audio slides, allowed the course leaders to become aware and carry out the necessary pedagogical learning for the implementation of the student-centered approach in their training courses. Finally, all variables exposed in the setting of the pedagogical structure must be reassessed and reflected in each training course of project BUILD2050, ensuring continuous improvement by adapting the teaching activity to the pathway toward decarbonization by 2050. Acknowledgments. This paper is financed by Instituto Politécnico de Setúbal. BUILD2050 Training for Sustainable and Healthy Building for 2050 is an Erasmus+ project with the reference number 2021–1-PT01-KA220-HED-000032138.

References 1. European commission homepage: delivering the European green deal. https://commission.eur opa.eu/strategy-and-policy/priorities-2019-2024/european-green-deal/delivering-europeangreen-deal_en. Accessed 24 May 2023 2. European commission homepage: stepping up Europe’s 2030 climate ambition investing in a climate-neutral future for the benefit of our people. https://knowledge4policy.ec.europa.eu/ publication/communication-com2020562-stepping-europe’s-2030-climate-ambition-invest ing-climate_en. Accessed 17 Sep 2020

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3. European commission homepage: 2030 climate & energy framework. https://climate.ec.eur opa.eu/eu-action/climate-strategies-targets/2030-climate-energy-framework_en. Accessed 24 May 2023 4. Lingaitiene, O., Burinskiene, A.: Core elements towards circularity: evidence from the European countries. Sustainability 13(2), 8742 (2021) 5. Shah, V., Kumar, A., Smart, K.: Moving forward by looking backward: embracing pedagogical principles to develop an innovative MSIS program. J. Inf. Syst. Educ. 29(3), 139–156 (2018) 6. Davis, N., Gough, M., Taylor, L.: Enhancing online courses by utilizing “Backward Design.” J. Teach. Travel Tour. 21(4), 437–446 (2021) 7. Singh, N.: Student-centered learning (SCL) in classrooms — a comprehensive overview. Educ. Quest 2(2), 275–282 (2011) 8. Rafael, S., Justino, J: A 5-step pedagogical design for engineering courses. In: 5th International Conference of the Portuguese Society for Engineering Education (CISPEE), accepted for publication, IEEE (2023) 9. Brown, G., Leonard, C., Arthur-Kelly, M.: Writing SMARTER goals for professional learning and improving classroom practices. Reflective Pract. 17(5), 621–635 (2016) 10. Krathwohl, D.: A revision of Bloom’s taxonomy: an overview. Theor. Into Pract. 41(4), 212–218 (2002) 11. Justino, J., Rafael, S.: The expansion of pedagogical alignment – a step for the learning success. In: The Eurasia Proceedings of Educational & Social Sciences (EPESS), vol. 12, pp. 32–36. ISRES Publishing (2019) 12. Soliman, A.: Appropriate teaching and learning strategies for the architectural design process in pedagogic design studios. Front. Archit. Res. 6(2), 204–217 (2017) 13. Torres, C.: Digital didactic materials: an innovative resource for teaching in the 21st century. J. High. Educ. Theor. Pract. 21(7) (2021) 14. LaVelle, J., Lovato, C., Stephenson, C.: Pedagogical considerations for the teaching of evaluation. Eval. Prog. Plann. 79, 101786 (2020)

Enhancing Learning Activities Using Innovation Based Problem-Solving Process in Promoting Practical Skills of Electrical Technology Nutchanat Chumchuen(B) and S. Akatimagool Department of Teacher Training in Electrical Engineering, Faculty of Technical Education, King Mongkut’s University of Technology North Bangkok, Bangkok, Thailand {nutchanat.c,somsak.a}@fte.kmutnb.ac.th

Abstract. This paper presents the development of learning activities using innovative problem-solving processes to promote practical skills in electrical technology. Research tools, including teaching and learning plans, innovative media packages for promoting practical skills in electrical technology, content sheets, worksheets, practice papers, media presentations, and quizzes. The research sample group was undergraduate students registered in the second semester of 2022, Bachelor of Science in technical education, Department of teacher training in electrical engineering, Faculty of technical education at the King Mongkut’s University of Technology North Bangkok in Thailand. After that, the developed innovative teaching packages are assessed for quality by experts. Finally, innovative teaching packages were implemented with the experimental group. The results showed that The designed innovative teaching package was appropriate at a high level (the mean was 4.49, and the standard deviation was 0.22), and the competency assessment to solve problems had an average of 80.33% . The learners’ learning achievement was an average of 71.83% . The developed learning activities using innovative problem-solving processes can be used to teach electrical technology to develop practical thinking and problem-solving skills. The research results can encourage learners to have occupational and long-life learning skills. Keywords: Learning Activities · Innovation based Problem-Solving process · Behavioral Theory · Electrical Technology

1 Introduction The context of global changes has focused on the development of modern technology for application in the industrial sector. Therefore, technologists must have the knowledge, understanding, and skills to use current technology effectively. Education is, therefore, an essential part of developing the competency of industrial workers to have the knowledge and skills to perform tasks that align with the essential skills of the 21st century [1]. The industrial revolution in the 4.0 era is a shift from industrial labor towards the use and development of innovation. Therefore, the education sector must prepare to produce high-performing workers in technology that can replace traditional work to compete with © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 132–142, 2024. https://doi.org/10.1007/978-3-031-53022-7_14

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both domestic and international labor markets for the target industries. Therefore, this research focuses on enhancing learners’ practical skills in electrical technology through learning activities that use innovation-based problem-solving processes [2] combined with the behaviorism theory. These valuable skills could be developed for the highly competent workforce requiring functional skills, hands-on, problem-solving, teamwork, communication, information technology, technology development, innovation creation, etc. In this research paper, learning activities are developed by integrating innovationbased problem-solving processes [3], and behavioral theory to encourage practical skills in electrical technology. These learning activities can be used both in the classroom and outside the classroom through a learning process [4, 5] that focuses on students practicing solving problems and finding technological solutions with innovative thinking [6]. Instructors must help, monitor, and give suggestions for development and improvement so that the students get the correct knowledge and skills that lead to creating work experience. Innovation-based problem-solving process was developed to manage electrical technology and engineering learning and teaching.

2 Research Purpose This research aims to develop learning activities using innovation-based problem-solving processes to promote practical skills in electrical technology. The quality of research tools and learning achievement assessment were evaluated using experts and implemented with a sample group of undergraduate students. The purpose of research is, • to enhance learning activities by integrating innovation-based problem-solving processes and behavioral theories to promote practice skills in electrical technology, • to develop innovative media packages and learning activity plans focusing on innovative solutions that enhance practical skills. • to assess the quality of research tools using experts. • to test the effectiveness of teaching and learning management using learning activities developed by implementing with a sample group of undergraduate students.

3 Learning and Teaching Theories Learning and teaching theories are concepts about how students learn and regard information. The principle of learning and teaching theories provide different frameworks that educators can use to adapt to students’ diverse learning models and the academic needs of stakeholders. A study and review of the research or educational literature related to learning activities using innovative problem-solving processes to promote practical electrical technology skills, problem-solving skills, behavioral Theories, and educational innovations. The details are as follows.

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3.1 Problem-Solving Skill Problem-solving skills are the ability to think and act using the knowledge and skills to solve problems appropriately in a given situation. Problem-solving skills can be expressed in thinking, analyzing, finding answers, and conclusions. In problem-solving learning, teachers can design teaching methods by defining simulations or information from real situations for learners to practice. Some critical teaching technique is projectbased learning, Problem-based learning [7], STEM education, etc. The essential steps of the problem-solving process are as follows. Step 1: Understand the problem. Step 2: Defining and collecting information related to the problem. Step 3: Present alternatives or solutions to problems. Step 4: Decide on the appropriate solution. Step 5: Perform troubleshooting and validate the solution. In summary, problem-solving processes refer to skills that enable the identification of the source of a problem and the selection of a practical solution [8]. The problemsolving model [9] focuses on traditional data usage, search, teamwork, and experience to analyze the cause of the problem and determine the appropriate approach or solution. 3.2 Behavioral Theories Behaviorism learning theory is a theory that objectively describes human neutral-passive as good or bad. It can be said that human actions are stimulated by external environmental influences [10]. Therefore, according to this theory, teaching and learning should consider readiness, ability, and time spent in learning as best as possible. Teaching and learning should provide various options according to the learners’ skill level. Human behavior is caused by a stimulus-response [11]. Therefore, education needs to connect a stimulus and a response. The study thus focused on the dominant behavior of conditioning theory [12], which consists of 2 theories as follows. • Classical conditioned theory that emphasizes responses to conditioned stimuli. In conclusion, organisms learn by responding to conditioned stimuli. • Skinner’s operant conditioning theory focuses on reinforcement or reward. It can be concluded that any action, if reinforced, is likely to occur again. Variable reinforcement makes the response more durable than fixed reinforcement. Teaching based on this theory focuses on presenting teaching stimuli, ongoing activity, reinforcement, or reward that affects student learning. 3.3 Educational Innovation Innovation is a new idea, practice, or invention that has never existed before. Innovation is the development of modifications from the original to be more modern and efficient. Appropriate innovation will ensure efficient and practical work. Nowadays, many inventions or innovations, such as agriculture, health, education, etc., play a role in life and help make work more convenient.

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Educational innovation is the application of ideas, methods, practices, or inventions developed, improved, or adapted for educational management. Educational innovation aims to solve problems, increment efficiency, and help learners achieve and succeed in learning [13]. Educational innovations have the following essential characteristics. • To be a concept that has not yet been used in education. It may be something new or completely new, such as using computers or the Internet in learning management. • To be a new concept or practice adapted from the original idea or method to be consistent with the environment and achieve success. This guideline is a systematic approach that considers appropriate data, processes, and outcomes. • To be an original concept or practice that has been renovated to look modern. The idea must be proven effective by scientific methods or research. • To be a concept or practice consistent with changes in the environment and conducive to success, such as a self-study model. • To be a new concept or practice that has not been published or accepted. Educators categorize educational innovation following diverse applications in education, which can be divided into five types following. • Curriculum innovations such as integrated courses, individual courses, activity courses, local courses, etc. • Learning management innovations include learning center-based teaching using the group relationship process, cooperative education, learning through the internet center, role-play teaching, simulation teaching, collaborative learning, etc. • Teaching media innovations such as computer-assisted instruction (CAI), webbased instruction (WBI), web-based training (WBT), virtual classroom (VC), Web Quest, Web Blog, modular lessons, online lessons, teaching package, multimedia package, videos, games, etc. • Assessment innovations such as test bank, internet registration using an intelligent card, use of computers for scoring, etc. • Management innovations include teachers and student databases, financial systems, accounting systems, supplies systems, etc. For educational innovations related to learning activities in the classroom, it can be divided into two types: 1) learning activities and teaching techniques such as readymade lessons, teaching packages, practice packages, learning management plans, and learning activities, etc., and 2) learning media or inventions such as multimedia, videos, models, pictures, diagrams, games, etc. Educational innovation refers to introducing new methods, technologies, and approaches. Educational innovation will cover an initiative thinking from minor changes to a complete overhaul of educational management. The educational invention can be applied to different levels of education, from primary and secondary schools to universities and vocational training centers. The main goal is to develop the quality of learners.

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4 Development of Learning Activities and Innovative Media The research tool is an innovative teaching package for promoting practical skills in electrical technology. The lessons of electrical technology, namely Thyristor and Proximity sensor devices, were proposed in implementation with the sample group. The innovative teaching packages include content sheets, worksheets, practical sheets, a PPT presentation program, innovative media packages, and quizzes. 4.1 Development of Innovation-Based Problem-Solving Process The development of teaching emphasizes the teaching and learning process within the classroom to promote the learners’ practical skills. The researcher designed activities to supplement classroom teaching with the integration of teacher training in electrical engineering and the use of problem-solving processes in conjunction with teaching media innovations to enhance competence in practice [14, 15]. The innovation-based problem-solving process is illustrated in Fig. 1

Fig. 1. The developed innovation-based problem-solving process

The developed innovation-based problem-solving process has the following steps; Step 1: Motivation; teacher provides the necessary information and essential content and introduces students to actual practice, ready to provide feedback, summarize learning outcomes, and evaluate the learning outcomes of the innovative problem-solving process according to actual conditions from the work and behaviors that the students demonstrated while participating in the activities. Step 2: Learning; students study the information, research, and practice on worksheets through the developed learning activities. Students work together as a group to solve problems. The teacher advises and facilitates learning. Step 3: Problem-solving; teachers can implement behavioral learning strategy techniques for problem-solving in many ways, including: • Exercising: teachers may practice skills using drill patterns to help students see the repetition and reinforcement that behavioral learning theory uses.

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• Questioning: teachers can use a question as a stimulus and answer as a response, gradually getting harder with questions to help students find solutions. • Solving: teachers can be directly involved in helping students go through problems to give them the reinforcement and behavior demonstration you want them to follow. • Reinforcing: behaviorist classrooms utilize positive reinforcement regularly. This can be through verbal reinforcement, praise, reward systems, and added privileges. Step 4: Assessment; instructor measures and evaluates the learners’ learning achievement according to the expected performance of the course. 4.2 Development of Innovative Teaching Packages Developing an innovative media package to promote electrical technology practical skills consisted of two experimental units: Thyristor and Proximity Sensor devices and applications. The innovative teaching packages consist of content sheets, worksheets, helpful sheets, a PPT presentation program, innovative media packages including the demonstration and experiment boards of electrical technology, and quizzes, as shown in Fig. 2. The experiment board is built in the form of a circuit where students can measure and test the functionality of electronic devices. Students can design and develop practical courses by themselves. The experimental circuit designed is a motor speed control circuit and a lighting control circuit using a Thyristor device and an application of a proximity sensor.

Fig. 2. The developed innovative media packages

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4.3 Implementation in Innovation Based Problem-Solving Processes This research is experimental. The researcher conducted the study by defining a sample group of 12 undergraduate students enrolled in the second semester of the academic year 2022 in the Bachelor of Science in technical education at King Mongkut’s University of Technology North Bangkok. The teaching and learning were managed using behavioral-based teaching activities integrated with innovative problem-solving processes to promote practical skills in electrical technology. The teaching process consists of 4 steps: 1) Motivation, 2) Learning, 3) Problem-solving, and 4) Evaluation. In step 3, behavioral learning strategies were used to solve the problem and self-learning by doing. The teaching method consists of 1) exercises, 2) questioning, 3) problem-solving, and 4) reinforcement. The classroom atmosphere of teaching and learning activities is shown in Fig. 3. The evaluation tool to assess teaching and learning performance consists of a behavioral evaluation form, worksheet, and quizzes. The evaluation criteria were determined as an estimation scale. Data analysis will use educational statistics such as percentage, mean, standard deviation, etc.

Fig. 3. The learning activities using the innovation-based problem-solving processes

5 Research Results The evaluated results of teaching activities based on the participatory learning concept to promote practical skills consisted of 3 parts: 1) the quality evaluation of the innovative media packages, 2) the evaluation of solving problem-based competencies by using a developed teaching process, and 3) the evaluation of learning achievement.

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5.1 The Quality Evaluation of the Innovative Media Packages The quality of the teaching package was assessed by seven experts with the following evaluation issues: teacher’s manual and creative media package. The evaluation results are shown in Table 1. Table 1. The quality evaluation of the research tools Topic/Issue

Mean

S.D

Interpretation

1. Teaching plans that correspond to the course content

4.50

0.53

High

2. The content is suitable for the level of the learners

4.00

0.00

High

3. Presentation materials are appropriately formatted

4.50

0.53

High

4. Pictures are appropriately sized and beautiful

4.40

0.52

High

5. Character is the proper size and color

4.20

0.42

High

6. Encourage learners to have objective knowledge

4.30

0.48

High

7. The content is arranged correctly

4.50

0.53

High

Average score

4.34

0.43

High

1. The media are consistent with the course content

4.70

0.48

Very High

2. The demonstration set shows the correct operation

4.50

0.71

High

The innovative teaching package

The innovative media package

3. The media structure is reasonable

4.50

0.53

High

4. The media material is solid and durable

4.50

0.71

High

5. The media is convenient to use

4.60

0.52

Very High

6. The media has a low cost of production and is cost-effective 4.40

0.52

High

7. The media can stimulate students’ interest

4.70

0.48

Very High

8. The media uses modern technology

4.10

0.32

High

Average score

4.50

0.53

High

Overall score

4.49

0.22

High

5.2 The Evaluation of Solving Problem-Based Competencies Learning outcomes from evaluating teaching activities with innovative problem-solving processes to promote practical skills in electrical technology were applied to 12 students. The results are shown in Table 2, which the competencies of solving problems consist of making realistic decisions, finding errors in work, working with others, solving problems systematically, and controlling our emotions. It was shown that the students can control their emotions and work with others at the highest competency level. However, It can be concluded that practical learning can enhance the learners’ ability to solve problems as defined.

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Competence of Problem-Solving

Score (max. 5 points)

Efficiency (%)

1. Making realistic decisions

3.58

80.33

2. Finding errors in work

3.50

70.00

3. Working with others

4.67

93.33

4. Solving problems systematically

3.50

70.00

5. Controlling our emotions

4.83

96.67

Total average

4.02

80.33

5.3 The Evaluation of Learning Achievement The evaluation of learning achievement in handling the learning activities was developed. Learning and teaching were implemented by integrating innovation-based problemsolving processes and behavioral theory with 12 undergraduate students. The assessment was a behavior observation with a total score of 100 points. Students could score a maximum of 79 points and a minimum of 63 points. The evaluated results show that the learning achievement of assessment after learning equals 71.83% of the overall learning outcome, as displayed in Table 3. Table 3. The evaluation of learning achievement (Learning outcome) N

Full Score

Minimum Score

Maximum Score

Mean Score

Efficiency (%)

12

100

63

79

71.83

71.83

6 Summary This research has presented the development of learning activities by integrating innovation-based problem-solving processes and behavioral theory to promote practical skills in electrical technology. The research results consisted of an innovation-based problem-solving process, enhancing the learning activity plan, assessing the quality of research tools by experts, and teaching and learning management effectiveness. The results showed that the developed learning activities could stimulate students to develop operational and practical skills by using the generated innovative media to solve technological problems. The learners were delighted with the learning activities resulting in higher learning achievement. The learning activities that integrate creative problemsolving processes and behavioral theory are the approaches to teaching and learning in technology and engineering in the 21st century, according to the idea of constructivism and constructivism. The teaching and learning process can promote and motivate

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learners to be interested in learning both in the classroom and in self-learning education. Learners participate in learning activities that modify learning behaviors that affect learning achievement according to the expected learning outcomes. Suggestions for this research, teaching activities using innovative problem-solving processes to promote practical skills in electrical technology consist of group activities, searching, and practice. This encourages students to work in teams and exchange learning in the classroom. Most teaching activities are appropriate, but the operating time needs longer. Therefore, the process should be modified to suit the specified timeframe. In addition, the development of teaching and learning activities should design various learning activities according to learners’ different levels of knowledge and background knowledge. Methods for measuring and evaluating problem-solving skills, it was found that there are various measurement methods such as testing, observation, working project, presentations, etc. Still, there should be appropriate practice tests and a clear knowledge review or feedback process. In developing further research, it considers the innovation of modern teaching materials and applicable information technology to meet teaching and learning needs in a rapidly changing world. Designing learning models in a digital world or teaching online is a prerequisite for lifelong learning skills. Acknowledgement. This research was funded by the Faculty of Technical Education, King Mongkut’s University of Technology North Bangkok (KMUTNB), Contract No.FTE-2566-05. We thank you, Miss. Thanisorn Tangkoonwong, Mr.Thawatchai Khottham, Mr. Monnapat Pradublai, and Mr. Phubet Damrikijcharoen, who are undergraduate students to help design and test innovative media systems.

References 1. Oktaviani, H.I., et al.: The most important soft skill for students 21st century learning: contribution technology-enhanced in classroom. In: 2019 5th International Conference on Education and Technology (ICET), Malang, Indonesia (2019) 2. Ismail, A., Razali, S., Hashim, S., Abiddin, N.Z., Masek, A., Abd Samad, N.: The integration of problem-based learning in generating 21st century skills. In: 2021 IEEE 12th Control and System Graduate Research Colloquium (ICSGRC 2021), Shah Alam, Malaysia (2021) 3. Eickholt, J., Johnson, M.R., Seeling, P.: Practical active learning stations to transform existing learning environments into flexible, active learning classrooms. IEEE Trans. Educ. 64(2), 95–102 (2021) 4. Soneral, P.A.G., Wyse, S.A.: A scale-up mock-up: comparison of student learning gains in high-and low-tech active-learning environments. CBE Life Sci. Educ. 16(12), 1–15 (2017) 5. Dewey, J.: How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process (1910). Heath, Boston (1933) 6. Kim, J.Y., Choi, D.S., Sung, C.-S., Park, J.Y.: The role of problem-solving ability on innovative behavior and opportunity recognition in university students. J. Open Innov. Technol. Mark. Complex. 4(4), 1–13 (2018) 7. Ah-Fur, L., Ching-Yu, C.: Applying web-based PBL management system on the ecological pond teaching to explore its effects on sixth graders’ science process skills and problem-solving abilities. In: 2011 International Conference on Consumer Electronics, Communications and Networks (CECNet), Xianning, China (2011)

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8. Alkhatib, O.J.: An effective assessment method of higher-order thinking skills (problemsolving, critical thinking, creative thinking, and decision-making) in engineering and humanities. In: 2022 Advances in Science and Engineering Technology International Conferences (ASET), Dubai, United Arab Emirates (2022) 9. Kurubanjerdjit, N., Nupap, S.: Promoting students problem solving and teamwork skills in Thai undergraduates by applying direct problem-based learning strategy. In: 2021 Joint International Conference on Digital Arts, Media, and Technology with ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunication Engineering, Chaam, Thailand (2021) 10. Shieber, S.M.: Psychologism and behaviorism In: The Turing Test: Verbal Behavior as the Hallmark of Intelligence, pp. 229–266. MIT Press (2004) 11. Shi, K., Wang, L.: The effect of irrelevant response dimension on stimulus response compatibility. Acta Physiol. (Oxf) 223, 1–12 (2022) 12. Basri, H., Amin, S., Umiyati, M., Mukhlis, H., Irviani, R.: Learning theory of conditioning. J. Crit. Rev. 7(8), 2024–2031 (2020) 13. Muchimapiro, V.: The role of educational innovation in learning. Ratchaphruek J. 12(2), 1–9 (2014) 14. Chumchuen, N., Klinbumrung, K., Meesomklin, S.: Professional teaching practice through MIAP based integrated learning activities for electrical engineering education. In: 2020 5th International STEM Education Conference (iSTEM-Ed), Hin, Thailand (2020) 15. Graf, S., Kinshuk, Liu, T.-C.: Identifying learning styles in learning management systems by using indications from students’ behaviour. In: 2008 Eighth IEEE International Conference on Advanced Learning Technologies, Santander, Spain (2008)

Development of Laboratory-Based Learning and Teaching Activities of Communication Systems for 21st Century Innovative Learning Skills S. Rachchompoo, Nutchanat Chumchuen, and S. Akatimagool(B) Department of Teacher Training in Electrical Engineering, Faculty of Technical Education, King Mongkut’s University of Technology, North Bangkok, Thailand {nutchanat.c,somsak.a}@fte.kmutnb.ac.th

Abstract. This paper presents the development of Laboratory-Based teaching and learning activities of communication systems to promote functional skills in the 21st century. The research process consists of 1) exploring the needs needed to develop teaching and learning in the 21st century; 2) developing the SLDEA Laboratory-Based learning model consisting of 5 steps: Searching, Learning, Exchanging, Doing, and Assessment; 3) creating the instructional package to be as a research tool including a teacher’s manual, a simulator, an experimental set of antennas, experimental set of the radio transmission system, a learning achievement test; and 4) implementing the research tools to be used with a sample group of 20 undergraduate students in the semester 2/2023 in the Bachelor of Science in Technical Education, Department of teacher training in electrical engineering at the King Mongkut’s University of Technology North Bangkok, Thailand. The findings showed that 1) the quality of the research tools developed by five experts was at a high level of appropriation; 2) the learners’ learning achievement had an average of 73.54% and 3) the learners’ satisfaction level with Laboratory-Based teaching and learning activities of Basic Communication Systems was at a high level. Therefore, it can be concluded that the learning activities developed can encourage learners to have practical skills in the 21st century and have experiences in self-learning and lifelong learning. This skill can lead to the creation of innovations and technologies that can support the industrial sector in the 4.0 era. Keywords: Teaching and Learning Activities · Laboratory-Based Learning Model · Communication System · Instructional Media Package

1 Introduction Education prepares highly competent laborers to cope with rapidly changing technological complexities. The traditional learning model has been developed into a modern, innovative teaching arrangement to accommodate 21st -century skills. The new skills are divided into four categories: 1) Critical Thinking and Innovation, 2) Self-Management, 3) Working skills, and 4) Technology use and development. Therefore, engineering © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 143–152, 2024. https://doi.org/10.1007/978-3-031-53022-7_15

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education is necessary to provide learners with practical work in laboratories so that learners have practical engineering skills. Teaching and learning activities are consequently developed based on close interaction between the teachers and the learners, resulting in the transfer of knowledge from the teacher to the learners. Teachers have a role to play in choosing and formatting learning activities [1]. Learners play an essential role in the execution of a learning process model under various actions: visual, listening, writing, drawing, movement, narration, mind control, and emotional management. Such activity can also support learners with innovative engineering education learning skills [2]. In addition, the survey of teaching and learning management in the past several years found that teaching methods were traditional, teaching materials needed to be updated, and there was a lack of need to be more between theory and practice. Moreover, the student’s academic achievement is reduced. Therefore, this paper presents managing learning activities based on laboratory experiments [3], developing a modern learning model, and creating engineering instructional materials [4]. The main goal is to empower learners with practical and lifelong learning skills, indispensable in the digital world and industry 4.0 era [5].

2 Research Purpose The research purpose of developing Laboratory-Based teaching and learning activities of communication systems is as follows. a) to develop the Laboratory-Based learning model for engineering education. b) to develop teaching and learning activities using an instructional package for case studies on communication systems. c) to evaluate the effectiveness of teaching and learning activities using the LaboratoryBased learning model. d) to evaluate the learners’ satisfaction with Laboratory-Based learning and teaching activities of communication systems.

3 Development of Laboratory-Based Learning The states and problems of instructional management were surveyed in the Bachelor of Science in technical education curriculum, Department of teacher training in Electrical Engineering, or related fields of the Universities of Technology and Engineering in Thailand. It was found that the curriculum needed more appropriate technology and teaching materials, few tools and equipment for teaching, learners are less involved in the learning process, learners are stressed and bored in their studies, and the learning achievements need to meet the expected objectives. Therefore, teachers need to appropriately develop teaching and learning technology, including organizing various learning activities using modern teaching media, encouraging students to create inventions, and developing engineering education innovations and learning management that uses digital technology in line with rapid changes. Teaching in the laboratory is a learning skill that develops working, analytical, problem-solving, and application of knowledge in everyday life. This teaching allows learners to participate in learning, build knowledge and organize their learning system.

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Teaching in the laboratory encourages learners to be self-practicing, interact, and work together. Highlights of teaching in the laboratory are as follows. a) To develop the brain’s potential, creative thinking, problem-solving, and applying knowledge. b) Learners have maximum participation in the learning process. c) Learners participate in teaching both in building knowledge and mutual interactionLearners can create knowledge and organize their learning system. d) Learners participate in teaching both in building knowledge and mutual interaction. e) Learners are responsible and disciplined in their work. f) To create situations for learners to think, analyze and solve problems from selflearning. g) It is a teaching and learning activity emphasizing higher thinking skills. h) Learners have the opportunity to integrate information and science. i) The instructor will facilitate learning, and the students will be able to practice on their own. In this research paper, modern learning innovations for engineering education were studied and developed using the laboratory and practical teaching and learning process [6, 7]. It has a conceptual framework to encourage learners to be ready to learn difficult and complex content, promote operational skills, and use teaching materials that can motivate students to work. In addition, it encourages students to acquire knowledge through modern teaching materials that support 21st -century learning skills [8]. Thus, the Laboratory-Based learning model was developed for engineering education consisting of 5 steps, as shown in Fig. 1, and the details are as follows.

Fig. 1. Laboratory-Based learning model development

• Searching (S) emphasizes students’ study, review and search for information and knowledge by themselves. The aim is to obtain guidelines for solving problems or making decisions so the learners have a clearer understanding of the direction of learning.

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• Learning (L) is the process of transferring knowledge, skills, and attitudes that integrate theoretical and practical knowledge according to the content specified by the curriculum. • Exchanging (E) is a review, adjustment, and knowledge summary, as well as filtering knowledge and exchanging learning outcomes within a group or class. • Doing (D) is an action in which learners perform activities closely under the guidance and assistance of the instructor. Students have practical exercises and experiments that help develop complex skills and abilities in engineering and technology. • Assessment (S) measures learner achievement through various evaluation methods. The learner’s behavior is examined changes according to the behavioral objectives in the curriculum. The instructor has to adjust and analyze the feedback for the development of the students.

4 Development of Laboratory-Based Instructional Package The developing instructional package will be a research tool, including a teacher’s manual, a simulation program, an experimental set of antennas, an experimental set of the radio transmission system, and a learning achievement test. The detail is as follows. 1) Using John Dewey’s philosophy, the teacher’s manual consists of content and instructional management based on the SLEDA learning model. Learners must learn from action in real situations emphasizing physical, emotional, and intellectual development. The learning and teaching of communication systems are based on the developed SLEDA learning model. The curriculum consists of 3 units: Unit 1, Introduction and Modulation; Unit 2, Radio Receivers and Transmitters; and Unit 3, Antenna Technology. The details are shown in the coral chart in Fig. 2.

Fig. 2. The course analysis of the communication system

2) The simulation programs used in pre-study to avoid mistakes and reduce costs from damage that may occur in actual operations. In this regard, creating an engineering simulation program for a communication system consists of AM and FM modulation and antenna design using MATLAB with a graphical user interface GUI (Graphic User Interface), as shown in Fig. 3.

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Fig. 3. The developed simulation programs

3) The antenna package is an antenna device created for designing, experimenting, and practicing parameter measurement and test operation. Therefore, the antenna is built in the FM radio frequency 88–108 MHz, and the operating frequency used is 100 MHz, such as monopole antenna, dipole antenna, Yagi antenna, and circular antenna, as shown in Fig. 4.

Fig. 4. The developed antenna package and measurements

4) The radio receiver and transmitter system is an experimental set of AM – FM radio receivers and transmitters designed following the behavioral objectives of the curriculum. It consists of an experimental set of AM and FM radio receivers and radio transmitters and an instruction manual. Students can use it in practice for signal measurement functional tests and fixing defects according to the specified worksheet, as shown in Fig. 5.

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Fig. 5. The developed radio receiver and transmitter system

5 Implementation of Research Tools The implementing research tools to be used with a sample group of 20 undergraduate students in the semester 2/2023 in the Bachelor of Science in Technical Education, Department of teacher training in electrical engineering at the King Mongkut’s University of Technology North Bangkok, Thailand. An example of SLEDA based learning activities for antenna design in a classroom is shown in Fig. 6.

Fig. 6. The SLEDA based learning activities for antenna design

6 Research Results The research tools used in teaching practical skills consisted of a Laboratory-Based learning model, a teacher’s manual, content sheets, worksheets, instructional media, and a quiz. They organized teaching and learning activities according to the LaboratoryBased learning model and the satisfaction assessment results of a sample of 20 people, which found that learners were satisfied at a high level. The developed LaboratoryBased teaching and learning activities [9] can build learners’ interest, and learners have increased learning achievement. 6.1 The quality of the Laboratory-Based Learning Model The quality assessment of the Laboratory-Based learning model using five experts was based on 20 issues. It can be seen that the quality of the developed Laboratory-Based learning model using 5 rating scale based assessment form (from 1 to 5) was appropriate,

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with a mean of 4.24 and an S.D. of 0.38, as shown in Table 1. The highlight of the research was the developed laboratory package that can be used in practical engineering education management. Table 1. The quality of the Laboratory-Based learning model Topic/Issue

Mean

S.D.

Interpretation

1. Course content covers course objectives

4.20

0.45

Good

2. Learning model is suitable for engineering teaching

4.20

0.55

Good

3. Learning methods to reinforce knowledge

3.80

0.84

Good

4. Methods of teaching and learning reinforcement of operational skills

4.00

0.71

Good

5. Attitude reinforcement teaching methods

4.20

0.84

Good

6. Teaching plans are clear and appropriate

4.00

0.71

Good

7. The content is appropriate to the level of knowledge

4.40

0.71

Good

8. The content is up-to-date and appropriate

4.40

0.89

Good

9. Learning activities to promote work skills

4.60

0.55

Very Good

10. Teaching activities to promote critical thinking and problem-solving

4.20

0.84

Good

11. Activities to promote research and seek knowledge by self-learning

4.00

1.00

Good

12. Variety of teaching materials and a sufficient number

4.00

1.00

Good

13. Teaching materials can promote creativity

4.20

0.84

Good

14. Teaching materials can encourage learners to understand complex content

4.20

0.84

Good

15. Teaching materials can stimulate interest in learning

4.20

0.84

Good

16. The quality of the test is standard and appropriate

4.40

0.55

Good

17. Measurement and evaluation methods are diverse

4.20

0.55

Good

18. The exam can measure and evaluate the competency of learners

4.40

0.55

Good

19. Measurement and evaluation criteria are appropriate

4.40

0.55

Good

20. Skills and knowledge gained used in actual work

4.60

0.55

Very Good

Overall score

4.24

0.38

Good

6.2 The Evaluation of the Learning Achievement of Learners The assessment of learning achievement in handling the developed Laboratory-Based learning model by 20 undergraduate students. The evaluation was a multiple-choice test of 50 questions with a total score of 50 points. The evaluated results show that

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the learning achievement of testing after learning equals 73.54% of the overall learning outcome. 6.3 The Satisfaction of the Learners The learners’ satisfaction was evaluated using 20 undergraduate students in a sample group. The estimated result showed that the overall mean satisfaction level is equal to 4.50 from a maximum of 5 points, with S.D. equaled to 0.16, which learners’ satisfaction in learning by handling the Laboratory-Based learning and teaching activities was at a high level. It can see that learners are involved in teaching activities, and the Laboratorybased learning and teaching activities could encourage learners to have practical skills, as illustrated in Table 2. The developed Laboratory-Based learning model was suitable for engineering learning, stimulating learners’ interest, and promoting higher learning achievement. In addition, the learners commented that; the lessons are complex in that learners must have some basic knowledge, the teaching and learning process has many steps, and takes a long time, causing delays in operation. Sometimes students must review and repeat specific worksheets and learning activities, use quality tools and equipment, have sufficient resources, etc. Table 2. The evaluation of learners’ satisfaction with the learning activity Topic/Issue

Mean

S.D.

Interpretation

1. The teaching model emphasizes that the learners have practical skills

4.50

0.52

High

2. Learning process is appropriate

4.57

0.65

Very High

3. Evaluation methods are appropriate

4.29

0.61

High

4. Encourage learners to participate in teaching activities

4.50

0.76

High

5. Encourage learners to create innovation and technology

4.71

0.47

Very High

6. Teaching materials are consistent with the course content

4.71

0.61

Very High

7. The form and structure of the experimental set are appropriate

4.71

0.47

Very High

8. The media is detailed and of usable quality

4.50

0.65

High

9. Encourage learners to understand the working system clearly

4.43

0.65

High

10. Foster practical skills and teamwork

3.93

0.92

High

11. Instructional media is related to course content 4.43

0.94

High

12. Easy-to-use layout and beautiful colors

0.65

Very High

4.57

13. Quality programs and accurate results

4.71

0.47

Very High

14. Encourage learning in complex content to be easier to understand

4.43

0.65

High

15. Encourage the development of advanced analytical skills

4.57

0.51

Very High

Overall score

4.50

0.16

High

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7 Summary The instructional package on communication systems was developed according to the Laboratory-Based learning model. The teaching and learning process comprises the Laboratory-Based learning model, learning and teaching activities, and innovative instructional media. Five experts and a sample group of 20 undergraduate students evaluated the developed teaching and learning activities. Research results showed that 1) the Laboratory-Based learning model was appropriate at a high level (Mean was 4.24, S.D. was 0.38); 2) the learning activities were practical according to the specified standards; 3) the innovative instructional media package was consistent with the course contents, and 4) the satisfaction assessment results were at the high level (Mean was 4.50, S.D. was 0.16) according to the research hypothesis that can encourage learners to innovate and develop technology effectively. Teaching in the laboratory using the SLEDA learning model is the integration of teacher knowledge, skills, and experience. It emphasizes learners taking hands-on action, problem-solving, and working in groups. Learners gain actual expertise and experience [10]. However, suggestions for further research development include developing and preparing instructional manuals, creating appropriate and adequate experimental equipment, and designing a plan for teaching and learning activities consistent with learners’ differences. In addition, there should be development and design of learning activities that focus on developing student competencies that support 21st -century learning skills [11], such as professional skills, creative and systematic thinking skills, etc. There should be continuous development of modern and specific learning models that can be used as a guideline for engineering education and applied to other technology subjects that lead to lifelong learning.

References 1. Seritan, G.-C., et al.: Improvement of teaching activities in higher education: a case study. Rev. Rom Des Sci. Tech-Serie Electrotechnique Et Energetique 64(2), 169–172 (2019) 2. Zhang, H., Yang, J., Wang, X.: Research on innovation and practice ability training system for master students of control engineering specialty. Ind. Inf. Educ. 9, 2095–5065 (2021). 09-0072-06 3. Rakhmawati, L., Agung, A.I., Rohman, M.: Virtual laboratory-based student worksheets development for computational thinking practices. In: 2022 Fifth International Conference on Vocational Education and Electrical Engineering (ICVEE), Surabaya, Indonesia, pp. 221–225 (2022). https://doi.org/10.1109/ICVEE57061.2022.9930462 4. Rohana, A.K., Cristyn, R., Nugraha, A.E., Harsanto, K., Lee, G.: Design of spectrum analyzer android-based instructional media for vocational high school student. In: 2022 IEEE International Conference on Communication, Networks and Satellite (COMNETSAT), Solo, Indonesia, pp. 361–367 (2022). https://doi.org/10.1109/COMNETSAT56033.2022.9994494 5. Suleiman, Z., Shaikholla, S., Dikhanbayeva, D., Shehab, E., Turkyilmaz, A.: Industry 4.0: clustering of concepts and characteristics. Cogent Eng. 9(1), 1–26 (2022) 6. Kandamby, G.: Effectiveness of laboratory practical for Students’ Learning. Int. J. Innov. Educ. Res. 7(3), 222–236 (2019) 7. Munna, A.S., Kalam, M.A.: Teaching and learning process to enhance teaching effectiveness: a literature review. Int. J. Humanit. Innov. (IJHI) 4(1), 1–4 (2021)

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8. Neves, B.-H.S., Altermann, C., Gonçalves, R., Lara, M.V., Mello-Carpes, P.B.: Home-based vs. laboratory-based practical activities in the learning of human physiology: the perception of students. Adv. Physiol. Educ. 41, 89–93 (2017) 9. Hadiyanto, H., Failasofah, F., Armiwati, A., Abrar, M., Thabran, Y.: Students’ practices of 21st century skills between conventional learning. J. Univ. Teach. Learn. Pract. 18(3), 6–19 (2021) 10. Tangthong, N., Akatimagool, S.: Management of laboratory-based learning activity on electronic flight instrument system. In: 6th International STEM Education Conference (iSTEM-Ed), Pattaya, Thailand, 10–12 November 2021 11. Chumchuen, N.: Management of learning activities to promote systematic thinking skills for student teachers training in technology education. In: 6th International STEM Education Conference (iSTEM-Ed), Pattaya, Thailand, 10–12 November 2021

Development of a Simulation Tool for Electromagnetism Education Bianca Auwarter1

, Diego Brandão2

, and Ângela P. Ferreira3,4(B)

1 Instituto Politécnico de Bragança, Bragança, Portugal

[email protected]

2 Centro Federal de Educação Tecnológica Celso Suckow da Fonseca, Rio de Janeiro, Brazil

[email protected]

3 Research Centre in Digitalization and Intelligent Robotics (CeDRI), Instituto Politécnico de

Bragança, Bragança, Portugal [email protected] 4 Laboratório para a Sustentabilidade e Tecnologia em Regiões de Montanha (SusTEC), Instituto Politécnico de Bragança, Bragança, Portugal

Abstract. The widespread adoption in the educational system of information and communications technologies allows the use of interactive simulations, able to support a meaningful insight into the fundamental laws and concepts of electromagnetic theory, which, in a classical approach, would require a vector calculus background and three-dimensional geometrical resourcefulness, typically not maturated by the students in undergraduate engineering programmes. The use of simulation tools based on finite element analysis can facilitate the learning process by allowing users to create and/or exploit visual and more accurate models. ONELAB (Open Numerical Engineering LABoratory) is a simulation platform that integrates several modelling tools, including Gmsh, a three-dimensional mesh modelling software. This simulation tool is able to provide interaction, accuracy, and visual interpretations of classical problems using the fundamental laws of electromagnetism. The application with the basic laws of electromagnetism has been developed to run on mobile devices, besides desktops, to improve its ease of access and dissemination. Keywords: Electromagnetism · Finite element method · Didactic simulation

1 Introduction Learners retain different percentages of information based on the learning activity they engage in. The effectiveness of visual information reinforcing verbal explanations has been demonstrated in several studies, such as Paivio’s research [1]. Software tools that interact with the object of study allow learners to achieve active learning; in particular, finite element analysis-based tools enable learners to experience concepts practically and interactively, making learning more engaging and memorable. Simulations also allow learners to explore concepts in a safe environment without fear © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 153–164, 2024. https://doi.org/10.1007/978-3-031-53022-7_16

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of failure or harm, encouraging curiosity and creativity, helping them visualise complex concepts, and making them easier to understand and remember. Simulations prepare learners for the real world by assisting them in developing problem-solving, critical thinking, and collaboration skills. Tools that support the learning of electromagnetism are essential to ensure that learners have a solid understanding of the concepts and practical skills by facilitating the understanding of abstract concepts, as most of the concepts of electromagnetism can be difficult to understand within a theoretical reference alone. Simulation tools allow learners to visualise and experience these concepts without the need for hands-on laboratory experiments, which are usually time and cost-consuming. A range of documentation supports the changes needed for a new approach to teaching electromagnetism [2–8]. Simulation tools allow users to visualise and experience electromagnetic fields in real-time. Some examples of popular simulators include FEMM (Finite Element Method Magnetics), Comsol Multiphysics and Ansys Maxwell. This work exploits a simulation tool which was introduced in the previous academic year and whose primary motivation has been presented in [9], based on the open-source software ONELAB (Open Numerical Engineering LABoratory), to support the learning and teaching activities of Electromagnetism. This simulation tool provides an interface that uses finite element modelling, capable of delivering interaction, accuracy, and visual interpretations of classical problems using the fundamental laws of electromagnetism. The theoretical development of the contents aided by this tool makes the learning experience more meaningful to students, empowering them to integrate theory and practice. Special focus is given to the finite element tool and the application’s development in the ONELAB software. The application has been developed to run on mobile devices, besides desktops, to improve its ease of access and dissemination. The remainder of this manuscript is organised as follows: Sect. 2 presents the main concepts of the finite element method (FEM) in the ONELAB environment, Sect. 3 presents some of the developed simulations, and Sect. 4 introduces the mobile application developed. Finally, the main conclusions are drawn in Sect. 5.

2 Finite Element Method in ONELAB Environment The finite element method is a numerical technique, i.e., it provides an approximate solution over the boundary of differential equations of a physical problem, working by dividing a domain into small elements, called finite elements, so that mathematical equations can be applied to each element [10]. These equations can then be combined to obtain approximate solutions to the overall problem. ONELAB is an open domain software that performs modelling using the finite element method, composed by Gmsh, responsible for geometry creation, mesh generation and post-processing and GetDP, responsible for solving, using the finite element method [11]. A general outline of the process involved in applying FEM in a simulation problem consists in identifying the physical domain, geometry, boundary conditions and performing mesh generation, defining the interpolation functions and governing equations, solving the system of equations to obtain the nodal values of the unknown variables and performing post-processing to analyse and visualise the results.

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2.1 Boundary Conditions and Meshing To solve a problem using the finite element method, it is initially necessary to define the geometry and the boundary conditions of the problem and then perform the discretisation of the problem in small finite elements, thus creating a mesh which will define the elements [12]. The denser the mesh, the smaller the spatial discretisation error, which increases the computational cost. This step of the problem solving is performed using Gmsh, where it is possible to create the geometry using the commands of the elementary entities group, available in the ONELAB graphical interface, writing directly to a.geo file or importing the geometry from a CAD package. The boundary conditions are also defined in this interface in the so-called physics group, which allows the user to assign physical properties to the problem. Mesh creation is also performed through Gmsh, which allows the creation of meshes in 1D, 2D and 3D geometries, with elements that can be lines, triangles, squares, tetrahedrons, and hexahedrons, among others. The users can change the mesh size and specify the structural parameters of the mesh. Gmsh presents several algorithms for mesh generation, including MeshAdapt, Delaunay and other algorithms that have been introduced and tested [13]. MeshAdapt is an algorithm based on the technique of edge swapping, cracking and collapsing to obtain a better geometry, while the Delaunay algorithm is based on the sequential creation of points at the circumcenter of the largest element [14]. Boundary conditions are essential information that must be considered in the finite element method. The finite element method has two main types of boundary conditions: Dirichlet boundary conditions and Neumann boundary conditions. Dirichlet boundary conditions specify the solution’s value at the boundary of the problem domain. On the other hand, Neumann boundary conditions specify the normal derivative of the solution at the domain boundary. These conditions are of the natural type and are often used in initial value problems where the solution is unknown at the domain boundary. Still, the physical conditions allow a condition to be imposed on the rate of change [15]. As already mentioned, the boundary conditions are applied in the assembly step of the system of equations of the finite element method. This means they are incorporated directly into the element equations that make up the global system of equations. The boundary conditions are usually incorporated into the system of equations using piecewise integration techniques. A proper choice of boundary conditions is critical to obtain an accurate and reliable solution using the finite element method. They must reflect the physical conditions of the problem and must be sufficiently restrictive to ensure a unique and stable solution. 2.2 Governing Equations and Solvers Each element is modelled mathematically, being characterised by shape functions and nodal values. The functions determine the interpolation order (linear, quadratic etc.), while the nodal values represent the solutions of the problem at each node or interconnection point between elements, i.e., analysing the number of nodes is fundamental to

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choosing the shape functions and the interpolation of the function within the element [7]. After discretising the problem and creating the mesh, the mathematical equations that describe the behaviour of the problem are written for each element to form a global system of equations. This system is then solved numerically, using the GetDP part, to obtain the desired solutions. There are two methods for obtaining the global system of equations, the Galerkin method and the Rayleigh-Ritz method, and solving this system involves calculating integrals and derivatives and solving systems of linear equations. Integrals are used to calculate physical quantities, such as energy and electric charge. These integrals are then used to construct the mathematical equations that describe the behaviour of the problem in each element. Solving the global system of equations is one of the main mathematical challenges of the finite element method. Some of the most common methods of solving for global systems include Gaussian elimination, LU decomposition and iterative methods, such as the Gauss-Seidel or Jacobi methods. The Rayleigh-Ritz method, also called the variational method, is an approach that seeks to approximate the solution of a partial differential equation (PDE) using a linear combination of known basis functions. These basis functions are chosen to satisfy the problem’s boundary conditions and represent the problem’s physical nature. The central idea of the Rayleigh-Ritz method is to find the solution that minimises the potential energy of the approximate solution. This potential energy is a measure of the energy stored in the physical system being modelled by the PDE. The potential energy is obtained by integrating the original PDE, multiplied by the approximate solution and its derivatives, over the entire problem domain. Then, the potential energy is minimised using the principle of virtual work, which states that the correct solution should be the one that produces less work when undergoing small variations [10]. The Rayleigh-Ritz method is particularly suitable for solving problems with complicated geometries or complex boundary conditions. It can also be used to solve problems where the analytical solution is not known or cannot be easily obtained [10]. Galerkin’s method is also known as a particular case of the weighted residuals method, which consists of multiplying a residual by a weighting function or test function and then integrating this multiplication into the study domain equal to zero. That is, Galerkin’s method states that the residue of the PDE (difference between the left and right sides of the equation) must be orthogonal to the space generated by the chosen test functions (or weight functions) [10]. In other words, the difference between the exact and approximate solutions must be perpendicular to all the chosen test functions. The choice of the test functions is critical to the accuracy and convergence of the method. They must be chosen to satisfy the problem’s boundary conditions and capture the problem’s relevant physical characteristics. The test functions should also be selected such that they are easily integrable. The approximate solution is written as a linear combination of the selected test functions with unknown coefficients. The coefficients are then determined by solving a system of linear equations, which is obtained by substituting the approximate solution into the PDE. The finite element method also uses optimisation techniques to find accurate and efficient numerical solutions. These techniques include minimising discretisation errors,

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choosing optimal meshes, and adapting meshes in real-time [16]. In summary, the mathematics behind the finite element method involves the theory of partial differential equations, the theory of functional approximations, the calculation of integrals, and solving systems of linear equations.

3 Simulations Developed In this work, some applications developed are presented: the interaction between point charges (Coulomb’s law), parallel plate capacitors, conductor wires and a coil with a magnetic core, two different applications of Ampère’s law. To apply the finite element method, as previously mentioned, it is initially necessary to define the geometry of the problem, i.e., the dimensions and shape of the region where the object of analysis is located. The geometry discretisation is then performed, dividing the region into finite elements, whereas triangles were used for point charges and the capacitor applications (Fig. 1 and Fig. 2).

Fig. 1. Mesh generated for the point charges application.

Each element is defined by a set of nodes or intersection points connected by straight lines or curves. For each finite element, an interpolation function is selected that describes the behaviour of the electric field at each node. The function used is the Lagrange shape function, which is a polynomial function that passes through the nodes of the element. From the boundary conditions of the problem, the equations that describe the behaviour of the electric field throughout the region of interest are established. These equations are usually obtained through Gauss’s law, which relates the electric flux to the electric charge [15]. The resulting system of equations is solved numerically using methods such as LU decomposition or Gauss elimination. With the numerical solution of the system of equations, the electric field can be calculated at any point in the region of interest. The results obtained can be visualised through graphs or animations (Fig. 3 and Fig. 4), allowing a more detailed analysis of the electric field behaviour in the region of interest.

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Fig. 2. Generated mesh for the capacitor application.

Fig. 3. Electric field for the point charges application.

Fig. 4. Electric field for the capacitor application.

To visualise the electric potential, the same procedure is performed, changing only the fact that the interpolation function will describe the behaviour of the electric potential at each node. The Lagrange shape function is still used; the equations that describe the behaviour of the electric potential throughout the region of interest are obtained through Poisson’s equation, which relates the Laplacian of the electric potential with the electric charge density.

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The resulting system of equations is solved in the same way as for the electric field problem. With the numerical solution of the system of equations, the electric potential can be calculated at any point in the region of interest.

Fig. 5. Electric potential for the point charges application.

The results obtained can be visualised through a colour map (Fig. 5 and Fig. 6, for the point charges and capacitor examples, respectively), allowing a more detailed analysis of the behaviour of the electric potential in the region of interest.

Fig. 6. Electric potential for the capacitor application.

The conducting wire problem was developed in 3D, ensuring an even greater interaction for the student since it is possible to rotate the object of study by 360°, giving movement to the field lines and the density. The corresponding mesh uses 3-dimensional elements, typically tetrahedral elements, even though it is possible to integrate also hexahedral elements (Fig. 7). To use this example, the user only needs to enter the value of the electric current, and all calculations will be made from this value. In the case of a direct current, Ohm’s law is used to define the equations that govern the behaviour of the current density in the conducting wire, which allows the definition of the relationship between current density and the potential difference along the conducting wire. In the conducting wire application, it was specified that the current density is zero outside the wire and constant along the wire (Fig. 8).

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Fig. 7. Generated mesh for the 3D conducting wire application.

Fig. 8. Current density in the conducting wire.

The output of the application provides an overview of the magnetic field lines around the conducting wire (Fig. 9). This example shows one of the observations made by Oersted [17], evidencing that as the distance increases, the field decreases.

Fig. 9. Magnetic field result for the conducting wire application.

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The application of the coil with magnetic core was developed in a 2D approximation, as presented in Fig. 10. The current density enters into the plane on the left side and leaves the plane on the right side of the core, in the sense of rotational behaviour around the coil vertical axis.

Fig. 10. Current density in a coil.

In Fig. 11, it is possible to validate the presence of the magnetic field. According to the right and rule, when wrapping the fingers in the direction of the current density, the direction of the north pole is, by convention, defined by the tip of the thumb.

Fig. 11. Magnetic field result for the coil problem.

4 Mobile Application Mobile applications allow learners to access educational content from anywhere and at any time, as long as they have a mobile device and an internet connection, enabling increased engagement. The ONELAB software also allows the development of the examples in a mobile version, thus ensuring greater accessibility.

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The mobile version of the software also provides collaborative learning, which can help learners develop important social skills such as teamwork and communication. In this way, mobile apps are important in education because they can make learning more accessible, engaging, personalised, instantaneous, cost-effective, and collaborative [18]. The app’s mobile version incorporates some pre-existing applications besides the ones developed, as shown in Fig. 12.

Fig. 12. Mobile version of the app.

The student can still change the parameters in the applications, as shown in Fig. 13 similar to the desktop version. The app also allows sharing the developed examples via email. Once the examples are developed in the desktop version, transferring them to the mobile version using a zipped folder is possible. This folder should contain a standard infos.xml, besides the.pro and.geo files developed, and it can be sent by email or using iCloud. After downloading the files, ONELAB app recognises and updates them to appear in the mobile’ app list.

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Fig. 13. Menu of parameters to be modified.

5 Conclusions The increasing role of numerical computation suggests a different way or, at least, an auxiliary tool to learn electromagnetics. Simulation tools allow an alternative to experiments in the laboratory, which are very time-consuming, costly and, consequently, not always feasible. This work presented an interactive didactic simulation tool that aims to simplify electromagnetics understanding in undergraduate engineering programmes. The theoretical development of the contents aided by this tool makes the learning experience more meaningful to students, empowering them to integrate theory and practice. Significant results were achieved during the development of this project. The choice of an opensource toolkit to interface finite elements and related solvers for developing academic examples has proven to be an area of great interest, efficient and user-friendly. In the future, it is expected the tool to be further developed to gather a set of vast examples and typical problems able to support a web-based training platform. Further work should also assess the suitability of the simulation tool by the students and its contribution in the learning process. Acknowledgement. The authors are grateful to the Foundation for Science and Technology (FCT, Portugal) for financial support through national funds FCT/MCTES (PIDDAC) to CeDRI (UIDB/05757/2020 and UIDP/05757/2020) and SusTEC (LA/P/0007/2021).

References 1. Paivio, A.: Intelligence, dual coding theory, and the brain. Intelligence 47, 141–158 (2014) 2. Martinez-Roman, J., et al.: Electrical machines laminations magnetic properties: a virtual instrument laboratory. IEEE Trans. Educ. 58(3), 159–166 (2015) 3. Buret, F., Muller, D., Nicolas, L.: Computer-aided education for magnetostatics. IEEE Trans. Educ. 42(1), 45–49 (1999) 4. Mias, C.: Electronic problem-based learning of electromagnetics through software development. Comput. Appl. Eng. Educ. 16(1), 12–20 (2008)

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5. Lowther, D.A., Freeman, E.M.: A new approach to using simulation software in the electromagnetics curriculum. IEEE Trans. Educ. 36(2), 219–222 (1993) 6. Yamani, A., Kharab, A.: Use of a spreadsheet program in electromagnetics. IEEE Trans. Educ. 44(3), 292–297 (2001) 7. De Jong, T., Van Joolingen, W.R.: Scientific discovery learning with computer simulations of conceptual domains. Rev. Educ. Res. 68(2), 179–201 (1998) 8. Carpenter, C.J.: Teaching electromagnetism in terms of the potentials instead of the ‘Maxwell’ equations. IEEE Trans. Educ. 36(2), 223–226 (1993) 9. Ferreira, Â., Auwarter, B.: A finite element based tool to support the understanding of electromagnetism concepts. In: 31st Annual Conference of the European Association for Education in Electrical and Information Engineering (EAEEIE), Coimbra, Portugal. IEEE (2022) 10. Polycarpou, A.C.: Introduction to the Finite Element Method in Electromagnetics. Synthesis Lectures on Computational Electromagnetics. Springer. Cham (2006). https://doi.org/10. 1007/978-3-031-01689-9 11. Geuzaine, C.: Introduction and Overview Gmsh, GetDP & ONELAB, Université de Liège (2021) 12. Jagota, V., Sethi, A., Kumar, K.: Finite element method: an overview. Walailak J. Sci. Technol. 10(1), 1–8 (2013) 13. Geuzaine, C., Remacle, J.F.: Gmsh: a 3-D finite element mesh generator with built-in preand post-processing facilities. Int. J. Numer. Meth. Eng. 79(11), 1309–1331 (2009) 14. Rebay, S.: Efficient unstructured mesh generation by means of delaunay triangulation and Bowyer-Watson algorithm. J. Comput. Phys. 106(1), 125–138 (1993) 15. Zienkiewicz, O.C., Taylor, R.L., Zhu, J.Z.: The Finite Element Method: Its Basis and Fundamentals, 7th edn. Elsevier, Amsterdam (2013) 16. Segerlind, L.J.: Applied Finite Element Analysis, 2nd edn. Wiley, New York (1985) 17. Dibner, B.: Oersted and the discovery of electromagnetism. Electr. Eng. 80(5), 321–325 (1961) 18. Bravo, C., Van Joolingen, W.R., De Jong, T.: Modeling and simulation in inquiry learning: checking solutions and giving intelligent advice. Simulation 82(11), 769–784 (2006)

Practicing the Engineering Fundamentals in a Project-Based Design and 3D Printing Course Laura Levin1,2(B)

and Igor Verner2

1 Sami Shamoon College of Engineering, 77245 Ashdod, Israel

[email protected] 2 Technion – Israel Institute of Technology, 3200003 Haifa, Israel

Abstract. As 3D printing technology transforms product design and manufacturing, educational programs must incorporate its principles to prepare engineering students for the workforce. Establishing dedicated labs and integrating 3D printing into higher education curricula has become popular among universities and colleges. However, insufficient attention is paid to using this learning practice to apply knowledge of engineering fundamentals and develop skills for implementing efficient and reliable additive manufacturing processes. Therefore, new approaches are needed to increase the pedagogical value of this learning practice. This study explores the effectiveness of the project-based learning (PBL) approach for enhancing the understanding of mathematical, engineering, and 3D printing concepts and their application by mechanical engineering students. We developed a pilot course, “Engineering and mathematical applications in 3D printing,” for junior and senior-year students. The course included lectures on design for additive manufacturing (DfAM), 3D printing technologies, printability, and troubleshooting, as well as project tasks involving the design and fabrication of functional objects such as asymmetric spinning-tops, Pythagorean cups, and print-in-place mechanisms. In the study, we examined how participants applied their mathematical and engineering knowledge to solve complex design challenges using 3D printing technology, and their perceptions of the learning experience. Using an exploratory research design, data were collected through observations, student works, and post-course questionnaires. The findings indicate that the students successfully completed the project tasks, demonstrating their ability to apply engineering principles and optimize designs for 3D printing. The students highly appreciated the course’s project-oriented format and its contribution to their understanding of 3D printing. Keywords: Mechanical engineering education · Design education · 3D printing · Project-Based Learning (PBL)

1 Introduction Engineering education is constantly evolving to meet the demands of the 21st-century job market. Many countries seek to improve their higher education systems, emphasizing the integration of emerging technologies and adapting methodologies that enhance student © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 165–174, 2024. https://doi.org/10.1007/978-3-031-53022-7_17

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engagement and learning outcomes [1]. 3D printing technology continues to disrupt product design and manufacturing processes. Hence, many universities and colleges have recognized the importance of integrating dedicated 3D printing labs and incorporating 3D printing into higher education curricula to effectively prepare engineering students for the workplace [2, 3]. However, insufficient attention has been given to leveraging this learning practice to apply engineering fundamentals and cultivate skills in implementing efficient and reliable additive manufacturing processes. Consequently, there is a need for new approaches that maximize the pedagogical value of incorporating 3D printing technology into engineering education. One such approach is PBL, a student-centered learning strategy widely used in engineering education [4]. In PBL, students engage in authentic, open-ended projects. They apply their knowledge to design, prototype, test, and implement solutions for real-world problems. By working on hands-on projects, the students gain a deep understanding of engineering concepts while acquiring practical experience, bridging theory and practice [5, 6]. Several studies have indicated that students can acquire 3D printing skills through PBL activities that involve designing and fabricating prototypes and applying engineering knowledge. For example, undergraduate engineering students learned about 3d printing technologies and processes by designing and fabricating gears [7] and bridges [8]. Other studies examined how 3D printing and PBL can be combined to enhance engineering understanding. In one study, mechanical engineering students’ understanding of engines was evaluated. The students were introduced to 3D printing and were involved in design, file preparation (slicing), and the production of engine parts [9]. In another study, students practiced the system engineering process by developing, testing, and verifying solutions using 3D printing for a design project [10]. Many implementations of PBL and 3D printing curricula in higher engineering education primarily focus on either the technical aspects of 3D printing technologies or the product/system engineering design process. However, the course explored in this study proposed a novel approach by using PBL to simultaneously teach 3D printing processes as well as engineering fundamentals such as mathematics, physics, statics, and dynamics. The approach engages engineering students in short-term 3D design and printing projects, in which they apply their mathematical and engineering knowledge to solve complex design challenges. These challenges are ill-defined and open-ended, requiring students to identify and acquire the knowledge to solve them. Moreover, the projects are carefully crafted to advance students’ understanding of DfAM principles, enhancing their technology expertise. The purpose of our study was to evaluate whether the learning outcomes meet the course objectives. The research questions were: 1. Does integrating PBL with 3D printing technology enhance engineering students’ understanding and application of mathematical, engineering, and 3D printing concepts? If yes, how? 2. What are students’ perceptions of their project-based learning experience in the course?

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2 The Course The Sami Shamoon College of Engineering (SCE) aims to enhance students’ preparation through project-based courses that advance engineering knowledge and foster problemsolving skills. According to this goal, the first author of this paper developed and delivered a new college course titled “Engineering and mathematical applications in 3D printing” to junior and senior-year mechanical engineering students. The course targeted students with prior engineering design knowledge but limited experience with 3D printing. It comprised 13 weekly sessions, each lasting three hours, including short lectures and project tasks. The projects’ tasks entitled design of models that were 3D printed between sessions. Moreover, every session included a discussion on the 3D-printed models designed in the previous meeting. The discussion comprised the lessons learned from the 3D printing process as well as the analysis of the different solution approaches to the design challenge adopted by the students. The students designed the models using Solidworks computer-aided design (CAD) software. They were introduced to Onshape as an alternative CAD software, allowing remote collaborative design [11]. The outline of the course is presented in Table 1. Table 1. Outline of the course Week

Lecture

Design task

Applied concepts

1

Technologies for 3D printing of CAD models

The biggest spinning-top fitting in a surprise egg

Pythagorean theorem/Law of sines

2

Moment of inertia for spinnable objects

Asymmetric spinning-top Center of mass, moment of inertia

3

Printability in FDM printers Products from a 20 mm diameter disc using Cura

4

DfAM

5

Student presentations on 3D Lightweight beam printing troubleshooting competition

DfAM

6

Print-in-place

Tolerance, clearance, fit

7

3D printing troubleshooting 30 ml. Pythagorean cup (students’ presentations)

DfAM, volume calculation, problem-solving in CAD

8

Onshape

Collaborative design in Onshape

9

Guest lectures: 3D Printing in Medicine/Generative CAD design

10–12 Jensen walking mechanism 13

Advance slicer settings

A minimal-weight beam Strength of materials, that bears maximum load stress, DfAM

A print-in-place design

Haberdasher’s puzzle

Project: print-in-place Four-bar mechanism, robot walking mechanism print-in-place

Presentations of the final projects

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2.1 The Course Lectures The lectures considered DfAM, various 3D printing technologies, printability, printin-place technique, and 3D printing troubleshooting. DfAM refers to the approach of designing objects specifically for 3D printing technology since traditional engineering design paradigms may not fully leverage the advantages of additive manufacturing [12]. In the course, DfAM was discussed to provide students with an understanding of the factors and principles that should be considered when designing models for 3D printing. This topic aimed to teach students how to optimize their designs to take advantage of the unique benefits and capabilities of 3D printing. Printability refers to the feasibility of successfully 3D printing a given design. In order to make successful prints, students should become familiar with the factors that influence whether a model can be effectively printed. This included considerations such as model orientation, support structures, layer adhesion, and the limitations of the 3D printing technology and methods to overcome them. Print-in-place is a technique in 3D printing where multiple components or moving parts of a design are printed together as a single piece, eliminating the need for assembly. Application of the print-in-place technique requires the student to consider tolerances, clearances, and proper design techniques to ensure that the printed parts function correctly. 3D printing troubleshooting was another topic covered in the course. The students learned how to identify common issues that arise during the 3D printing process and to address them to improve the quality and reliability of their 3D prints. The covered troubleshooting included topics such as filament feeding issues, bed leveling, warping, oozing, poor surface, or nozzle clogs. 2.2 The Design Tasks The project tasks exposed students to meaningful engineering ideas and required them to apply knowledge of mathematics, engineering, and 3D printing technology. The design tasks were open-ended and ill-defined. In order to successfully solve the design tasks, the students were required to proactively explore and select the relevant knowledge, concepts, and formulas necessary to address the problem at hand effectively. Identifying and applying the appropriate mathematical and engineering principles played a crucial role in guiding their decision-making and ensuring the feasibility and functionality of their designs. The students performed the tasks while working in pairs or triplets. In designing and fabricating asymmetric spinning-tops, lightweight beams, Pythagorean cups, and print-in-place mechanisms, the students applied knowledge of mathematics, engineering, and 3D printing technology. Throughout the course, the students engaged in a series of design tasks designed to allow them to apply their engineering knowledge and skills while exploring various concepts and principles. These tasks included: 1. Designing the biggest spinning-top fitting in a surprise egg: This task required the students to utilize the Pythagorean theorem and the law of sines to determine the appropriate dimensions for a dreidel (squared spinning-top) that would fit inside a surprise egg (Fig. 1E).

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2. Creating an asymmetric spinning-top [13]: The students applied the concepts of center of mass and moment of inertia to design a spinning-top with an asymmetric shape that would exhibit stable spinning behavior (Fig. 1D). 3. Developing a 3D printed beam of minimal weight capable of bearing maximum load using DfAM principles: This task involved applying principles of statics and strength of materials, stress analysis, and DfAM techniques to design a lightweight beam that could withstand the highest possible load (Fig. 1B). 4. Designing a print-in-place personal object: The students explored the concepts of tolerance, clearance, and fit to design a functional object with moving parts that could be printed as a single unit without requiring any assembly. 5. Creating a 30 ml Pythagorean cup: This task involved applying DfAM principles, volume calculations, and problem-solving skills in CAD to design a Pythagorean cup with a specific volume capacity of 30 ml (Fig. 1C). 6. Engaging in collaborative design: The students worked together using Onshape, a cloud-based CAD platform, to design a Haberdasher puzzle based on the tessellations technique [14]. During the design process, the students were asked to communicate exclusively through Onshape sharing tools to foster effective communication and teamwork. 7. Final project - designing a print-in-place walking mechanism for a robot based on the Jensen walking mechanism: This comprehensive project required the students to apply their knowledge of CAD design, the four-bar mechanism, and print-in-place design techniques to create a functional walking mechanism for a robot (Fig. 1A).

Fig. 1. A. Print-in-place walking mechanism. B. Lightweight beam. C. Pythagorean cup. D. Asymmetric spinning-top. E. Biggest spinning-top fitting in a surprise egg.

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3 The Study Our study aimed to evaluate the alignment between learning outcomes, course objectives, and the college’s overarching goals of enhancing students’ preparation in mechanical engineering. Specifically, we assessed whether the learning outcomes satisfied the objectives of introducing a project-based course to advance engineering and 3D printing knowledge and foster practical skills. Through careful analysis, we determined the effectiveness of the course in achieving these objectives and the extent to which the outcomes aligned with the college’s goals of preparing students for their engineering careers. The study, conducted during the Winter semester of 2022–2023, included two groups of participants: a senior mechanical engineering cohort consisting of 17 male students and a junior cohort comprising four female students and 14 male students. The study used exploratory research design [15] and focused on analyzing students’ performance and perceptions of the learning experience. Various methods were employed to collect relevant data for the study. Observations were made throughout the course to capture students’ engagement and overall learning progress. Additionally, students’ works, such as CAD designs, 3D printed objects, and reports, were collected to assess their technical skills and application of knowledge. Moreover, a post-course questionnaire was administered to 17 senior-year students to gather the participants’ perceptions and reflections on the learning experience. The questionnaire included three open-ended questions, asking students about how the course contributed to their learning, and requesting their suggestions on the aspects that should be maintained or changed in future implementations.

4 Findings 4.1 The Course Impact on Students’ Outcomes The research findings indicate that all the students successfully completed the project tasks. They designed and 3D printed models using the engineering knowledge gained in this and prior courses. The students’ designs and project reports reflected that they applied their mathematical and engineering knowledge in different ways. For example, when creating an asymmetric spinning-top, one student inquired into the locations of the centroid in different geometrical shapes and calculated the center of mass of the spinning-top complex shape using the first moment of area formula (Fig. 2). Moreover, the students applied in the projects engineering skills such as problemsolving, analysis, prototyping, testing, evaluating, and iterating toward a successful solution. For example, one group of students iterated the design of the print-in-place leg, assessing the adequacy of the clearance and strength of the joints (Fig. 3A) and the robot configuration, enhancing its stability (Fig. 3B). The 3D printed object allowed them to evaluate in practice the correctness of their designs and the accuracy of their analysis, as well as to gain a better understanding of engineering principles. Based on the analysis of students’ models, reports, and in-class discussions, they understood the opportunities and limitations of 3D printing technology. They also demonstrated their ability to apply the principles of DfAM to optimize designs for 3D

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Fig. 2. Center of mass calculation for an asymmetric spinning-top

Fig. 3. Iterations: A. Print-in-place leg. B. Providing stability to the walking robot.

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printing. For example, the initial print-in-place joint designs preserved many characteristics of traditional design practices, with separate parts for the bars and axes (Fig. 4A). Subsequently, the students identified possibilities to improve their design following the principles of DfAM. Their revised designs required less support than the original (Fig. 4B) and reduced the number of parts (Fig. 4C).

Fig. 4. Iterations of the print-in-place joint: A. Original design. B. Reducing the need of supports. C. Reducing parts count.

To summarize the aforesaid, the integration of the project-based 3D printing course contributed to students’ understanding of engineering concepts and technologies related to additive manufacturing fundamentals and provided opportunities to apply mathematical and engineering skills. 4.2 Students’ Perceptions The answers of the 17 senior-year students to the post-course questionnaire indicated that all of them commended the project-based learning approach implemented in the course. They apprised the opportunity to practically apply both 3D printing and engineering knowledge through the iterative design and 3D printing process. They also pointed out that the project showcases and class discussions deepened their understanding and facilitated learning from peers. From participants’ reflections: “I really enjoyed this course because it was so hands-on. The projects let us use our skills in different ways and come up with solutions. In the ‘open discussions’ where we presented our prints, the feedback and explanations made us think more deeply.” “The most important thing for me was designing and making 3D printing products because it links between theory and practice.” The participants especially evaluated the gained experience in troubleshooting problems, considering the limitations of the 3D printing technology and leveraging its affordances. Here is a typical reflection: “The course contributed a lot to my understanding of the printing software and the advantages and disadvantages of printing, and it helped me to identify problems

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we have during printing and know how to overcome them using a smart design that is suitable for printing technology.” The students appreciated the course’s contribution to developing problem-solving, collaboration, creativity, and analytical thinking skills. For example, one student wrote: “During the course, we learned to think creatively, cope with obstacles, and develop resilience and determination in problem-solving. We acquired tools that will assist us in dealing with challenges in our future work and personal lives.” The students offered recommendations for change or improvements. The most frequently suggested change, proposed by almost 30% of the students, was to reduce the written reports’ workload. Another suggestion, proposed by 18% of the students, was to provide more access to the college 3D printers, to gain more hands-on experience in operating the equipment.

5 Conclusion Our study demonstrates the effectiveness of the proposed approach in teaching 3D printing. In the course, the students gained practical experience in using 3D printing technologies and developed their ability to apply engineering principles to design and fabricate functional objects. The project tasks effectively facilitated students’ understanding of 3D printing technologies and enhanced their practical and problem-solving skills. Based on our positive results, we recommend integrating such project-based courses into other engineering programs. Acknowledgement. This research was supported by the Technion Additive Manufacturing Center Dissemination Project Grant.

References 1. Cabaleiro-Cerviño, G., Vera, C.: The impact of educational technologies in higher education. GIST – Educ. Learn. Res. J. 20, 151–169 (2020) 2. Eisazadeh, H., Torabizadeh, M.: Expanding a mechanical engineering technology curriculum to include additive manufacturing. In: 2021 ASEE Virtual Annual Conference (2021) 3. Ford, S., Minshall, T.: Where and how 3D printing is used in teaching and education. Addit. Manuf. 25, 131–150 (2019) 4. Machado-Toledo, J., Mora, C.E., Añorbe-Díaz, B., González-Marrero, A., Martín-Gutiérrez, J.: Project-oriented problem-based learning for an entrepreneurial vision in engineering education. In: Zaphiris, P., Ioannou, A. (eds.) Learning and Collaboration Technologies. Learning and Teaching. Lecture Notes in Computer Science, vol. 10925, pp. 483–491. Springer, Cham (2018). https://doi.org/10.1007/978-3-319-91152-6_37 5. Levin, L., Verner, I.: Student practice in 3D design and printing for promoting analytical and applied mathematical thinking skills. Int. J. Eng. Pedagogy 11, 39–53 (2021) 6. Grebski, M., Grebski, W.: Project-based approach to engineering technology education. Prod. Eng. Arch. 25, 56–59 (2019)

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7. Ullah, A.S., Tashi, Kubo, A., Harib, K.H.: Tutorials for integrating 3D printing in engineering curricula. Educ. Sci. 10, 194 (2020) 8. Go, J., Hart, A.J.: A framework for teaching the fundamentals of additive manufacturing and enabling rapid innovation. Addit. Manuf. 10, 76–87 (2016) 9. Powar, K.P., Patil, S.D.: Promoting technology-enhanced project-based learning through application of 3D printing technology for mechanical engineering education. J. Eng. Educ. Transform. 35, 292–329 (2022) 10. Mo, J.P.T., Tang, Y.M.: Project-based learning of systems engineering V model with the support of 3D printing. Australas. J. Eng. Educ. 22, 3–13 (2017) 11. Cuperman, D., Verner, I.M., Levin, L., Greenholts, M., Rosen, U.: Focusing a technology teacher education course on collaborative cloud-based design with Onshape. In: Auer, M.E., Hortsch, H., Michler, O., Köhler, T. (eds.) Mobility for Smart Cities and Regional Development - Challenges for Higher Education. Lecture Notes in Networks and Systems, vol. 390, pp. 465–477. Springer, Cham (2022). https://doi.org/10.1007/978-3-030-93907-6_49 12. Serdar, T.: Educational challenges in design for additive manufacturing. In: ASEE Annual Conference and Exposition. American Society for Engineering Education (2016) 13. Bächer, M., Whiting, E., Bickel, B., Sorkine-Hornung, O.: Spin-It: optimizing moment of inertia for spinnable objects. ACM Trans. Graph. (TOG) 33, 1–10 (2014) 14. Akiyama, J., Sato, I., Seong, H.: Tessellabilities, Reversibilities, and Decomposabilities of Polytopes. In: Nielsen, F., Barbaresco, F. (eds.) Geometric Science of Information, pp. 215– 223. Springer, Berlin Heidelberg, Berlin, Heidelberg (2013) 15. Ponelis, S.R.: Using interpretive qualitative case studies for exploratory research in doctoral studies: a case of information systems research in small and medium enterprises. Int. J. Dr. Stud. 10, 535–550 (2015)

Open Digital Badges and Micro-accreditation in the International Engineering Educator Certification Program (IEECP) Juan María Palmieri1(B) , Uriel Cukierman1 , and Eduardo Vendrell Vidal2 1 Universidad Tecnológica Nacional, Mozart 2300, C1407IVT Buenos Aires, Argentina

{jpalmieri,ucukierman}@frba.utn.edu.ar

2 Universitat Politècnica de València, Camino de Vera s/n, 46022 Valencia, Spain

[email protected]

Abstract. Open digital badges (OB) and micro-accreditation (MA) linked to micro-credentials (MC) are effective means for recognizing skills and competencies, of any kind, in an open, digital, and shareable way. Latin American engineering universities are currently discussing the benefits of using these strategies as a complement to the student’s final degree. In this scenario, the organizers of the International Engineering Educator Certification Program (IEECP) decided to address the use of OB in this program through its integration into a Moodle based Learning Management System (LMS). This paper describes the ongoing experience developed by the IGIP Accredited Training Center (ATC) InnovaHiEd Academy, regarding the use of OB in the IEECP, the motivation and educational decisions that led to the use of this open and universal method for the recognition of competencies, and its integration into the IEECP LMS. Moreover, this study presents evidence regarding the impact of OB and MA on the program teaching practices and participant’s engagement. This paper is expected to contribute as a reference for other investigations that address these topics, for those institutions interested in considering this approach in their learning programs and for other IGIP ATCs. Keywords: Online Learning · Moodle · Open digital badges · Micro-accreditation · Learning design · Student engagement

1 Introduction The International Engineering Educator Certification Program (IEECP) [1] has been offered in Latin America since 2017, aiming to update engineering teachers’ skills. The main purpose of this Program is to introduce and train university professors so they can organize their teaching and assessment strategy in a competency-based and studentcentered approach. The IEECP provides access to the International Engineering Educator Certificate (Ing.Paed.IGIP) [2] to Latin American teachers. Since March 2020, the IEECP has been entirely delivered in e-learning mode using a Moodle [3] based Learning Management System (LMS) specifically designed to promote interaction, collaboration, outcomes assessment and competencies recognition. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 175–186, 2024. https://doi.org/10.1007/978-3-031-53022-7_18

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OB and MA are effective means for recognizing skills and competencies, of any kind, in an open, digital, and sharable way. Latin American universities are discussing the benefits of using these strategies for recognizing student’s skills and competencies as a complement to the final degree. These strategies are also considered useful to foster and recognize academic and professional achievements. In this scenario, InnovaHiEd Academy decided to address the use of OB and MA in the program through its integration into the LMS, as well as several educational innovations regarding the outcomes assessment, competencies achievement evidence, and to analyze how these innovations influence the participant’s motivation and role on their learning process. The organization of this article is as follows. Section 2 describes recent experiences about the use of OB over Moodle in Science, Technology, Engineering and Mathematics (STEM) courses, but more specifically in Engineering courses. Section 3 describes the IEECP, the motivation and educational decisions that led to the use of this open and universal method for the recognition of competencies. Section 4 describes Moodle features that provide support to OB and the specific IEECP LMS configuration. Section 5 addresses the impact of these strategies on teaching practices, assessment and participant’s engagement based on the opinion of IEECP´s teachers and participants.

2 Background Information and Communication Technologies (ICT), and specifically digital technologies, contributed to the so called ‘digital education revolution’ that expanded the access to education and led to the growth of the open educational movement. The first expression of this development has been about open licensed and accessible resources, such as Massive Open Online Courses (MOOCs) and Open Educational Resources (OER). But, in words of [4, 5], “we need to talk about an open education infrastructure that includes open content, competencies, assessments, credentials, and even pedagogy” when we discuss about Open Education. OB is an open strategy for learning and recognizing competencies considered as one of the six central dimensions of the OpenEdu Framework (Fig. 1) available in [6].

Fig. 1. The OpenEdu Framework. Available at https://joint-research-centre.ec.europa.eu/whatopen-education/openedu-framework_en

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The following definition of OB is described by [7]: “not a specific product or platform, but a type of digital badge that is verifiable, portable, and packed with information about skills and achievements”. The specification of OB standard is maintained by [8] and Open Badges 3.0 provides the latest version related to digital credentials. In fact, the power of OB relies on its open-metadata (Fig. 2), which provides every necessary information regarding the skills, competencies or learnings achieved by the earner of a badge, and the institutional criteria to provide its necessary validity. OB can be created, issued, earned and managed by using certified OB platforms (OBP), such as [9–11], which, in some cases, provide the technical means to integrate OB management into the LMS, such as Moodle.

Fig. 2. Open badges. Licensed under a Creative Commons Attribution 4.0 International License. Available at: https://openbadges.org

During the last few years, several STEM courses have been taking advantage of OB to foster student learning and active role [12–15]. Some European institutions use them to recognize faculty digital educational skills training [16–19], as an answer to diversity, inclusion or curriculum innovations [20, 21]. Regarding the aims of this article, those studies that explore the benefits of combining OB and Moodle are particularly interesting. This is the case of [22] that describes the experience of the badged open courses (BOCs) developed by the Open University to recognize students’ informal learnings using Moodle quizzes. Another experience is [23], which describes a methodology to define MA based on OB using Moodle as an assessing platform to verify learning outcomes acquisition. The authors of [24] describe the integration of OB and Moodle for English teachers training within a more gamified learning environment. Other experiences of this integration are available in [25–27]. Some few experiences are available in Latin American higher education context. Such as [28], which describes the integration of OB in Moodle as a motivation strategy in a Mexican university. Moreover, [29] details the procedure for the creation of a badge system and a set of levels in Moodle fostering the improvement of digital skills in professionals. While [30] relate OB, Flip Learning and peer assessment on Moodle.

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3 International Engineering Educator Certification Program (IEECP) in Latin America The International Society for Engineering Pedagogy (IGIP) [31] has created and developed the International Engineering Educators curriculum to train university teachers, with an emphasis on technological careers, and give them access to the Ing.Paed.IGIP certificate. InnovaHiEd Academy [32] is an ATC that offers the IEECP to Latin American institutions and individuals interested in improving their teaching competencies. From 2017 to date, six editions of the IEECP have been held with students from Argentina, Chile, Colombia, Mexico, Paraguay, Peru, Puerto Rico and Dominican Republic. Until 2019, all cohorts were delivered in hybrid (b-learning) mode, combining face-to-face classes and asynchronous activities using a Moodle based LMS. From 2020 to date, it has been delivered in full online mode, combining synchronous meetings and asynchronous activities using the LMS, which is specifically configured to support a competency-based approach (CBA) and LO assessment (Table 1). Table 1. IEECP Cohorts, number of students and learning mode (available at [33])

3.1 Competency Based Approach Model of the IEECP The IEECP LO are detailed in InnovaHiEd website, and they are accomplished, in a basic or advanced level, along the modules in which the Program is organized (Table 2): 1. 2. 3. 4. 5. 6. 7. 8. 9.

Plan, manage and analyze teaching and learning. Mastering performance, communication, rhetoric, and scientific writing skills. Know the principles of ethics and engineering ethics in particular. Implement, analyze and manage contemporary educational technology. Plan and implement different forms and different methods of didactically effective laboratory work to implement theory in practice. Implement the principles of an intercultural learning environment. Implement active learning structures. Select appropriate evaluation and rating methodologies. Reflect on teaching and compile the self-analysis into a teaching portfolio.

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Table 2. IEECP relation between LO and modules (available at [33])

3.2 Competency Based Approach and LO Assessment in the IEECP LMS In 2020, due to SAR-COV2 pandemic, IEECP organizers decided to deliver the Program in online mode and, simultaneously, address the integration of the Program competencies and LO into the Moodle based LMS through the necessary technological and pedagogical innovations. These innovations, extensively described in [33], allowed IEECP teachers to use a set of rubrics and evaluation scales to assess the activities that participants carry out in the LMS, according to the expected course LO and reflect their performance in the course Competency Breakdown Report, which would feed each student’s Learning Plan. 3.3 IEECP Motivation and Decisions about OB and MA IEECP organizers decided to introduce MA and OB for recognizing participant’s partial learning achievements, as a complement to the final certificate, and promote, by these open recognition methods, participant’s engagement along the Program. As it has been previously mentioned, OB can be fully integrated into Moodle, even using (or not) a certified OBP. IEECP organizers decided that employing these platforms would guarantee badges open metadata, institutional endorsements, and the ability to share them in academic, social profiles or backpacks. As these decisions move forward, MA’s strategy became evident. Each IEECP module has a corresponding OB (module-OB) that will be earned by every participant that completes the module activities and demonstrates proficiency regarding the expected LO. At the end of the program, every participant will earn a final OB (Program-OB) as recognition of the Program approval together with the IGIP certificate.

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4 Open Badges in Moodle From Moodle 2.5 upwards, it is possible to create and manage badges within the LMS in a flexible and adaptable way. This feature will allow institutions to recognize students LO in a course, or wider achievements at a site level. Site Administrators can create site-badges and issue them, based on specific criteria (Fig. 3), or assign them to courses. Users that hold the “teacher” role can use assigned course-badges or create new ones, naming them and providing a description, expiry date and further criteria of learning evidence (course or activity completion) to the badge. Users with the “student” role can view available badges form the course menu, earn them manually, by teachers’ decision, or automatically upon completion of course activities. They can access and manage the earned badges from their User profile.

Fig. 3. Moodle Site-badges criteria. Available at https://docs.moodle.org/402/en/Managing_ badges

4.1 Open Badges v2.0 Standard, Open Badge Factory Integration From Moodle 3.8 upwards, the LMS is a certified OB issuer, and guarantees that the information contained in Moodle badges is packaged according to the standard requirements and can be read or imported to OB backpacks. Since then, Moodle badges include language, version, endorsements, related badges and Competencies, among other criteria. This alignment fosters the integration of certified OBP into the LMS, extending Moodle features and OBP as well. Open Badge Factory (OBF) developed a plugin [34] aiming to connect multiple OBF accounts to a Moodle site using OAuth2 API Keys [35]. As a result, OB can be created in OBF, and make them available for issuing in Moodle (Fig. 4) and use both platforms to keep track of the OB issued.

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Fig. 4. IEECP OB created in OBF and available at LMS (in Spanish as set in the IEECP LMS)

4.2 Learning Outcomes, Competencies and OB Since the release of 3.1, Moodle supports a CBA courses and activities, allowing institutions to design e-learning programs based under the CBA model, and deliver them entirely supported by the LMS. It also fosters teachers to use competencies and LO assessing methodologies that these approaches require. As Moodle became a certified OB issuer, LO are usable criteria for earning an open course-badge, or a set of LO (activities or courses) for earning an open site-badge (Fig. 5).

Fig. 5. IEECP OB criteria options available at LMS (in Spanish as set in the IEECP LMS)

At a course level, the corresponding program competencies must be related; the course completion and tracking options should be active, and the course-OB assigned. Teachers must identify the role(s) that will be able to earn the course-OB and determine the necessary LO (course activities) to do so. Students earn their badges upon course completion. As presented in [33], the IEECP relies intensively in the CBA and LO assessment through LMS course activities that participants must complete in each module to achieve the Program’s LO and competencies. Using OB and MA along the Program should reinforce these strategies as they provide additional recognition of learning achievements.

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4.3 IEECP Moodle Configuration to Support OB The IEECP LMS configuration was adapted to allow the introduction and support of OB and OBF platform. This configuration is summarized below: • • • • •

Get an OBF Premium account (could be a Pro account as well). Enable site and course badges. Install the OBF plugin. Connect Moodle and OBF using API authentication key (OAuth2). For each module-OB, select the earning method and the criteria rule based on “Completing a set of courses” and select the corresponding module. (Fig. 6).

Fig. 6. Criteria for earning an OB (in Spanish as set in the IEECP LMS)

This configuration has allowed to introduce OB and MA into the IEECP aligned with the CBA and LO assessment strategies deployed into the LMS during 2020 and described in [33]. Teachers are aware and support this initiative but should not have to change their teaching practices and focus over LO achievement and assessment.

5 IEECP Teaching and Learning Practices As OB and MA strategies were deployed in the LMS, IEECP organizers considered their impact in teaching and learning practices. As previously described teachers’ practices focus intensively in using the LMS as a means of LO assessment and learning evidence. Adopting OB and MA should not affect these practices, so each module-OB is automatically issued upon completing the Competency Breakdown Report and marking the course as “finished”. As a result, teachers remain focused in developing participant’s skills and assessing them according to each module´s LO. Participants of the current cohort are earning module-OBs as evidence of their learnings and as an additional motivation to complete the Program. These badges are available in their LMS User profile and additionally received by means of an email message that allows them to validate, download and share the OB in their academic or social profiles. In addition, Program-OBs have been issued to 190 former IEECP participants who hold the Ing.Paed.IGIP certificate (Fig. 7).

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Fig. 7. Program-OB issued to former IEECP participants

6 IEECP Participants Opinion An online survey based on the following questions was conducted among Program-OB earners aiming to know their opinion about this initiative and the value of the earned badge. The survey has been answered by 30% of the participants. 1. How much do you consider that the OB contributes to the recognition and visibility of the learnings achieved and the IGIP certificate? 2. How likely is it that you will share the OB on your academic or social profiles? 3. During the PCEII, how motivating it would have been to receive a badge as recognition of each completed module? 4. If you were to take the PCEII again, do you think it is necessary to obtain an OB for each completed module or only an OB for the entire Program? The answers to Question Nº1 and Nº2 revealed that 90% of the earners considered that the OB contributes very significantly to make visible the achievements of the Program and consider it very likely that they share it in their social profiles as well (Fig. 8). OBF reporting systems showed that one week after the Program-OBs were issued, more than 30% of the earners had shared it in LinkedIn, Twitter or Facebook, revealing their high consideration as evidence of their achievements.

Fig. 8. Survey answers to Question Nº1 and Nº2

Regarding the answer to Question Nº 3 80% of the respondents expressed that receiving an OB for each module would have been very highly or highly motivating. Finally,

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the answers to Question Nº 4 revealed that earning a single Program-OB is considered pref-erable than receiving individual module-OBs upon completing each module (Fig. 9). The answers to these questions highlight the need of further analysis to design the best MA strategy for the Latin American context.

Fig. 9. Survey answers to Question Nº3 and Nº4

7 Conclusions This paper describes the motivations and experience of InnovaHiEd Academy IGIP ATC regarding the use of OB and MA as a means for recognizing the IEECP participants’ learning achievements and the IGIP certificate in Latin America. After describing the state of art of OB and Moodle features for supporting them, the specific configuration of IEECP LMS is explained regarding teachers’ practices and participants’ learning evidence. An online survey was conducted among the first Program-OB earners aiming to know their opinion about this initiative. The findings show that they consider it a valuable and motivating recognition of their achievements and the IGIP certificate they hold. These findings are confirmed by the OBF reports that highlight that 30% of the Program-OB earners shared it in their social profiles upon receiving it. The experience described in this article shows that OB and MA are open recognition strategies that can be integrated into Moodle LMS in a flexible way, contribute to IGIP ATCs activities and increase the visibility of the Ing.Paed.IGIP certificate. Our next step will focus in analyzing the results of the module-OB perception among the participants of the current IEECP cohort, which is still in progress, to improve and extend this initiative.

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25. Korhonen, A.M., Ruhalahti, S., Niinimäki, J.: Finnish vocational teachers’ competences made visible by open badges. J. High. Educ. Theory Pract. 20(6), 141–149 (2020) 26. Tuparov, G., Keremedchiev, D., Tuparova, D., Stoyanova, M.: Gamification and educational computer games in open source learning management systems as a part of assessment. In: 2018 17th International Conference on Information Technology Based Higher Education and Training (ITHET), Olhao, Portugal (2018) 27. Buchem, I., Borrás Gené, O.: Motivational effects of open badges in MOOCs. A learner perception study in OpenVM learning hub and MiriadaX. e-mentor 4, 22–35 (2020) 28. Davila, S.C., Estrada, R.A.V., Larios, M.S.H., Villalobos, A.R.G., Berumen, J.D.J.H.: Implementación de insignias digitales en el LMS Moodle. Braz. J. Dev. 9(1), 785–794 (2023) 29. Martín Vílchez, C.: Gamificando un aula virtual en Moodle. Revista de Innovación y Buenas Prácticas Docentes 9(2) (2020) 30. Francés, J., et al.: Uso de Moodle para la docencia basada en clase invertida, gamificación y autoevaluación en la docencia de Acústica (2019). https://rua.ua.es/dspace/handle/10045/ 101710 31. IGIP Homepage. http://www.igip.org/ 32. InnovaHiEd Academy Homepage. https://innovahied.academy/en/ 33. Palmieri, J.M.: Competency-based approach and learning plans in Moodle. A case of international engineering educator certification program (IEECP) in Latin America. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds.) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol. 633, pp. 553–564. Springer, Cham (2023). https://doi.org/10.1007/978-3-031-26876-2_53 34. Open Badge Factory Moodle Plugin. https://moodle.org/plugins/local_obf 35. Baker, M.: OAuth2. In: Secure Web Application Development, pp. 351–397 (2022)

Does Hedy, the Gradual Programming Language Help Computing Undergraduates to Learn Programming? Oscar Karnalim1(B) , Mewati Ayub1 , Maresha Caroline Wijanto1,2 , and Felienne Hermans3 1

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Maranatha Christian University, Surya Sumantri Street No.65, Bandung, West Java, Indonesia [email protected] Ewha Womans University, 52 Ewhayeodae-gil, Seodaemun-gu, Seoul, South Korea 3 Vrije Universiteit Amsterdam, De Boelelaan 1105, 1081 HV Amsterdam, Netherlands

Abstract. Novices sometimes have difficulty in understanding programming syntax. In response to that, Hedy was developed. It is a text-based programming language that gradually imposes syntax rules from human language to Python, a common programming language. Children with Hedy appreciate the use of it and find it easy to learn. Given the benefits, we are interested to see whether Hedy can also help computing undergraduate students to learn programming. A two-year experiment involving two batches of such students (87) was conducted with three questionnaire surveys and one quasi-experiment. Our study shows that although students with Hedy have comparable programming performance to those without it, they appreciate the use of Hedy and understand some Python concepts. Keywords: gradual programming language education · quasi-experiment

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· CS1 · computing

Introduction

Software developer is a high-demand job; according to U.S. Bureau of Labor Statistics1 , the demand is expected to increase by 22% in 2030. However, the supply of software developers is quite limited as the attrition rate of the related major (Computer Science) is relatively high (40%) [1]. A prominent challenge in learning programming is understanding the syntax [2]. It is quite common for learners to have syntax errors in their programs. Nearly three fourths programs of weak learners have syntax errors [3]. Further, even the best learners still have such errors in half of their programs. A study [4] reports syntax error as the most common error found in a large-scale student programs; nearly 800.000 of 37 millions program compilations contain mismatched brackets. 1

https://www.bls.gov/ooh/computer-and-information-technology/softwaredevelopers.htm#tab-6.

c The Author(s), under exclusive license to Springer Nature Switzerland AG 2024  M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 187–198, 2024. https://doi.org/10.1007/978-3-031-53022-7_19

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As syntax errors might discourage learners learning programming, several tools facilitate block-based programming, at which learners drag and drop programming syntax instead of writing it directly. Scratch [5] offers block-based environment with conceptualised programming syntax. Alice [6] offers 3D visualisation where movement of the objects can be programmed via drag-and-drop programming syntax; the resulted code can be converted to Java if needed. Google’s Blockly2 is a JavaScript block-based environment that is featured with interactive concepts (e.g., puzzles and maze). Amphibian [7] is an IntelliJ IDE plugin for Java that facilitates switching between block-based and text-based programming environments. First introducing block-based programming might help learners learn common concepts in another language [8]. However, transitioning from block-based to text-based environments can be challenging without specific support [9] especially if learners need to adjust the syntax and rely on different error messages [10]. Block-based environment can also distract learners to focus more on animation and multimedia [11]. A quasi-experiment [12] shows that learners who first learn block-based programming have comparable performance to those who do not. A dedicated mediated transfer is needed [13]. An alternative to help learners understanding programming syntax is to use Hedy [2]. It is a text-based programming language that gradually applies syntax rules, transitioning from a human language to Python, a common programming language for beginners [14]. Learners are expected to feel less burdened in learning the syntax rules and thus to experience fewer syntax errors. A first user study with children between age 11 to age 14 [15] shows that learners appreciate the gradual nature of Hedy. Further, they find Hedy is easy to learn. Given the benefits of Hedy, the tool might be useful to help computing undergraduate students in learning programming. We conducted a quasi-experiment to validate that, and to the best of our knowledge, this is the first of its kind. Our study has three research questions: RQ1 Do students appreciate the use of Hedy in learning programming? RQ2 Are students with Hedy able to understand Python code? RQ3 Do students with Hedy have better programming performance than those without it?

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Materials and Method

The paper aims to evaluate the impact of Hedy to help computing undergraduates to learn programming. The three research questions were addressed by performing a two-year experiment involving two batches of first-year computing undergraduate students (2020 and 2021) at the institution of the first author. Each batch took two consecutive courses: Computational Thinking (CT) and Introductory Programming (IP). 2

https://blockly.games/.

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The CT course prepares students for later computing courses and it is offered on the first semester. The course has a two-hour session per week with three core topics (CT itself, high order thinking skill, and visual programming). For supplementary topics, 2020 batch followed: data analysis, programming with CodeCombat, and modelling and simulation; while the 2021 batch followed: Programming with Hedy and CodeCombat. For 2021 batch, week 12 to week 14 cover programming with Hedy. Most of Hedy’s instructions had been translated to students’ native language3 by the first author as suggested by [16]. Each week covers six Hedy levels with a total of 18 levels. The first four levels are discussed in the class session with some demonstrations. The rest are given as homework assessments that should be completed before the succeeding class session. The covered materials are output, input, variables, branching, ‘for’ looping, and ‘while’ looping. List is also introduced but not heavily discussed. Output and input are explained in level 1; variables are explained in level 2; branching is explained in level 5 (single-action branching), level 8 (multiple-actions branching), level 9 (nested branching), and level 17 (branching with multiple branches); ‘for’ looping is explained in level 10 (‘for-each’) and level 11 (regular ‘for’); and ‘while’ looping is explained in level 15. The IP course covers basic concepts of programming in Python: output, input, variables, branching, looping, array, and function. The course is offered on the second semester with a two-hour-and-half class session and a two-hour lab session per week. During class sessions, students were taught about programming concepts theoretically with a few simple case studies for exploration. Four quizzes, one theory mid test, and one theory final test were also given at which all of them are paper-based assessments. For 2021 batch, instructors introduced Python syntax based on Hedy’s for all topics except array and function. While array is covered in Hedy, the syntax is different to the one used in introductory programming. The course used ‘arr = [none]*length’ instead of ‘arr = [a,b,c]’ so that students can easily learn static arrays in Java and C# (advanced programming languages for given major). For lab sessions, students were expected to complete one lab and one homework assessments each week. Lab assessments should be completed in that session while homework assessments should be completed in the succeeding week’s lab session. One lab mid test and one lab final test were also given with four tasks to complete each. In 2020 offerings (control), there were 43 students enrolled to both courses. For 2021 offerings (intervention), there were 44 students enrolled to CT and 42 students enrolled to IP.

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Anonymised for review.

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Addressing RQ1: Perspective of Hedy

RQ1 (perspective of Hedy) was addressed via two questionnaire surveys for intervened students. A survey measured student expectation about Hedy before learning actual programming language i.e., Python (pre-Python survey), and it was taken at the end of the offering of CT. Another survey measured student experience after learning Python with the help of Hedy (post-Python survey); it was taken at the end of the offering of IP. Participation on the surveys were entirely voluntary and eight respondents would be randomly selected for money prize4 . Pre-Python survey consisted of eleven general questions and ten system usability scale (SUS) questions [17]. The general questions can be seen in Table 1. PRE01, PRE03, PRE05, and PRE07 were multiple choice questions with three possible responses: ‘yes’, ‘no’, and ‘maybe’. PRE01 was about student confidence for learning Python in the next semester. PRE03 was about whether learning Python can be easier with Hedy. PRE05 was about whether learning should be gradual. PRE07 was about whether learning gradual can be hassle. PRE02, PRE04, PRE06, PRE08 were optional and they aimed to capture reasons from the responses of their corresponding preceding questions (e.g., PRE02 was for reasoning of PRE01’s response). PRE09-PRE11 were also optional and they were open-ended questions. PRE09 asked about possible benefits of Hedy; PRE10 asked about challenges students experienced while using Hedy; and PRE11 asked about possible improvement for Hedy. Student responses were summarised with descriptive statistics and/or thematic analysis [18]. For PRE01, PRE03, PRE05, and PRE07, occurrences of similar responses were grouped and counted. Responses of their follow-up question were then coded and grouped into themes. For remaining questions, the responses were directly coded and grouped into themes. SUS [17] is a common metric to measure usability of a tool (which was Hedy in our case). Further details can be seen in their corresponding publication [17]. Hedy was considered usable if its score is no less than 50 [19]. Reliability of the score was tested with Cronbach’s alpha with 0.7 as the minimum threshold. The SUS questions were not analysed individually as they are not meaningful on their own [17,19]. Post-Python survey comprised nine questions which details can be seen in Table 2. POS01, POS3, POS05, and POS07 should be responded with either ‘yes’, ‘no’, or ‘maybe’. POS01 was a confirmation question of PRE03, whether learning Python can be easier with Hedy. POS03 asked the most helped Python programming concept to learn with Hedy and it had six available options: output, input, variables, branching, ‘for’ looping, and ‘while’ looping. POS05 was the reversed form of POS03; it asked the least helped Python programming concept to learn with Hedy. POS07 asked whether learning programming language and English at once is challenging. POS02, POS04, POS06, and POS08 captured reasons behind the responses of their corresponding preceding questions and they were entirely optional. POS09 asked about students’ fluency of English and 4

The currency and the amount are anonymised for review purpose.

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Table 1. General questions for survey conducted before students learning actual programming language (pre-Python survey) ID

Question

PRE01 Given that Hedy syntax is the subset of Python syntax, are you confident that you will be able to learn Python programming easily in the next semester? PRE02 Explain the reason of your response in PRE01 PRE03 Do you think learning Python programming becomes easier after Hedy? PRE04 Explain the reason of your response in PRE03 PRE05 Do you think learning should be gradual? PRE06 Explain the reason of your response in PRE05 PRE07 Do you think learning gradually is hassle? PRE08 Explain the reason of your response in PRE07 PRE09 What are the benefits of Hedy you can think of? PRE10 What are challenges you experience while using Hedy? PRE11 If you could change one thing to Hedy, that would that be?

it should be responded in 5-point likert scale, from 1 for ‘not fluent at all’ to 5 for ‘very fluent’. Similar to pre-Python survey, the responses were summarised via descriptive statistics and/or thematic analysis. For POS01, POS03, POS05, and POS07, occurrences of similar responses were counted and responses of their follow-up question were then grouped into themes. For POS09, the average score of the likert scale was reported and the finding was connected with that of POS07. Table 2. Questions for survey conducted after students learning actual programming language (post-Python survey) ID

Question

POS01 Does learning Python become easier with Hedy? POS02 Explain the reason of your response in POS01 POS03 Which Python programming concept is the most helped with Hedy? POS04 Explain the reason of your response in POS03 POS05 Which Python programming concept is the least helped with Hedy? POS06 Explain the reason of your response in POS05 POS07 Is it difficult to learn programming language and English at the same time? POS08 Explain the reason of your response in POS07 POS09 How fluent you are with English?

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Addressing RQ2: Understanding of Python

RQ2 (understanding of Python) was addressed via a post-test based on a conceptual transfer model [20], which argues that when a new programming language is learned, students will engage in three concepts. True carryover construct (TCC) occurs when a programming construct has similar syntax and meaning in both languages (e.g., ‘while’ loop in Python and Java). False carryover construct (FCC) occurs when a programming construct has similar syntax but different meaning in already-learned and new languages (e.g., integer division in Python and Java). Abstract true carryover construct (ATCC) occurs when a programming construct has different syntax but similar meaning (e.g., dictionaries in Python and maps in Java). The post-test was conducted at the end of the offering of computational thinking for intervened students, along with RQ1’s pre-Python survey. It covered six programming concepts: output, input, variables, branching, ‘for’ looping, and ‘while’ looping. Each concept was derived to three questions (one TCC, one FCC, and one ATCC) and all of them were based on Hedy and Python. For each of those questions, students were expected to guess the correct output from four available options. The questions were initially written by the first author, and then validated by the rest. All authors had at least ten-year experience of teaching programming. Results of the post-test were analysed by reporting the average proportion of correct responses for both the whole test and each individual question. Statistical significance between TCC and either FCC or ATCC was also tested using twotailed paired t-test with 95% confidence interval. 2.3

Addressing RQ3: Programming Performance

RQ3 (programming performance) was addressed via a quasi-experiment comparing student performance in introductory programming (IP) before and after the use of Hedy. The control group was the 2020 batch while the intervened one was the 2021 batch. Hedy might improve students’ programming performance if students with Hedy performed better in related assessments. Fifteen IP assessment marks were considered in measuring student performance. Five of them were lab assessments covering concepts that were also taught in Hedy: input-output, simple branching, nested branching, simple looping, nested looping. Another five were homework assessments covering the same concepts. The rest were theory mid test, lab mid test, theory final test, lab final test, and average lab assessments. Per assessment mark, the difference was tested using two-tailed unpaired t-test with 95% confidence interval.

3 3.1

Results and Discussion Perspective of Hedy

Pre-Python survey was responded by 40 of 44 students from the intervened group. More than half of the students (22) were uncertain about their confidence

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to learn Python programming easily in the next semester (PRE01). According to PRE02, twelve students argued that although Hedy could somehow provide them basic knowledge of programming, it was not as technical as Python. This was reflected in one of the responses: “with Hedy, I automatically learn a little about [Python] syntax, but not as substantial as those [will be] covered in Introductory Programming”. Three students were not aware about Python. One of them stated “I am not certain about this but I think Hedy helps me in learning Python. However, I have not yet learned Python before”. A number of students (16) were confident that they will be able to learn Python programming easily. Half of them thought it was because they could get introduced to programming earlier. A student responded “because I just need to continue learning Python syntax, especially those that I have not learned yet in this semester, and I just need to base my knowledge from syntax that I have learned [with Hedy] ”. Another half of the students believed the reason was that Hedy was easier to understand than Python. A student responded “because in Hedy, syntax is explained from basic. This then makes me more certain and confident to learn Python”. Two students were not confident to learn Python programming as they were still confused with programming in general. One of them explicitly stated “I do not think so because I have not understood [Hedy] syntax well ”. All responded students believed that learning Python programming became somewhat easier after Hedy (PRE03 and PRE04). Twenty three of them were fully certain about the matter. Nine students believed Hedy was easy to learn:“because [Hedy] instructions are easy to do and easy to understand ”. Four believed that Hedy’s examples and explanation were considered helpful: “there are much explanation and exercises to let us try the syntax ”. Other four saw that both Hedy and Python share similar syntax:“because essentially, syntax from Hedy is part of Python’s”. Seventeen students were not really certain although four of them acknowledged that Hedy was easy to learn (“[it is] easier perhaps to learn Python as Hedy [syntax] is simpler than Python [syntax] ”) and seven of them acknowledged that some Hedy syntax constructs were similar with those of Python (“perhaps since Python and Hedy work similarly so [Python] can be easier to learn”). Most students (39) thought that learning should be gradual (PRE05 and PRE06). Many of them (21) believed learners should learn from the basic: “with gradual learning, we can learn from basic little by little till we can understand the whole concept well ”. Four stated that learning all concepts at once can be challenging: “since if we learn all things at once, it will be difficult to understand ”. One student was uncertain that learning should be gradual given that not everyone appreciated that kind of learning. They stated “I feel like it depends on the case as each person has its own learning pace”. Three fourth of responded students (30) did not think that learning gradually is hassle (PRE07). Based on PRE08, thirteen students supported their responses by stating that learning gradually was easier. One of the thirteen students said “I do not think [learning gradually] is hassle, I prefer to learn gradually, and if

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I can be honest, I really like this learning method. I am shy and slow to understand programming. Gradual learning helps me to understand coding better ”. Three students believed learning gradually could also provide stronger basis of knowledge of specific topics: “although [the learning process] takes more time, it is not hassle since we can learn each concept well and that makes it easier to learn other concepts”. Eight students were uncertain about the hassle of learning gradually but provided no reasons. This also applied to two students thinking that learning gradually was hassle. Based on PRE09, Hedy was perceived to have three benefits. First, it facilitated smooth transition to learn Python (26). A student responded “from Hedy, I can learn some basic of Python”. Second, it sharpened computational thinking skills (12). A student stated “[Hedy] helps me to sharpen my logical thinking”. Third, it was easy to learn (2) although no further explanation was given. Nevertheless, students experienced some challenges while using Hedy (PRE10). Some experienced errors while executing programs (24). A student stated “sometimes Hedy does not run properly. Although it can be fixed by refreshing the web page, it is still hassle”. Some accidentally used inappropriate syntax constructs for a particular level (15). A student responded “sometimes I get mixed up with syntax I learned from previous levels”. If students could change one thing to Hedy, twelve of them suggested to fix the execution errors: “update Hedy so that it can run code smoothly without occasionally refreshing the page”. This has been already addressed in the current version of Hedy. Sixteen suggested to add more levels and exercises. A student responded “add more levels with more challenges”. According to SUS scale, Hedy was considered usable as its score was 59, higher than the minimum threshold for usability (50). The score was reliable as its Cronbach’s alpha (0.71) was higher than the threshold (0.7). Post-Python survey was responded by 37 of 42 students from 2021 batch (the intervened group). Many students (29) confirmed that Hedy helps them to learn programming (POS01 and POS02). Five of them stated it was easy to learn: “since with Hedy, writing programs can be clearer and easier to understand ”. Thirteen argued both Hedy and Python share similar syntax: “syntax learned in Hedy is similar to that of Python actually. However, Hedy makes it easier by using instructions dedicated for novices”. Another five said they preferred to learn gradually: “Since I am new [to programming], Hedy is really helpful for me learning programming gradually from basics”. These were somewhat consistent with similar question in the pre-Python survey (PRE03). Seven students were still uncertain about the matter while only one explicitly stated Hedy was not helpful for them. These students argued that Hedy’s syntax was quite simple and perhaps was not too helpful for learning Python. Further, some Python syntax constructs were not covered in Hedy. Both were summarised in one of the responses: “although Hedy syntax is similar to that of Python, not all Python syntax is covered in Hedy and in some cases, Hedy simplifies the syntax ”.

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Variables were perceived as the most helped Python programming concept to learn with Hedy by twelve students (POS03). A few respondents provided explanation (POS04), stating that “Hedy is really helpful for learning arithmetic operations with variables” (1) and “shares the same variable declaration syntax as Python since early levels” (2). The second most helped programming concept was branching according to ten students. Six of them argued that it is because Hedy’s branching syntax was so similar to Python since early levels. This is reflected in a response: “since [branching] syntax in Hedy is similar to that in Python. So while learning the matter in Python, I am already aware with the syntax ”. One student explicitly mentioned that Hedy had good case studies for learning branching; restaurant menu was one of the examples. They stated “Branching material in Hedy is explained well. A good case study is the restaurant menu that requires branching to determine which option is selected and to calculate the total price”. Input and output were also the most helped concepts with Hedy although they were perceived only by seven and eight students respectively. According to a total of eight students who provided their reasons, it was due to syntax simplicity. A student responded “the syntax is fairly easy to understand by default”. When asked about the least helped Python programming concepts to learn with Hedy (POS05 and POS06), many students responded with ‘for’ looping. Nine students argued that ‘for’ looping was complex by default and needed more effort to learn. One of the nine students explicitly stated “the looping is still difficult to learn especially the nested ones given many components to consider in the syntax ”. Another student stated that “the syntax is quite different to that in Python for a number of levels”. Perhaps they were referring to syntax variation of ‘for’ looping like optional use of arguments in the ‘range’ part. ‘while’ looping was another least helped programming concept with Hedy. Similar to ‘for’ looping, some students (3) argued that the concept was complex by default: “from my perspective, while looping is quite difficult as we need to determine condition to stop endless loop; I am still confused about how it works in general ”. Two students believed it was the least helped material since they seldom used it during CT course: “we seldom use this syntax while using Hedy”. Branching was also considered the least helped concept for seven students. However, only one of them stated their reason: “difficulty to understand the logic”. Another pair of least helped concepts were output and variables, stated by one student each. However, since no explanation was given, we assumed these are outliers and did not need further explanation. Many students (28) did not have difficulty to learn programming language and English at the same time (POS07 and POS08). Ten of them argued that they had been already fluent in English, at least for understanding the programming language. Even if they did not understand some words, two of them said they could use translation tools like Google Translate. A student stated “I do not have any difficulties learning programming language and English at the same time”.

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Another student added “if I find English words that I cannot understand, I can simply use Google Translate”. Six students were uncertain about difficulty in learning both programming language and English at once while other three students acknowledged such difficulty. Four of the students provided the reason regarding their uncertainty or their acknowledgment: not fluent in English. One of them explicitly mentioned “since I lack of understanding in both [English and programming], I prefer to learn them one by one”. According to POS09, students were fairly fluent in English. The average likert score was only 3.4, which means they were neither agree nor disagree that they were fluent in English. This supported our finding on POS07: at least, students are fluent in English for programming syntax. 3.2

Understanding of Python

A post-test measuring students’ understanding of Python was conducted along with pre-Python survey and it was responded by 40 of 44 students from the intervened group. Students with Hedy became relatively aware of Python syntax; the correct response rate is 75% for the whole post-test. Hedy gradually introduced Python syntax and students might benefit from it. True carryover construct (TCC) correct response rate is expected to be generally higher than those of false carryover construct (FCC) and abstract true carryover construct (ATCC) since both FCC and ATCC partly incorporate new syntax rules. However, our data shows that while there was some differences, it was not statistically significant when measured with two-tailed paired t-test with 95% confidence interval. Students might be able to understand new syntax in FCC and ATCC based on their TCC knowledge. When analysed per concept, TCC correct response rate for output was substantially lower than those of FCC and ATCC in a statistically significant manner (p-value = 0.04 for TCC to FCC and p-value < 0.01 for TCC to ATCC). It was possible that some students were able to understand how the new syntax in FCC and ATCC works. FCC incorporated two optional arguments and it was easy to understand their uses from the names; ‘sep’ is the contraction of ’separator’ while ’end’ can be interpreted as what will be placed at the end of the printed text. For ATCC, the use of ‘+’ sign could be easily understood as concatenating strings since all of the involved variables were strings. Input and branching were two other concepts with significant and substantial difference: TCC correct response rate was higher than that of FCC. This was expected as in those two topics, FCC new syntax was rather implicit. For input, FCC introduced the use of integer casting and that automatically changed the purpose of ‘+’ sign from string concatenation to integer addition. For branching, FCC introduced order of operations where ‘and’ should be prioritised over ‘or’. ‘for’ and ‘while’ looping were two concepts with relatively low proportion of correct responses. This was expected as both were complex by default: conditions to run the looping could vary across cases and designing them required some logical thinking. Further, some arguments in ‘for’ looping were voluntary.

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This aligned with one of our RQ1 findings (POS05 and POS06): many students perceived both as the least helped programming concepts to learn with Hedy. 3.3

Programming Performance

A quasi-experiment was performed in introductory programming course to test whether students with Hedy (2021 batch with 43 students) has better programming performance than those without Hedy (2020 batch with 42 students). Students with Hedy have comparable academic performance than those without Hedy. No significant differences are found between both groups. Although students felt Hedy helps them to learn programming (from preceding subsections), the impact was not reflected on their grades.

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Conclusion

This study evaluates the use of Hedy, a gradual programming language to introduce Python programming for computing undergraduate students. Although students with Hedy do not necessarily perform better than those without Hedy, they appreciate such use in learning programming and they can somehow get basic understanding of Python. For future work, we plan to do finer level of analysis to capture the gradual nature of Hedy. We also plan to replicate the study on larger audience with more evaluation metrics.

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Empowering Diverse Learners: Embracing Culturally Relevant Pedagogy (CRP) in Engineering, Higher Education, and K-12 Settings Shabnam Wahed(B) and Nicole Pitterson Engineering Education, Virginia Tech, Blacksburg, USA {wahed,npitters}@vt.edu

Abstract. Culturally relevant pedagogy (CRP) is an approach to teaching and learning that recognizes the cultural backgrounds and experiences of students and seeks to use them as a foundation for education. Empowering diverse learners through the embrace of CRP is significant because it recognizes the importance of valuing and incorporating the cultural diversity of students in the teaching and learning process. By embracing CRP, educators can create inclusive and supportive learning environments that validate and respect the diverse cultural backgrounds of students. This pedagogical approach can lead to greater academic success, improved well-being, and increased engagement among students from diverse backgrounds. The purpose of this review paper is to investigate the usage of CRP in different educational settings by synthesizing and summarizing existing literature on the topic. The work demonstrates how embracing CRP in engineering, higher education, and K-12 settings can lead to inclusive and supportive learning environments that validate and respect the diverse cultural backgrounds of students. It also showcases the potential positive outcomes of CRP, including greater academic success, improved well-being, increased engagement, higher retention rates, transformative practices, critical consciousness, social justice, and closing the achievement gap. By promoting cultural awareness, respect for diversity, and equity, the paper advocates for the adoption of CRP to benefit students and society as a whole. Keywords: Culturally relevant pedagogy · Engineering · Higher education · K-12

1 Introduction Culturally relevant pedagogy (CRP), a term coined by Gloria Ladson-Billings in 1995 is a special teaching approach that emphasizes involving underrepresented students’ perspectives and cultures while teaching, unlike the traditional teaching approach [1]. This framework is important since it treats the cultural diversity of student communities as an asset and guides educators to value students’ culture in a way that ultimately empowers © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 199–207, 2024. https://doi.org/10.1007/978-3-031-53022-7_20

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all learners, especially students of color [2]. The scope of the search in databases for this literature review is limited to Education journals and conference papers, and doctoral dissertations within the last 3–5 years. CRP has been widely used in K–12 education [3]. Studies have shown promising results in incorporating CRP such as improved inclusiveness and increased underrepresented minority (URM) and female retention in K–12 schooling [4], and improved science exam scores [5] since CRP is capable of making connections between science and issues that affect people’s daily lives and communities. However, there is only limited use of CRP in engineering [6]. Conventional teaching of engineering has fallen short to draw in, captivate, educate, and retain minority students in the classroom [7]. The diverse group of engineering students can be instructed using CRP [8]. The inclusion of CRP in higher education curricula [9] is hindered by challenges like addressing social injustices, racial and ethnic stereotypes, cultural bias, gender identities, and discrimination [10]. Based on the current literature, the usage of CRP in engineering, higher education, and K-12 is discussed elaborately in the following sections.

2 Culturally Relevant Pedagogy (CRP) in Engineering Embracing CRP can lead to positive outcomes for students and society by promoting critical consciousness [8], transformative practices [12], increasing retention [6], and promoting social justice [7] as shown in Fig. 1. Figure 1 has been developed by drawing upon the findings in the literature regarding the applications and uses of CRP in various educational settings. This section examines the integration of CRP within the field of engineering, supported by evidence from existing literature. It is organized by highlighting the potential benefits and exemplary programs of incorporating CRP principles in engineering.

Fig. 1. Culturally relevant pedagogy (CRP) in different educational settings.

2.1 Critical Consciousness Critical consciousness involves recognizing and understanding the underlying power dynamics, oppression, and injustice present in society [8]. The absence of engineering

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students’ awareness of social duty during their undergraduate studies is the root cause of their detachment from realizing the effects of their design [8]. Engineers are held responsible to develop solutions that have long-term societal and environmental impacts on our society. But instructors who teach undergrad courses frequently fail to consider the ramifications of the absence of critical consciousness when they teach traditionally in class. Students are not able to develop societal awareness. As a result, when they design engineering solutions, they fail to incorporate critical engineering factors. For example, the Hetch Hetchy Valley in California suffered irreversible environmental harm as a result of the O’Shaughnessy Dam [11]. Creating a culturally appropriate curriculum can promote social responsibility and critical awareness [8]. The curriculum will provide engineering students with the tools they can utilize to understand how sophisticated engineering is on a social, economic, and political level. Curriculum for engineering degrees is usually created to suit requirements set out by Accreditation Board for Engineering and Technology (ABET). The adoption of CRP within engineering curricula will greatly complement the curriculum requirements of ABET [8]. Castaneda and Mejia [8] have demonstrated how CRP can be integrated into engineering curricula. CRP integrates intellectual and technical competence development as well as cultural competence and awareness of different societies and cultures. By engaging with diverse communities and addressing local engineering issues, students can develop a range of knowledge and skills. CRP also emphasizes the importance of critical consciousness, encouraging ethical and socially responsible behavior throughout the curriculum to equip students in tackling complex engineering problems with an ethical and socially aware perspective. 2.2 Transformative Practices Just designing a curriculum is not enough. Instructors need training as well as assistance from experts on how to incorporate CRP while teaching the subject matter. Nelson et al. [12] used an innovative approach, the embedded expert paradigm to assist undergraduate engineering teachers in adopting active learning techniques along with CRP. This embedded expert model combines academic scholars with disciplinary expertise and academic experience in science, math, and teaching methodologies with professors and staff who teach undergraduate engineering classes to restructure and improve courses. Embedded specialists proved to be a great asset for undergraduate educators, particularly new and early career teachers who didn’t have much experience in teaching. However, it is important to recognize that instructional practice transformation cannot be achieved through a single professional development workshop. The findings presented in [12] offer a snapshot of the progress made two years after the initial transformations were initiated. Ongoing support and nurturing are essential for sustaining and enhancing transformative practices to accommodate CRP. 2.3 Retention CRP can play a significant role in retention. To grow the population of students drawn to engineering and keep the students in the pipeline, emphasis must be on what learners are taught, the way they are taught, and the atmosphere in which they are taught. At Howard University for Computer Science discipline, culturally relevant instructional

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methods were implemented by Mejias et al. [6], and the outcomes were promising. They redesigned the CS undergrad curriculum by taking suggestions from industry partners as well as former students. Previously too much technical information was covered in the curriculum without any connections to practical uses. Typically, departments only award the students who excel academically. They also gave a spotlight to the CS undergrad students by launching the yearly BIT (Bison Innovation and Talent) award. This award honors the CS undergraduates who contribute to the discipline outside of the classroom such as by being involved with student support groups, community works, programming contests, etc. It also honors creativity, technical advancements, and department membership. Since launching this action plan five years ago, they have observed an improvement in both internal and external undergrads, the department’s retention rate for freshmen has risen to 94%, and they have seen an increase in the number of freshmen completing the very first three courses in the discipline’s sequence. 2.4 Social Justice Because of the typical emphasis on technical principles in the engineering curriculum, students are inadequately prepared to handle the intricate interactions between those theories, design, and societal circumstances [13]. Hence, students are further convinced that engineering is a purely technical field with no regard for social responsibility. An inadequate understanding of larger societal contexts played a part in previous technical solutions’ shortcomings, which are now manifested in new blunders. For example, ineffective airbag deployment for female drivers [13]. Due to the airbags’ male-centric design, the initial generation of airbags failed to prevent the fatalities of women and children. Darker skin tones were not recognized by a camera with facial recognition technology. These instances show that engineering has established itself as an exclusive discipline. Castaneda et al. [7] incorporated CRP in project-based learning (PBL) for the Engineering Mechanics course. The PBL modules required teams to evaluate conflicting aspects of each community’s ecological, economic, and sociocultural implications to support a final engineering decision. While designing projects for this course, students recognized the benefits of engineering for social justice purposes and specified particular community needs based on cultural, socioeconomic, and climatic factors. Many students, however, found it difficult to relate these societal concerns to their design of engineering projects. Hence, instructors need to incorporate CRP in all engineering courses which will gradually develop students’ consciousness of relating social justice with their engineering designs.

3 Culturally Relevant Pedagogy (CRP) in Higher Education The utilization of CRP in higher education serves as a valuable tool for promoting inclusiveness, addressing math readiness challenges, and facilitating internationalization efforts as shown in Fig. 1. This section is structured to emphasize the advantages and noteworthy programs of integrating CRP principles into higher education.

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3.1 Promoting Inclusiveness Lack of inclusive social interactions at institutions of higher education may contribute to underrepresented student groups’ lower degree completion rates [9]. Culturally responsive teaching has become a crucial component of teacher preparation because it equips educators with practical tactics for fostering inclusiveness and putting a strong emphasis on students’ academic success while leveraging their culture as cognitive support. Educators affirm the validity of various ethnic groups’ cultural traditions as legacies that influence learners’ attitudes. The extent to which instructors are equipped to provide pertinent and inclusive educational experiences that foster trust, boost student capability, and use students’ funds of knowledge as a cognitive framework for student achievement impacts the CRP practice’s inclusiveness. Helping higher education students comprehend the need of considering and applying elements of the societies that reflect their students’ surroundings is crucial. This fosters cross-cultural understanding, empathy, and the ability to navigate and thrive in diverse environments. Besides, it helps students see the practical relevance of what they are learning and how it can be applied in their own communities. 3.2 Math Readiness Math proficiency for URM children has grown to be a topic of considerable interest and relevance for educators, institutions, and authorities in educational policies and change due to this opportunity gap that prevails for minority students [14]. Downing and McCoy [10] conducted a research study at a historically Black college, examining the effects of culturally relevant pedagogy in an introductory college algebra course. They explored students’ ability to use mathematics to address sociopolitical issues, such as analyzing demographic changes in the US using exponential and logarithmic functions and exploring the relationship between sexually transmitted diseases and cuffing season using quadratic functions. The study recommends the importance of collegiate mathematics training to place greater focus on cultural elements to develop students’ social consciousnesses. Since doing so is essential to foster students’ capacity for critical thought and practical application of mathematics. Discussions about tough topics, such as the prevalence of racism in America and the value of cultural identity for African American kids, were possible for students in this experimental course. This methodology can be beneficial for the instruction of students who attend service-level math, such as college algebra, to pique their interest and improve their perspective on mathematics and its practical applications. 3.3 Internationalization of Higher Education The variety of cultures represented at universities is growing along with the number of overseas students in higher education since each international student contributes his/her unique worldviews, languages, etc. With so many different nationalities present in university classrooms, the trend of internationalizing higher education is rapidly advancing. Educators must be prepared to teach in such a culturally varied environment while

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upholding the ideals of globalization. There is not much research examining the applicability of CRP in an internationalized environment, even though it has been widely applied in many educational contexts [15]. Coercive behaviors that result from an unbalanced concentration on maximizing profits, systematic discrimination, and the subsequent creation have also been a facet of the growing trend of internationalization [16]. Despite the educators’ frequent claims to respect cultural diversity and the contributions that international students make to the classroom, educators typically have a negative opinion of them in reality, especially when it comes to language barriers [15]. International students run the risk of becoming little more than a source of exotic adoration while being pushed to conform to a system that establishes standards and conventions at the expense of their education, typically using the justification that the curriculum cannot be changed. To make higher education genuinely international, authorities must embrace diversity and fly the diversity flag in all spheres of life, including regulations and pedagogical practices.

4 Culturally Relevant Pedagogy (CRP) in K-12 CRP has been used in recent studies for relating to course contents, improving academic performance and developing positive ethnic-racial identity, and improving Funds of Knowledge (FoD) as shown in Fig. 1. The organization of this section focuses on highlighting the advantages and noteworthy programs that arise from the integration of CRP principles in the field of K-12. 4.1 Connections with Course Contents Since the environmental education (EE) discipline has gone short in providing appropriate EE programs for learners from historically marginalized groups, practitioners look for education tactics that connect with these populations [17]. Culturally relevant teaching is explored for environmental education for Grade 5–10 students by Pownall. The study found that students lose interest because they could not relate to the content. To work in environmental education, the learners must make a connection to nature which will help them to overcome their unfamiliarity with the relevant topics and foster their curiosity and engagement to become successful. It will, in turn, empower them both short term such as observing nature and collecting insects; and long-term such as critical thinking about environmental issues and finding solutions. By placing environmental material in the context of well-known social components by leveraging CRP, the instructors can boost relevance by establishing social-ecological links. Practitioners stress the significance of centering the social parts on familiar settings and ideas for the learners for culturally relevant teaching. 4.2 Academic Performance and Racial Views Cultural involvement and constructivist teaching strategies such as providing a non threatening environment, linking with prior knowledge, and teaching using films, photographs, and guest teachers of color are valuable for all students, especially for URM.

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They are also benefitted from school racial socialization which includes cultural socialization, enhancement of cultural competency, encouragement of positive and productive encounters, and socialization of critical consciousness. Culturally relevant instruction and racial integration in the classroom positively impact students’ academic performance and racial views [4]. Students are more engaged and feel more a part of the classroom when educators strive to relate lessons to their interests and utilize students’ cultural backgrounds. It inspires learners to interact with the instructor and their peers genuinely. These interpersonal relations are crucial for reducing bias and fostering better inter-group connections in addition to improving learning. It also fosters a positive ethnic-racial identity. 4.3 Funds of Knowledge (FoK) People think that mathematics has no culture. Hence, many of the mathematical word problems are typically created from the viewpoint of white, middle-class people. More than half of US school students are Latinx, Black, Asian, Native American/Alaska Native, Pacific Islander, or other ethnic backgrounds, but 80% of instructors are White, according to National Center for Education Statistics (NCES) [18]. These underrepresented minorities (URM) are greatly impacted by the absence of diversity and unfriendly attitudes, and uncontextualized actions. Children’s experiences with mathematics may be inferred from the contextualized “real world” experiences of the teacher, who is often a White middle-class individual and not a representative of the diverse American classrooms [5]. Exercises that help students relate to their personal lives and beliefs have the potential to improve their outcomes and classroom engagement in mathematics. It is very important to connect math lessons to students’ everyday lives and to acknowledge the abilities and knowledge that come from activities outside of the classroom context. Funds of Knowledge (FoK) are the common knowledge sources that students use in their families and communities to encounter and acquire knowledge. Improving learners’ arithmetic FoK may also affect a person’s interest in a STEM job [5].

5 Conclusion The “one-size-fits-all” approach to teaching no longer satisfies the instructional needs of diversified classrooms in the US due to the growth of the student population from varied cultural and racial backgrounds. In our growing diverse society, the effective development of such instructional approaches offers the possibility of better empowering professors who work to get students ready to develop better designs or policies with broader perspectives. An appropriate procedure for the didactical and technical conception of culturally relevant pedagogy involves familiarizing oneself with CRP, understanding students’ cultural backgrounds, assessing the curriculum, incorporating culturally relevant teaching strategies, as well as continuous reflection and improvement. One important thing to realize is that CRP does not seek to be a “leveling” strategy that unfairly promotes women and URM students above dominant male White learners. Rather, CRP aims to promote idea exchange among all people to recognize and respect divergent viewpoints and ideals. By using this strategy, educators will be able to create an

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environment where all students’ life experiences—including those of women and people of color—are valued. This will help students develop cultural competency, awareness of the issues facing their communities, responsiveness to the needs of a society that is becoming more diverse, and critical awareness of the socioeconomic, political, and environmental injustices that still exist in society.

References 1. Ladson-Billings, G.: Toward a theory of culturally relevant pedagogy. Am. Educ. Res. J. 32(3), 465–491 (1995) 2. Byrd, C.M.: Does culturally relevant teaching work? An examination from student perspectives. SAGE Open 6(3), 2158244016660744 (2016) 3. Ladson-Billings, G.: Culturally relevant pedagogy 2.0: a.k.a. the remix. Harvard Educ. Rev. 84(1), 74–84 (2014) 4. Saleem, F., Legette, K.B., Byrd, C.M.: Examining school ethnic-racial socialization in the link between race-related stress and academic well-being among African American and Latinx adolescents. J. Sch. Psychol. 91, 97–111 (2022) 5. Pruitt-Britton, T., Walkington, C.: Measuring high school students’ funds of knowledge for learning mathematics. In: Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, pp. 485–492 (2020) 6. Mejias, M., Jean-Pierre, K., Burge, L., Washington, G.: Culturally relevant cs pedagogy— theory & practice. In: 2018 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT), pp. 1–5 (2018) 7. Castaneda, D. I., Merritt, J. D., & Mejia, J. A.: Integrating an engineering justice approach in an undergraduate engineering mechanics course. 2021 IEEE Frontiers in Education Conference (FIE), 1–5 (2021) 8. Castaneda, D.I., Mejia, J.A.: Culturally relevant pedagogy: an approach to foster critical consciousness in civil engineering. J. Prof. Issues Eng. Educ. Pract. 144(2), 02518002 (2018) 9. Hutchison, L., McAlister-Shields, L.: Culturally responsive teaching: its application in higher education environments. Educ. Sci. 10(5), 124 (2020) 10. Downing, G.A., McCoy, W.N.: Exploring mathematics of the sociopolitical through culturally relevant pedagogy in a college algebra course at a historically black college/university 14(1), 27 (2021) 11. Nash, R.F.: The Rights of Nature: A History of Environmental Ethics. University of Wisconsin Press, Madison (1989) 12. Nelson, R., Marone, V., Garcia, S.A., Yuen, T.T., Bonner, E.P., Browning, J.: Transformative practices in engineering education: the embedded expert model. IEEE Trans. Educ. 64(2), 187–194 (2021) 13. Margolis, J., Fisher, A.: Unlocking the Clubhouse: Women in Computing. MIT Press, Cambridge (2002) 14. Martin, B.: Mathematics and social interests. In: Powell, A.B., Frankenstein, M. (eds.) Ethnomathematics: Challenging Eurocentrism in Mathematics Education, pp. 155–171. State University of New York Press (1997) 15. Heringer, R.: The pertinence of a culturally relevant pedagogy in internationalized higher education. Int. Educ. Stud. 12(1), 1 (2018) 16. Clifford, V.: Challenging conceptions of western higher education and promoting graduates as global citizens. High. Educ. Q. 68(1), 28–45 (2014)

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17. Pownall, M.A.: Exploring culturally responsive teaching and environmental education (Doctoral dissertation, Virginia Tech) (2022) 18. National Center for Education Statistics: Characteristics of Public Elementary and Secondary School Teachers in the United States: Results from the 2015–2016 National Teacher and Principal Survey (2017)

A Theory-Based Concept for Fostering Sustainability Competencies in Engineering Programs Brit-Maren Block(B)

and Marie Gillian Guerne

Leuphana University, Universitätsallee 1, 21335 Lüneburg, Germany [email protected]

Abstract. The paper deals with the importance of education and awareness raising in the context of sustainability, especially in relation to the role of engineering in solving current problems such as population growth, global inequality and climate change. Education for sustainable development plays a key role in promoting sustainable thinking in society and that universities and higher education institutions are fundamental institutions to achieve the SDGs. Therefore, linking technical and sustainability-oriented topics in the curriculum is essential to prepare future engineers for their role as change agents. Within the framework of a design-based research approach, the aim of this paper is to provide a best practice example of an innovative teaching concept that closes this gap and presents a theory-based teaching example for sustainable engineering education. Central questions are, on the one hand, to what extent sustainability topics are currently anchored in engineering courses in Germany. In addition, the question is addressed as to what a subject didactic concept in the engineering sciences can look like under the current conditions that takes up sustainability topics and stimulates an increase in the ecological and sustainable awareness of students. The article gives an overview of the structure and the most important components of the module. The insights gained are intended to contribute to the evidence-based implementation of sustainability in engineering and thus fill a gap in engineering teaching practice and engineering education research. Keywords: Engineering Education Research · Sustainable Engineering Education · Education for Sustainable Development

1 Introduction Our world is facing several pressing issues nowadays, including population growth, global inequality, climate change and the environmental impact of industry and technology [1, 2]. Education and awareness-raising play a key role in effectively tackling climate change and promoting sustainable models for the future. Embedding sustainability in all disciplines is crucial to cultivating sustainable awareness in society [1, 3]. It is therefore essential to integrate comprehensive sustainability perspectives into the educational framework [4–8]. Universities and higher education institutions play a central role © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 208–217, 2024. https://doi.org/10.1007/978-3-031-53022-7_21

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in realising the Sustainable Development Goals [2]. Empowering students to develop solutions to these significant challenges is essential for societal progress. To adequately prepare engineering students for future hurdles, it is crucial to combine Education for Sustainable Development (ESD) with technical and sustainability-focussed subjects in the curriculum [9]. This work contributes in a twofold way: on the one hand by enriching the engineering research landscape through a design-orientated approach, and on the other hand by improving teaching practice. Through a systematic analysis, it provides an overview of the integration of sustainability into German-language engineering degree programs. In addition, it aims to improve teaching by developing and implementing an exemplary interdisciplinary teaching-learning concept. This concept aims to seamlessly integrate sustainability topics into engineering programs and thus promote sustainable development. The elective module was introduced in the winter semester 2022/2023 in the Master’s degree program “Management & Engineering” at Leuphana University and initial student feedback was collected and presented.

2 Methodology Design-based research (DBR) was chosen for this paper. The approach aims to generate research-based insights into both the theoretical understanding of teaching and learning and pedagogical practice [10, 11]. The design-based research approach consists of multiple stages, typically spanning several cycles. For this work, the generic model according [11] was chosen. The model is divided into the three main phases of the process model for DBR: analysis, design and evaluation. The three stages are interdependent and require the implementation of the respective solution approaches. The adapted approach for this paper is illustrated in Fig. 1.

Fig. 1. Adapted DBR Approach based on [10], own figure.

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In the analysis phase, an overview of the EER landscape on the topic of sustainability education in engineering studies was first created. Existing engineering degree programs in Germany were analysed on the basis of information provided by websites such as “Hochschulkompass”. In the search procedure according to [2], titles of a total of 19.631 German study programs were examined. With the help of the search terms “engineer”, “technology”, “environment”, “sustainable” and “environmental engineer” as well as corresponding combinations, an overview of previous possibilities for interdisciplinary studies will be presented in Sect. 3. Based on the results, the next step was to develop and implement a theory-based concept for embedding sustainability in the engineering curriculum, which was explained in more detail in Sects. 4.1 and 4.2. Standardised surveys were used for the evaluation phase of the DBR method [12]. The procedure was based on the five phases consisting of formulating the research problem, planning and preparing the survey, data collection, data processing and data analysis. The aim of the survey is to evaluate whether the developed solution concept proves to be effective. To this end, demographic data, previous contact with the topic of sustainability in the degree program, interest in the course as well as the skills and interests of the students are to be recorded. Feedback on the course will also be obtained. Online questionnaires were used for the evaluation at the beginning and end of the module. The before-and-after questionnaire was created in accordance with [13, 14]. Some preliminary results are presented in Sect. 4.3.

3 Analysis of the EER-Landscape on the Topic of Sustainability Education in Engineering Studies Studies worldwide show that the topic of sustainability is insufficiently addressed in engineering curricula [8, 15–18]. For example, sustainability aspects are not sufficiently integrated into curricula in the USA, Spain, Nigeria or Sweden. Studies that report an integration of sustainability in the curriculum report positive developments [19, 20]. For the most part, however, the studies show that sustainability aspects are strongly neglected in engineering education, especially social sustainability aspects. This chapter therefore attempts to map the current status of study programs and thus the possibility of implementing corresponding concepts at German universities and universities of applied sciences. For this purpose, the current range of courses offered in Germany was analysed on the website “Hochschulkompass” [2]. Table 1 shows the search history with the respective keywords and hits. If only degree programs with the keyword “engineer” are searched for, the search for Bachelor’s and Master’s degree programs yields 1,042 hits. A total of 2,527 degree programs with the keyword “engineering” were found. There are also 606 degree programs with the keyword “environment” and 382 with the keyword “sustainable”. In total 51 Bachelor’s and Master’s degree programs were identified for the search term “environmental engineer”. Significantly fewer degree programs were found in the search with combined keywords. A total of 19 study programs were identified in the search for “engineer AND environment” and 51 in the search for “technology and environment”. Searching for “engineer AND sustainable” yielded four degree programs and a further eight on the subject of “technology AND sustainable”.

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Table 1. Search history of German-language degree programs, own data. ID

Suche

Matches Bachelor

Matches Master

Total number

% Share of total number

All German-speaking degree programs

9,449

8,492

19,613

100%

#1

Engineer

660

382

1,042

5.31%

#2

Technology

1,535

992

2,527

12.88%

#3

Environment

312

294

606

3.09%

#4

Sustainable

205

177

382

1.95%

#5

Environmental engineer

29

22

51

0.26%

#6

Engineer AND Environment

11

8

19

0.10%

#7

Engineer AND Sustainable

4

-

4

0.02%

#8

Technology AND environment

32

19

51

0.26%

#9

Technology AND Sustainable

5

3

8

0.04%

Searched until 18.04.2023, 12 pm; https://www.hochschulkompass.de/studium/studiengangs uche/erweiterte-studiengangsuche.html

The method was used to get a first impression of the existing sizes of the degree programs and the relevance of sustainability in current engineering degree programs. Figure 2 shows the percentage of study programs found for the respective search terms in relation to the total number of study programs in German. Measured against the total number of 19,613 German-language Bachelor’s and Master’s degree programs listed on the “Hochschulkompass” website, it can be said that a proportion of 5.31% of the degree programs are associated with the search term “engineer” and 12.88% with the term “technology”. The study programs identified for the search term “environment” represent 3.09% of all study programs and that identified for the topic “sustainable” 1.95%. This means that engineering, technical degree programs represent about 18% of all degree programs, while environmental science, sustainable degree programs together account for about 5%. The 51 study programs identified for the search term “environmental engineer” make up 0.26% of all 19,613 study programs in Germany. The shares of the combined search terms #6 to #9 represent very small shares between 0.02% and 0.26%. If the percentage share of the results of search processes #5 to #9 is added together, this results in a share of 0.678% of all Bachelor’s and Master’s degree programs in Germany that firmly anchor sustainable aspects in the curriculum of the degree program and already combine both topics in the title. If only the engineeringscientific, technical degree programs are taken as a basis (n = 3,569), the percentage of

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Fig. 2. Percentage of technical and sustainable degree programs in Germany, own figure.

degree programs with a link to sustainability and the environment identified in searches #5 to #9 (n = 133) is 3.73%. These results show that the proportion of degree programs in environmental engineering is very low at 0.665% compared to the total proportion of all degree programs. The proportion of study programs in engineering and technical fields that firmly integrate environmental and sustainability topics is, at 3.73%, strongly expandable. However, it should be noted that the corresponding keywords were only searched for in the title of the degree programs. Future work could look more closely at the curricula and descriptions of the individual modules of all 3,569 degree programs in engineering and technology for sustainability topics in order to obtain more detailed and significant results on the extent to which integration of the topics is progressing. Another limiting factor is the search terms, which were only selected in German. Thus, in future work, it will be necessary to check what proportion of international study programs are represented. The results show that the number of combined degree programs on offer is relatively small and that general concepts need to be developed that can be integrated into all engineering and technical degree programs in order to reach not only those students who are already aware of the relevance of the sustainable orientation of the degree program at the beginning of their studies.

4 Theory-Based Teaching Concept for Sustainable Engineering Education In order to anchor sustainability aspects in the teaching of engineering and to raise students’ awareness, especially in the area of social and ecological sustainability, a teaching-learning concept has been developed based on the theoretical insights of the analytical and constructivist learning approach, e.g. [21].

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4.1 Teaching Concept for Sustainable Competences in Engineering The illustrated model for sustainable competences within engineering education, as depicted in Fig. 3, is a multifaceted framework comprising three key components: a content level, a methodological-didactic approach, and an individualized process level. This comprehensive framework is designed to facilitate a structured program development aimed at integrating sustainability principles into engineering education. It’s not merely a curriculum but a dynamic system adaptable to students’ interests while actively engaging them in module design through a flipped classroom methodology.

Fig. 3. Teaching concept for sustainable competences in engineering, own figure.

At its core, the content level focuses on imparting foundational technical knowledge in sustainability science and pedagogy. This includes integrating the foundational principles of Blue Engineering [22] into the curriculum, allowing students to grasp the interrelationships within sustainability contexts. Through themed teaching-learning modules, participants gradually unravel these intricate connections. Moreover, by engaging in pre-existing Blue Engineering modules and delving deeper into self-selected topics, students can acquire a solid grasp of the technical fundamentals. The methodologicaldidactic facet of this framework emphasizes a diverse array of learning approaches to ensure an effective learning experience. It prioritizes the development of personal perspectives and encourages diverse viewpoints, empowering participants to take proactive roles. The objective is to cultivate not only subject and methodological expertise but

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also social and self-competence among the learners. On the individual process level, the framework aims to foster the acquisition of subject-specific, methodological, social, and self-competencies tailored to each participant. This personalized approach recognizes the uniqueness of each learner’s journey, providing a platform for holistic development within the realm of sustainability in engineering education. 4.2 Implementation The 5 CP module “Sustainable (Blue) Engineering” was designed for 15 participants and offered in the winter semester 2022/2023. The learning group consists of students from the Master’s program “Management & Engineering” at the Leuphana University. The bi-weekly 3.5-h course was structured as shown in Fig. 4. A step-by-step approach and deepening of the interplay between technology and sustainability was designed: (1) Teaching the basics in the subject area of sustainability in the engineering sciences (introduction to didactic methods and feedback rules, introduction to sustainability science, participation in initial teaching-learning modules). (2) Application of the basics in the subject area of sustainability in the engineering sciences (application of didactic methods and feedback rules, teaching content on the subject of technology and sustainability, preparation and implementation of existing blue engineering modules) (3) Exemplary deepening through the development of own teaching-learning modules (selection of didactic methods for conveying the selected topic, content-related examination of self-selected topics, implementation of self-developed teaching-learning modules)

Fig. 4. Teaching levels of the designed elective module, own figure.

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4.3 Student’s Feedback At this point, the preliminary results of the evaluation are presented, focussing primarily on course feedback. It is important to clarify that this evaluation is not intended as a detailed analysis of effectiveness; rather, it is intended to provide insights into the initial experience of implementing the program and students’ reactions to its delivery. The first survey was completed by 14 respondents (100%) and the second survey by 13 respondents (92.86%). An extract from the students’ feedback can be seen in Fig. 5. The participants’ reactions to the course were extremely positive. The survey revealed that the majority of students (50%) had had little to no exposure to the topic of sustainability in their degree program, although 71% expressed a desire for the topic to be covered more comprehensively in their curriculum. The decision to enrol on the module was based on a variety of motives, including an interest in the interface between engineering and sustainability, curiosity about new subject areas and a fascination with pedagogical methods. In the final survey, students indicated that they were very satisfied with the course and the knowledge gained, as reflected in an average rating of 4.5 out of 5 with minimal variation. The responses on motivation to participate in the course and interest in the content were consistently positive with an average rating of 4.5. Although the course content was not completely new to all students, with an average rating of 3.7, approximately 61.5% found it somewhat new, while 23.1% considered it partially new. Attention should be paid to this aspect in future courses. Student satisfaction with the course experience was remarkably high, they particularly appreciated the interactive elements and discussions.

Fig. 5. Students’ feedback on the course.

5 Summary Fostering education for sustainable technologies is a key task that requires careful planning and implementation. A survey of degree programs at German universities and universities of applied sciences found that approximately 18% of Bachelor’s and Master’s degree programs in Germany focus on engineering and technical disciplines, while

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approximately 5% focus on sustainable and environmental science disciplines. Surprisingly, only 0.678% of all Bachelor’s and Master’s programs in Germany show a solid integration of both disciplines, which underlines the need to promote interdisciplinary approaches and curricula that combine these dimensions. Recognising this gap, an exemplary concept was developed and implemented to meet this urgent need. The proposed solution envisages a three-tier module structure that aims to embed sustainability principles in engineering education and raise student awareness. To facilitate this integration, comprehensive approaches using active learning methods such as student-centred learning or the flipped classroom model are recommended. Impressively, the course was positively evaluated by participants, resulting in a noticeable increase in knowledge. However, it is important to acknowledge one concern: the elective module has only been run once so far. In order to effectively promote sustainable development, continuous evaluation, possible adjustments and optimisation of the developed concept are necessary.

References 1. Armon, J., Scoffham, S., Armon, C.: Prioritizing sustainability education: a comprehensive approach. Routledge (2019) 2. Alcorta de Bronstein, A., Lampe, S. Halberstadt, J.: Fostering future engineers as transformational agents: integrating sustainability and entrepreneurship in engineering education. Procedia Comput. Sci. 219, 957–962 (2023) 3. Sterling, S.R., Schumacher, E.F.: Sustainable Education: Re-Visioning Learning and Change. Green Books for the Schumacher Society, Totnes (2001) 4. Chau, K.W.: Incorporation of sustainability concepts into a civil engineering curriculum. J. Prof. Issues Eng. Educ. Pract. 133(3), 188–191 (2007) 5. Rodríguez-Chueca, J., Molina-García, A., García-Aranda, C., Pérez, J., Rodríguez, E.: Understanding sustainability and the circular economy through flipped classroom and challengebased learning: an innovative experience in engineering education in Spain., Environ. Educ. Res., 1–15 (2019) 6. Børsen, T., et al.: Initiatives, experiences and best practices for teaching social and ecological responsibility in ethics education for science and engineering students. Eur. J. Eng. Educ. (2020) 7. Huang, Z., Peng, A., Yang, T., Deng, S., He, Y.: A design-based learning approach for fostering sustainability competency in engineering education. Sustainability 12(7), 2958 (2020) 8. Sánchez-Carracedo, F., et al.: Tools for embedding and assessing sustainable development goals in engineering education. Sustainability 13, 12154 (2021) 9. Barth, M.: Implementing Sustainability in Higher Education – Learning in an age of transformation. Routledge Studies in Sustainable Development, Routledge, London (2015) 10. Kelly, A.E.: Design-based research in engineering education. In: Johri, A., Olds, B.M. (eds.) Cambridge Handbook of Engineering Education Research, pp. 497–518. Cambridge University Press, New York (2013) 11. McKenney, S.E., Reeves, T.C.: Systematic review of design-based research progress: is a little knowledge a dangerous thing? Educ. Res. 42(2), 97–100 (2013) 12. Diekmann, A.: Empirische Sozialforschung. Rowohlt, Reinbeck (2007) 13. Kromrey, H.: Empirische Sozialforschung. Opladen: Leske + Budrich (1995) 14. Mummendey, H.D.: Die Fragebogen-Methode. Hogrefe, Göttingen (1999)

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15. Watson, M.K., Noyes, C., Rodgers, M.O.: Student perceptions of sustainability education in civil and environmental engineering at the Georgia institute of technology. J. Prof. Issues Eng. Educ. Pract. 139(3), 235–243 (2013) 16. Bjornberg, K.E., Skogh, I.B., Stromberg, E.: Integrating social sustainability in engineering education at the KTH royal institute of technology. Int. J. Sustain. High. Educ. 16(5), 639–649 (2015) 17. Akeel, U.U., Bell, S.J., Mitchell, J.E.: Assessing the sustainability content of the Nigerian engineering curriculum. Int. J. Sustain. High. Educ. 20(4), 590–613 (2019) 18. Block, B.-M., Guerne, M.G.: Sustainable engineering education in research and practice. In: Jarvinen, H.-M., Silvestre, S., Llorens, A., Nagy, B.V. (eds.) SEFI 2022 - 50th Annual Conference of the European Society for Engineering Education, Proceedings. Universitat Politecnica de Catalunya, pp. 122–130 (2022) 19. Allen, D.T., Shonnard, D.R., Huang, Y.L., Schuster, D.: Green engineering education in chemical engineering curricula: a quarter century of progress and prospects for future transformations. ACS Sustain. Chem. Eng. 4(11), 5850–5854 (2016) 20. Arefin, M.A., Nabi, M.N., Sadeque, S., Gudimetla, P.: Incorporating sustainability in engineering curriculum: a study of the Australian universities. Int. J. Sustain. High. Educ. 22(3), 576–598 (2021) 21. Mandl, H., Reinmann-Rothmeier, G.: The constructivist approach to teaching and learning, In: Development, Teaching and Learning, pp. 366-403. Hogrefe, Göttingen (2003) 22. TU Berlin. http://www.blue-engineering.org/wiki/%C3%9Cber_uns. Accessed 05 Mar 2023

Using Digital Laboratories for the Development of Students’ Engineering Thinking Tatiana Shaposhnikova , Alexander Gerashchenko(B) , Vyacheslav Minenko, Tatiana Shabanova, and Tamara Bus Kuban State Technological University, 2 Moskovskaya Street, Krasnodar 350072, Russia [email protected]

Abstract. Additional education of schoolchildren is a mechanism for ensuring continuity between general and higher education, meeting the educational needs of gifted children, and, in general, providing an innovative economy with a “creative class”. It can be organized my means of the so-called Quantorium, which is a kind of institution of additional education for schoolchildren that has a great potential for the implementation of the ideas of STEM education and its popularization. In the modern world, it is important to provide early professional education of schoolchildren and the development of schoolchildren’s readiness to receive professional education. The research purpose is to create a model for the development of engineering thinking of a Quantorium student in a digital educational environment, which is part of the university complex. The object of the research is the development of engineering thinking of schoolchildren in the conditions of additional education. The subject of the research is the potential of using digital laboratories in the development of the engineering thinking of students. The research is based at the regional school technology park, which is part of the university complex of Kuban State Technological University – an engineering university located in Krasnodar, Russia. Based on modern models of a competitive personality, as well as model ideas about early professional education, the authors of this article have developed primary models for the development of engineering thinking in schoolchildren in the digital educational environment of the Quantorium. Keywords: Engineering Thinking · Additional Education · Digital Laboratory

1 Introduction In the modern world, it is important to provide early professional education of schoolchildren and the development of schoolchildren’s readiness to receive professional education. As engineering is a crucially important and constantly developing professional field, the development of engineering thinking in schoolchildren is an urgent social and pedagogical task arising due to the problem of providing an innovative economy with a “creative class”, as well as continuity between general and higher education [1, 2]. Engineering thinking is a type of professional thinking that is developed and manifested in the ability to navigate new technologies and their introduction into production independently [3, 4]. It includes the following components: © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 218–223, 2024. https://doi.org/10.1007/978-3-031-53022-7_22

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1) constructive thinking (the ability to build a model for solving a problem, as well as combine theory with practice); 2) technical thinking (the ability to analyze the composition, structure, arrangement and principle of operation of objects in various conditions); 3) research thinking (the ability to determine the novelty and relevance in the task, to compare the task with analogues, the ability to prove, argue and draw conclusions); economic thinking (reflection of the quality of the process and the result from the standpoint of market requirements); 4) independence and efficiency in the choice of activity strategies; 5) responsibility for performance results; the need for success and social recognition; creativity (especially important for performing research activities in a problem situation). It is necessary to develop engineering thinking among schoolchildren, and not only among college/university students, otherwise it will be more difficult to provide the country’s economy with competitive engineering personnel [3, 4]. Additional education of schoolchildren is a mechanism for ensuring continuity between general and higher education, meeting the educational needs of gifted children, and, in general, providing an innovative economy with a “creative class”. It can be organized by means of the so-called Quantorium, which is a kind of institution of additional education for schoolchildren that has a great potential for the implementation of the ideas of STEM education and its popularization. Quantoriums organized in connection with university complexes (as specific parts of the university structure) have the widest possibilities. A typical example of such a Quantorium is the regional school technology park Quant Kuban-KubSTU of Kuban State Technological University (Krasnodar, Russia) [5]. Consequently, Quantoriums have the greatest potential in solving such a socio-pedagogical task as the early development of engineering thinking in schoolchildren. We have proposed methods for qualimetric assessment of engineering thinking and its components. The gradations of each component of engineering thinking are as follows: unacceptable (from 0 to 20 points on a 100-point linear scale), threshold (from 21 to 40 points), basic (from 41 to 60 points), increased (from 61 to 80 points) and advanced (from 81 to 100 points). It is possible to implement the proposed methods in the conditions of digital transformation of the educational environment. Monitoring technologies are fully implementable in a digital educational environment, because the digital footprint contains a sufficient amount of information necessary to assess the course and results of the educational process [6–9]. At the same time, the question on how to use the resources of the digital educational environment for the full-fledged development of the engineering thinking of schoolchildren remains open. Obviously, the digital educational environment of the technology park is not just a component of the digital educational environment of the university, but is coherent with it, i.e. operates on the same principles. For example, in a digital environment, it is possible to complete a network educational project as a team, including a WebQuest, so that students would interact via computer network [10]. This makes it possible to develop team competence, and therefore, such a component of engineering thinking as responsibility for the results of activities.

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The research question is as follows: “What prospects does the use of digital laboratories provide for the development of students’ engineering thinking?”. The research purpose is to create a model for the development of engineering thinking of a Quantorium student in a digital educational environment, which is part of the university complex. The object of the research is the development of engineering thinking of schoolchildren in the conditions of additional education. The subject of the research is the potential of using digital laboratories in the development of the engineering thinking of students.

2 Methods The research is based at the regional school technology park, which is part of the university complex of Kuban State Technological University – an engineering university located in Krasnodar, Russia. The methodological foundations of the research are the systemic, metasystemic, competence-based, personality-oriented, acmeological, sociological, process, synergetic and probabilistic-statistical approaches. The research methods are as follows: the analysis of scientific literature and best practices of professional education of schoolchildren in institutions of additional education, modelling, methods of qualimetry, method of expert assessments, methods of probability theory and mathematical statistics, methods of set theory. An important part of the research is the pedagogical experiment, which has shown that the use of digital laboratories contributes to the development of such components of engineering thinking as constructive, research and technical thinking.

3 Results The use of digital laboratories has great didactic possibilities for the development of many components of engineering thinking. An educational laboratory experiment conducted by means of traditional equipment cannot fully provide a solution to modern educational problems, especially those related to the development of students’ engineering thinking. Digital laboratory is a set consisting of sensors for measuring and recording various parameters, an information processing device and software (one of the functions is to visualize data on the screen). Multi-sensors are typically multi-channel meter platforms that receive signals from various devices. The use of digital laboratories, as a full-fledged measuring tool, makes it possible to implement the technology of problem-based learning (it fully corresponds to the competency-based approach!). The general scenario of a laboratory workshop using digital laboratories is as follows: posing a question (problem); predicting the result; collection of experimental data, their analysis; discussing the reasons for the different responses; evaluation of answers for better understanding; drawing the conclusions; discussion. The opportunities of using digital laboratories for the development of engineering thinking of students are presented in Table 1.

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Table 1. Opportunities of using digital laboratories for the development of components of engineering thinking. No. Component

Opportunities for the development

1

Constructive thinking

Understanding the logic of the functioning of the object under study; the obtained results of the experiment should push students to “their own” discoveries, building a mathematical model of the studied phenomenon or object still unknown to them

2

Technical thinking

Study of the operation of an object with various external and internal parameters; forecasting the operation of an object with parameters that have not been set

3

Research thinking

Proposing and testing hypotheses, discussing the results obtained, formulating conclusions, mastering the methods of scientific research, especially measurement

4

Independence and efficiency Independent performance of as many stages of the educational laboratory experiment as possible (subject to the development of digital competencies and the availability of a scenario for performing laboratory work with a problem statement)

A pedagogical experiment conducted at the regional school technology park Quant Kuban-KubSTU (Quantorium) shows that the use of digital laboratories in educational process increases the effectiveness of the development of students’ engineering thinking. In the control group (of 36 students) educational experiments were conducted according to the traditional method, and in the experimental group (of 39 students) they were conducted using digital laboratories integrated into the digital educational environment (such integration provides a single technological cycle of information processes, the possibility of fixing digital trace on the educational experimental activities of students). The results of the pedagogical experiment are presented in Table 2, Table 3, Table 4, and Table 5 (where the abbreviation CG denotes the control group, and the abbreviation EG denotes the experimental group). The tables show the proportion of students in the group (in percent) who have the appropriate level of components (rounded to tenths of a percent). As can be seen, at the initial stage of the experiment the control and experimental groups did not differ in the level of these components of engineering thinking, however, at the final stage the progress of students in the experimental group was significantly higher compared to the control group.

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Levels

Initial stage: CG

Initial stage: EG

Final stage: CG

Final stage: EG

Unacceptable

61.1

61.5

27.7

7.7

Threshold

36.1

35.9

61.1

76.9

Basic

2.7

2.5

11.1

12.8

Increased

0

0

0

2.5

Advanced

0

0

0

0

Table 3. Levels of technical thinking. Levels

Initial stage: CG

Initial stage: EG

Final stage: CG

Final stage: EG

Unacceptable

77.7

76.9

30.5

10.2

Threshold

13.8

12.8

55.5

53.8

Basic

8.3

10.2

13.9

28.2

Increased

0

0

0

7.7

Advanced

0

0

0

0

Table 4. Levels of research thinking. Levels

Initial stage: CG

Initial stage: EG

Final stage: CG

Final stage: EG

Unacceptable

44.4

46.1

13.9

0

Threshold

38.9

38.4

55.5

35.9

Basic

16.7

15.4

22.2

41

Increased

0

0

8.3

15.4

Advanced

0

0

0

7.7

Table 5. Levels of independence and efficiency. Levels

Initial stage: CG

Initial stage: EG

Final stage: CG

Final stage: EG

Unacceptable

38.9

38.4

5.5

0

Threshold

47.2

46.1

75

53.8

Basic

8.3

10.2

11.1

30.7

Increased

5.5

5.1

8.3

10.2

Advanced

0

0

0

5.1

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4 Conclusion The development of engineering thinking among schoolchildren is a very important mechanism for their professional orientation, a factor in their preparation for further education (receiving professional education) and, as a result, ensuring continuity between general and professional education. Engineering thinking needs to be developed not only for schoolchildren who prefer technical areas of training, but for everyone. Research prospects are connected with the development of structural-functional and mathematical models of the successive development of the engineering thinking of an individual in the system of continuous education. Acknowledgments. The research was carried out with the financial support of the Kuban Science Foundation in the framework of the scientific project No. APS-21.1/44.

References 1. Scherbakova, T.V.: The development of cultural identity in early engineering education: a review of modern Russian situation. Soc.: Sociol. Psychol. Pedag. 1(57), 77–81 (2019) 2. Ryzhikova, M.P., Smirnova, Z.: Additional education of children in modern conditions: challenges and prospects. Educ. Manage. Rev. 1(37), 149–155 (2020) 3. Rebro, I.V., et al.: Research of methods of development of engineering abilities of schoolchildren. Open Dist. Educ. 1(37), 149–155 (2020) 4. Mizenko, E.N., Shabanova, T.N., Shaposhnikova, T.L.: Qualimetric methods for diagnosing schoolchildren’s engineering thinking. J. Second. Vocat. Educ. 4(320), 22–27 (2022) 5. Gerashchenko, A., Shaposhnikova, T., Egorova, A., Gordienko, O., Vyazankova, V.: Providing physical and virtual mobility for a regional university-based technology park. In: Auer, M.E., Hortsch, H., Michler, O., Köhler, T. (eds.) ICL 2021. LNNS, vol. 390, pp. 313–322. Springer, Cham (2022). https://doi.org/10.1007/978-3-030-93907-6_34 6. Eli-Chukwu, N.C., et al.: Challenges confronting e-learning in higher education institutions in Nigeria amid Covid-19. J. Appl. Res. High. Educ. 15(1), 238–253 (2022) 7. Flores, M.A., et al.: Portuguese higher education students’ adaptation to online teaching and learning in times of the COVID-19 pandemic: personal and contextual factors. High. Educ. 83, 1389–1408 (2022) 8. Ferrer, J., Ringer, A., Saville, K., Parris, M.A., Kashi, K.: Students’ motivation and engagement in higher education: the importance of attitude to online learning. High. Educ. 83, 317–338 (2022) 9. Thi, H.P., Tran, Q.N., La, L.G., Doan, H.M., Vu, T.D.: Factors motivating student’ intention to accept online learning in emerging countries: the case study of Vietnam. J. Appl. Res. High. Educ. 2(15), 324–341 (2022) 10. Shaposhnikova, T., Gerashchenko, A., Shabanova, T., Vyazankova, V., Romanova, M.: WebQuest as a factor of teaching teamwork. In: Nazir, S. (ed.) Training, Education, and Learning Sciences. AHFE 2022 International Conference. AHFE Open Access, vol 59, pp. 206–212. AHFE International, USA (2022)

Interactive Algorithms: A Didactic Strategy for Non-programmers Luini Leonardo Hurtado Cortés(B) Universidad Distrital Francisco José de Caldas, Bogotá, Colombia [email protected]

Abstract. This paper presents a methodology for programming Interactive Algorithms. Interactive Algorithms incorporate didactic elements within the structure of the programming code in order to expand the information and make the process of solving a mathematical problem more understandable. Initially, an introduction to the concept of algorithm as a trend in the history of mathematics is presented. Likewise, a review of computer and programming languages is made, as well as of the difficulties in learning algorithms. Subsequently, a programming methodology for the so-called Interactive Algorithms is presented, and the use of a software tool for solving a very common problem in engineering courses is demonstrated, which involves the modeling, simulation, and control of physical systems. Finally, the results of applying the methodology are presented, which show an advantage in learning to solve mathematical problems. Keywords: mathematics · computer science · programming · algorithms · science didactics

1 Introduction The history of mathematics encompasses two prominent tendencies: theorem-proving and algorithm-creating. Theorem-proving, which traces its origins back to ancient Greece, has served as the fundamental pillar of the deductive tradition in mathematics. Conversely, in the ancient and medieval East, an algorithmic approach thrived, exerting a substantial influence on the evolution of mathematics in the region. While historical studies have extensively explored the deductive tradition, the algorithmic direction has only recently emerged as a focal point, shedding light on its function and impact. The advent of modern computer techniques has significantly contributed to capturing the attention of mathematicians and historians, emphasizing the significance of this algorithmic tradition in the history of mathematics [1]. An algorithm is a well-defined computational procedure to solve a problem with an understandable language, which is intended for eventual computer implementation. An algorithm takes values as an input and produces values as an output after some computations. Designing an algorithm is a deeply creative human endeavor. In fact, to design an algorithm, one has to conceive a solution based on a deep understanding of the problem posed, on the knowledge of the techniques adopted for the construction of other © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 224–234, 2024. https://doi.org/10.1007/978-3-031-53022-7_23

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algorithms, and, above all, on a good dose of personal inventiveness [2]. Consequently, there can be no fully automated method for generating the solution to a given problem from algorithms. This basic definition can be expanded by using two different approaches. The first approach, called the structural programming definition, is closely linked to its application in computer science. As the name suggests, it corresponds to the intellectual endeavor of structured programming. On the other hand, the second approach, termed the systemic definition, takes a more informal stance, and stems from ethnographic observations of software discussions in both professional and everyday settings [3]. Algorithms were initially developed by software engineering experts, but they have nowadays been extended to other disciplines. However, their learning and development has made their understanding and extension difficult, which generates cognitive conflicts and rejection by students and professionals in areas other than programming. This work gathers background information related to the history of computing, algorithms, their evolution, their relationship with education, and how the incorporation of didactic elements in programming the solution to a mathematical problem improves learning in engineering and science courses.

2 Computing and Programming Languages Between 1936 and 1939, German engineer Konrad Zuse developed the Z1, regarded as the world’s first programmable mechanical computer. It was a binary, mechanical, electrically driven, binary calculator with limited programming, which read instructions from a perforated celluloid film [4]. At the same time, in 1936, British mathematician Alan Turing published the most famous theoretical paper in the history of computing, On computable numbers, with an application to the Entscheidungsproblem, a mathematical description of an imaginary computer that could solve any problem symbolically. Later, together with Gordon Welchman, between 1939 and 1940, they designed and manufactured BOMBE, an electromechanical machine to decipher messages from the German Enigma cipher during World War II [5]. In 1944, Howard Aiken and Grace Hopper were working with the Harvard Mark 1, the first electromechanical computer built by IBM and based on mathematician Charles Babbage’s analytical machine. The Mark 1, which used electromagnetic signals to move mechanical parts, performed basic mathematical operations and complex calculations of parabolic motion equations. It operated with relays, was programmed with switches, and read data from punched paper tapes [6]. Later similar versions were the Colossus Mark 1 (1944), the Manchester Mark 1 (1948), and the Ferranti Mark 1 (1951). Between 1943 and 1945 at the University of Pennsylvania, John William Mauchly and John Presper Ecker developed the ENIAC (Electronic Numerical Integrator And Computer), the first reprogrammable digital computer that used vacuum tubes to operate [7]. The development of computing machines that employed punched cards motivated the generation of computer programs based on programming languages Thus, in 1957, American chemist and mathematician John Backus created the first high-level generalpurpose programming language, FORTRAN, which was intended for numerical computation and scientific computing on the IBM 704 computer. By 1960, versions of

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FORTRAN already existed for the IBM 709, 650, 1620, and 7090 computers, which encouraged other competing computer manufacturers to provide compilers for their machines [8]. A year later, John Patrick McCarthy and his collaborators at MIT developed LISP, originally created as a practical mathematical notation based on Alonzo Church’s Lambda calculus for computer programs. It quickly became the programming language of choice in artificial intelligence research, which McCarthy also pioneered [9]. Furthermore, in 1959, the Committee on Data Systems Languages (CODASYL) introduced Cobol, a business-oriented programming language whose syntax was similar to that of English in order to avoid the use of symbols [10]. Around 1964, John George Kemeny, Thomas Eugene Kurtz, and Mary Kenneth Keller from Dartmouth College in New Hampshire (USA) developed Basic, with the aim to facilitate programming for students and teachers with little knowledge of computers [10]. Basic became the most popular language in the 1970s and 1980s, to the point that Bill Gates and Paul Allen created the Microsoft company from the development of Basic interpreter programs for the Altair 8800, which is considered to be the first personal computer.

3 Algorithms and Learning The algorithm stands as one of the most significant breakthroughs in human history. Its origins can be traced back to the Latin translation of the arithmetic treatise titled Al-Khwarizmi concerning the Hindu Art of reckoning, authored by Muhammad ibn Musa Al-Khwarizmi, an Arab scholar born in 8th century. Originally, the term algorithm denoted the decimal number system [11], which held its meaning for centuries until it evolved into the definition we use today. Turing’s conceptual work led to the development of the Turing Machine and, in turn, to the emergence of the general-purpose computers that most of the world currently relies on. Unlike previous machines, the new computers executed arbitrary sets of instructions. In other words, Turing’s work led to the development of computers on which it was possible to install and run programs using the algorithmic language. In the field of education, algorithms have been an important topic, precisely because it is in academia where most of the advances in algorithms are made. Therefore, emphasis has been made on their creative capabilities for problem solving, especially in the development of didactic materials regarding algorithms related to mathematics and science to improve logical thinking. Teaching-learning models have been proposed for an effective algorithmic education. The teaching-learning model presented by Han and Kim has two characteristics: a spiral algorithmic learning process and how algorithmic education is based on logical thinking. Based on the proposed model, examples of mathematics and science classes are suggested in order to show the feasibility of effective algorithmic education [12]. However, there are not enough algorithmic teaching-learning models applicable in the field of education. On the other hand, Yamashita and his team describe three practical exercises related to the teaching of algorithms. These exercises are based on a learning support system that provides visualizations of program behavior. Systems with the ability to visualize program behavior are effective in fostering the understanding of algorithms [13]. In the

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realm of algorithmic education, the act of constructing a program holds equal significance to comprehending the underlying principles of an algorithm. While students may grasp the fundamental concept of an algorithm, constructing a programming algorithm poses its own set of challenges [14]. Various methods for the empirical teaching of algorithms with hands-on activities can enable students to understand the principles of algorithms and improve their programming skills. However, not everyone manages to develop good computational thinking, and yet they must solve problems by using algorithms. The highest failure rates have been experienced in the area of computer science, and several of the solution proposals have been made on the very basis of the programming structure.

4 Interactive Algorithm Programming Methodology An interactive algorithm is a programming code structure that incorporates titles, text, equations, diagrams, images, symbols, animations, videos, links, etc., as interaction elements that complement the information in the description of the solution to a problem. Thus, the solution is not limited to the execution of a code but becomes an editable document that is much more understandable to a learner. For students who are not programmers, this is much more attractive and can greatly facilitate the work of a teacher, even though it becomes a new way of programming that does not replace the traditional way of learning nor limits the cognitive processes developed. On the contrary, software is a tool that allows teachers and students to actively explore the resolution of a mathematical problem from another approach. Programming an interactive algorithm requires software tools that incorporate various elements into the code structure. Software packages did not have this functionality but are now migrating to this format. Tools such as MATLAB’s Live Editor, the open version of Octave, or Python’s Jupyter are currently used. Jupyter can be used with an Octave kernel, or the publish command from within Octave to create dynamic documents. An ‘interactive script’ can also be created at octave-online.net, but it is not clear what is the best way to do it – basically, it depends on the user. As a contribution to a better programming practice of interactive algorithms, a methodology was defined which can be applied to the solution of mathematical problems. The flowchart of the proposed methodology is shown in Fig. 1. In theory, the computational solution of every mathematical problem must satisfy the flowchart.

Fig. 1. Flowchart of interactive algorithm programming for mathematical problem-solving.

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5 Interactive Algorithms Programming with the MATLAB Live Editor This work has mentioned some packages to program interactive algorithms, and this section presents an application of this methodology via MATLAB’s Live Editor tool. Several works have been carried out with Live Editor as a teaching-learning tool. Through 26 Live Scripts, Bräuer presents a basic course covering classical mechanics, quantum mechanics, interaction, and chaos theory. This resource introduces the essential principles of physics while providing practical examples, allowing readers to delve into a contemporary perspective on the topics of physics, mathematics, and calculus [15]. The main objective of dos Santos and da Fonseca’s work titled The MATLAB software as a didactic-pedagogical aid is to present the software and its characteristics and specificities, as well as some applications that can be modeled and implemented with the purpose of finding better solutions to complex cases [16]. Carapaz also complements the previous work with a similar one, whose objective is to use MATLAB as a didactic tool for the learning of mathematics by fifth-semester Physics and Mathematics students at Universidad Técnica del Norte (Ibarra, Ecuador) during the 2013–2014 academic year [17]. The Live Editor application provides tools to tell a story within the code, making it easy for anyone to understand a work. It also allows generating an editable format that combines code with naturally readable material, such as editable text, images, and even equations. MATLAB Live Scripts and Live Functions are interactive documents that combine MATLAB code with text, equations, images, and hyperlinks in a single environment, in order to create an interactive, shareable narrative. In Live Scripts, a code can be written, and the generated results and graphs can be visualized, along with the code that produced them. The code, results, and text are saved and formatted in a single executable document [18]. As a case study for the application of interactive algorithms programming, an example will be taken from the literature [19], which has been solved with traditional MATLAB scripts. This case consists of solving an exercise that involves the modeling, simulation, and control of physical systems [20], but now with the Live Scripts utility of the MATLAB Live Editor. A set of instructions for this procedure is presented below: 1. Start: enter MATLAB and, in the menu bar, instead of opening a New Script, open a new Live Script (see Fig. 2).

Fig. 2. Opening a new Live Script from the menu bar of the MATLAB environment.

2. Problem formulation (text): write the problem statement to be solved using the Insert Text functionality, separating the title from the text of the statement (see Fig. 3).

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Fig. 3. Insert Text functionality of the MATLAB Live Editor.

3. Problem formulation (illustrations): add the illustrations you deem necessary from your own file with the Insert/Image functionality (see Fig. 4).

Fig. 4. Insert/Image functionality of the MATLAB Live Editor.

4. Model and parameter assignment: add the equations you deem appropriate with the Insert/Equation functionality. You may also combine them with more text or more illustrations as necessary (see Fig. 5). 5. Programming: add the code with the Insert Code functionality (see Fig. 6). 6. Simulation (model-based): you may also add links to Simulink, MATLAB’s simulation environment, directly from your code (see Fig. 7). 7. Simulation (code-based): via the Insert/Task functionality, you may add preset tools in MATLAB for design and/or code generation purposes (see Fig. 8). 8. Results: add other elements that you consider important for explaining the exercise, such as hyperlinks with the Insert/Hyperlink functionality or a table of contents with Insert/Table of Contents, which automatically generates the links to each subtopic of the exercise (see Fig. 9). 9. Finish: finally, you may save the exercise or generate a document of your development in the form of a pdf, Word, LaTeX, or HTML file via the Export functionality (see Fig. 10).

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Fig. 5. Insert/Equation functionality of the MATLAB Live Editor.

Fig. 6. Insert Code functionality of the MATLAB Live Editor.

Fig. 7. Opening Simulink model from code in the MATLAB Live Editor.

The application of this interactive algorithm programming methodology was carried out in the physical systems modeling, simulation, and control courses of the engineering programs at Universidad Distrital Francisco José de Caldas. Several examples were taken

Interactive Algorithms: A Didactic Strategy for Non-programmers

Fig. 8. Insert/Task functionality of the MATLAB Live Editor.

Fig. 9. Insert/Table of Contents functionality of the MATLAB Live Editor.

Fig. 10. Export functionality of the MATLAB Live Editor.

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from the literature, which reports multiple solutions with traditional MATLAB scripts or Simulink, but now interactive algorithms developed by means of Live Scripts.

6 Results The results of this study were collected through a Google form and captured in an Excel sheet, and a formula was used to obtain a learning curve. A learning curve shows the relationship between the production time and the cumulative number of units produced, where learning is time-dependent [21]. Learning curve theory posits that, when the total number of units produced doubles, the time per unit decreases by a constant percentage. The smaller the percentage improvement, the greater the progressive improvement in production rate. Typical learning rates vary between 70 and 95% depending on the company and the specific work to be done [22]. For this work, the model shown in Eq. (1) was used to determine the time spent in the solution of exercises with regard to modeling, simulation, and controlling physical systems via interactive algorithms. log(B)

Yn = Y1 Xn log(2)

(1)

where Y n is the time/effort/cost, it will take to solve the n-th exercise, Y 1 is the time/effort/cost it took to solve the first exercise, X is the number of exercises to be solved, and B is the learning percentage.

Fig. 11. Learning curve for solving PSMSC exercises with traditional scripts

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The learning curves for solving exercises using traditional scripts versus Live Scripts are shown in Fig. 11 and Fig. 12. The results show an improved performance in learning mathematical problem-solving with the Live Scripts interactive algorithm programming methodology, with significant percentages.

Fig. 12. Learning curve for solving PSMSC exercises with Live Scripts

7 Conclusions Throughout history, there have been few advances for a greater number of people to make extensive use of algorithms in their daily work. There are engineering and science professions that do not focus on programming, although this is nowadays a subject that every professional should know and be able to handle. Difficulties in learning algorithms can be easily overcome by improving the programming process. Interactive didactic resources constitute fundamental elements for teaching-learning in the areas where students exhibit greater difficulty. The incorporation of interactive textual or graphical elements within the structure of the code complements the information of the solution to a problem and therefore favors learning. The proposed interactive algorithms programming methodology may lead to an improved solution and comprehension of mathematical problems. Finally, applying this methodology can improve the learning curve of students in engineering courses with regard to modeling, simulation, and controlling physical systems, which has traditionally been a challenge for teachers but can be extrapolated to other courses not necessarily in the field of engineering.

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References 1. Li, W.: On the algorithmic tradition in the history of mathematics. In: Rowe, D., Horng, W. S. (eds.) A Delicate Balance: Global Perspectives on Innovation and Tradition in the History of Mathematics. Trends in the history of science. Birkhäuser, Cham (2015) 2. Ausiello, G., Petreschi, R.: The Power of Algorithms: Inspiration and Examples in Everyday Life. Springer, Heidelberg (2013). https://doi.org/10.1007/978-3-642-39652-6 3. Burke, A.: Occluded algorithms. Big Data Soc. 6(2) (2019) 4. Rojas, R.: The Z1: architecture and algorithms of Konrad Zuse’s first computer. https://arxiv. org/abs/1406.1886. Accessed 21 May 2023 5. Wilcox, J.: Solving the Enigma: History of the Cryptanalytic Bombe. National Security Agency, USA (2015) 6. Cohen, I.B.: Howard Aiken: Portrait of a Computer Pioneer. MIT Press, UK (2000) 7. Haigh, T., Ceruzzi, P.E.: A New History of Modern Computing. MIT Press, UK (2021) 8. Lorenzo, M.J.: Abstracting away the machine: the history of the FORTRAN programming language (FORmula TRANslation). Independently published (2019) 9. Rajaraman, V.: John McCarthy – father of artificial intelligence. Resonance 19, 198–207 (2014) 10. Lorenzo, M.J.: Everlasting code: the education of grace Hopper and the history of COBOL (COmmon Business-Oriented Language). Independently published (2021) 11. Turkel, A.: Getting to know the algorithm. https://medium.com/%40afturkel/getting-to-knowthe-algorithm-2bfe4cacfdf1. Accessed 21 May 2023 12. Han, O.Y., Kim, J.H.: Development of a teaching-learning model for effective algorithm education. J. Korean Assoc. Comput. Educ. 14(2), 13–22 (2011) 13. Yamashita, K., Fujioka, R., Kogure, S., Noguchi, Y., Konishi, T., Itoh, Y.: Practices of algorithm education based on discovery learning using a program visualization system. RPTEL 11, 15 (2016) 14. Shinkai, J., Miyaji, I.: Practice and effects of algorithm education through manual procedures. In: Proceedings of the 19th International Conference on Computers in Education (ICCE 2011), pp. 647–651 (2011) 15. Bräuer, K.: Basic physics course with MATLAB’s symbolic toolbox and live editor. J. Phys. Conf. Ser. 1929(1), 012043 (2021) 16. dos Santos, N., da Fonseca, C.O.: Software MATLAB como auxílio didáctico-pedagógico. In: Anais da XX Encontro Regional de Estudantes de Matemática da Região Sul Fundação Universidade Federal do Pampa (UNIPAMPA), Bagé, RS, Brazil, pp. 349–359 (2014) 17. Carapaz, J.: La utilización del software MATLAB como herramienta didáctica en el aprendizaje de la matemática, de los estudiantes de quinto semestre de la carrera de Física y Matemática de la FECYT, universidad Técnica del Norte durante el año lectivo 2013–2014. Propuesta alternativa, [undergraduate thesis]. Ecuador, Universidad Técnica del Norte (2014). Accessed 21 May 2023 18. Mathworks.com, Live Editor task development overview. https://la.mathworks.com/help/mat lab/creating_guis/live-task-development-overview.html. Accessed 21 May 2023 19. Control Tutorials for MATLAB® and Simulink® Homepage. https://ctms.engin.umich.edu/ CTMS/index.php?aux=Home. Accessed 21 May 2023 20. Hurtado, C.L.: Mecatrónica: modelado, simulación y control de sistemas físicos. Editorial UD, Colombia (2022) 21. Wright, T.P.: Factors affecting the cost of airplanes. J. Aeronaut. Sci. 3(4), 122–128 (1936) 22. de la Cruz, O.: Metodología basada en las curvas de aprendizaje para mejorar los procesos de construcción. Estudio de caso: Construcción de muros. Rev. Acad. Fac. Ingeniería Univ. Autón. Yucatán 24(2), 1–15 (2020)

Practical Approach to Pressure Losses Due to Friction in Design Geanette Polanco1(B)

and Lilibeth A. Zambrano M2

1 UiT The Arctic University of Norway, Narvik, Norway

[email protected] 2 South East Technological University, Carlow, Ireland

Abstract. Fluid mechanics courses cover energy and flow distribution problems, which are important in various industries. Pressure loss calculation due to friction in pipe elements is crucial in hydraulic design. Therefore, teaching must stimulate students’ understanding of the design and calculation of different scenarios presented along their career, starting in the classroom, followed in some cases by research and/or industrial scenarios. In this work, a tool called UiT Pipeline Designer Calculator or UiT-PDC is created to demonstrate the calculation of pressure losses and highlight the similarities and differences of these scenarios. The UiT-PDC uses MS Excel as the platform for the calculations. It utilises two frequently used theoretical models, namely the Darcy-Weisbach and Hazen-Williams, as well as three distinct standards that correspond to the oil industry, water distribution, and ventilation (NORSOK, AWWA, and ASRHAE, respectively) to design and compare the losses present in a given pipeline system. The students must input the diameter and relative roughness of the pipe to evaluate, together with the type of fluid in hand. After selecting the different models (theoretical and/or standards), the tool graphically shows the errors among the different models used, along with the pressure losses in the system, allowing the user to analyse the differences obtained for the design. With this tool, the students can be introduced to the use of the standards as an extra step in the design process earlier, as they learn about the concepts of fluid mechanics. Keywords: Friction Factor · Design Standard · Pressure Losses · Education

1 Introduction 1.1 Fluid Transport Industry and society depend to some extent on the use and transportation of different fluids. These fluids consist of liquids and gases. Water, liquid fuels, and air are some examples that can be identified in the surroundings. Water is used not only for human consumption but also as a key element in various industrial processes, therefore it needs to be transported from the source locations to the required destinations. Oil-based fuels are also used and transported in several industries such as automobiles or power plants for energy production. Air is transported in ventilation applications in buildings to ensure © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 235–245, 2024. https://doi.org/10.1007/978-3-031-53022-7_24

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clean working environments for humans, considering the conditions of the specific location. The design of transportation systems is an important aspect, which is done by considering the requirements under steady-state conditions. Under these circumstances, Bernoulli’s equation (Eq. 1) can be used to establish the energy balance for liquids and gases when the compressibility effects can be neglected. Some designs require additional sources of energy to overcome elevation differences between two positions in order to promote the desired flow. H1 = H2 + Hlosses

(1)

These sources are known as pumps for liquids or fans for gases. Bernoulli’s equation describes how the energy of the fluid, H, is distributed along its trajectory from a generic position “1” to a generic position “2”, representing the energy required to achieve the movement inside pipelines as pressure losses. These losses can be classified as friction losses and local losses. Friction losses, Hlosses, are caused by the interaction of the fluid with the internal wall of the piping elements, while local losses refer to pressure losses due to the interaction of the fluid with other elements or fittings installed in the pipe system. The equivalent of the local losses can also be calculated using the concept of equivalent length of the fittings. The equivalent length is the hypothetical distance of pipe that would generate the same losses as the fitting. The extra length is added to the existing length, and then the losses calculated will correspond to the complete arrangement [1]. Friction losses can be further calculated using the Darcy-Weisbach or Hazen-Williams models. All models have a characteristic coefficient representing the influence of surface roughness on pressure loss. In Darcy-Weisbach’s equation, the proportionality coefficient is called the friction factor. It is a function of the internal pipe surface roughness, diameter, and fluid properties. In other models, the proportionality is expressed by a constant coefficient for each pipe material [2]. Work has been done to find the best way to calculate the friction factor. Furthermore, efforts have been dedicated to establishing the equivalence between both models by finding an equivalent roughness value to be used in Darcy-Weisbach, given a Hazen-Williams coefficient [3]. Equation 1 can be used for any loss model. 1.2 Flow Regimes Characterisation of fluid flow in hydraulics is commonly done using Reynolds numbers (Re). The Reynolds number is the ratio of inertial forces to viscous forces acting on the fluid, as shown in Eq. 2 [1, 4] his number is unitless. Based on the Reynolds number, two main flow regimes are identified: laminar and turbulent regimes. For cylindrical pipelines, Reynolds values below 2300 correspond to laminar flow, while Reynolds values above 4000 correspond to turbulent flow. Reynolds values between the mentioned limits (2300– 4000) correspond to the transition between laminar and turbulent regimes. In practical terms, design conditions aim to avoid the transition regime. Most piping systems are designed to operate within the turbulent regime. Re = 4Q/π Dv

(2)

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1.3 Pressure Losses Calculation It has been proven that the pressure losses through a pipeline are proportional to the roughness of the internal surface of the pipeline elements, the amount of flow (Q), and the length of the pipe (L), and inversely proportional to the diameter of the pipeline (D) and the kinetic viscosity of the fluid (v). These proportionalities apply to both laminar and turbulent regimes. It is common practice to express the friction factor as a function of dimensionless parameters, such as the Reynolds number and relative roughness. Relative roughness is defined as the ratio of the roughness of the internal surface to the internal diameter of the pipeline [1, 4]. It has been established that under laminar flow, the friction factor can be determined theoretically [1]. However, for turbulent regimes, the situation is different. There are several models that can be used to determine the friction factor. The Moody chart [1] and Fanning diagram [5] are two examples of graphical representations of the friction factor. These two graphs have a similar structure, as shown in Fig. 1, where the schematic position of laminar and turbulent regimes is depicted on a horizontal axis in the friction factor diagram. This diagram is commonly described as a three-axis graph, with the Reynolds number plotted on the horizontal axis, the friction factor on the left-hand side vertical axis, and the relative roughness appearing as a scale on the right-hand side axis. Results of friction factor models are commonly presented on this type of graph. One example of such graphs is known as the Moody diagram [4, 6–9]. 1.4 Goal The main goal of this work is to introduce students to an actual design process, highlighting the similarities and differences between approaches found in course books, research papers, and design standards. The students will be able to perform calculations for a simplified system that can represent a water distribution system, a fuel transportation system, or a ventilation system. To achieve this goal, a computational tool was created, which combines some of the available friction factor models with the operational ranges incorporated by the standards. From a pedagogical standpoint, it seems reasonable to use books as a starting point and reference. With a group of seven fluid mechanics books used as reference books in the bachelor’s level course, it is possible to identify one model for laminar friction factor and seven models for turbulent friction factors. The Colebrook model, an implicit formulation, is mentioned to be the most accurate model [2] but it is quite expensive in terms of time and resources due to its complexity. Therefore, the other six simplified models are introduced as viable alternatives. The Colebrook model is presented in Eq. 3, and the Darcy-Weisbach model is presented in Eq. 4. f = (−2Log((2.51/Re sqr(f )) + (k/3.71D) ) )−2

(3)

  Hlosses = f LQ2 / 2gDA2

(4)

In addition to those graphs, there are several written mathematical functions used to calculate the value of the friction factor under given conditions. Examples of these

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Fig. 1. Friction factor graph schematic including flow regimes.

functions include Colebrook [1], E. Haaland [1], Churchill [1], Swamee-Jain [2], Nikuradse [10]. Within the explicit models, it is possible to differentiate between models that are a function of both the dynamic conditions and the size and surface roughness of the pipes, such as E. Haaland, Churchill, and Swamee. On the other hand, Nikuradse’s friction factor depends only on the size and surface roughness of the pipes (k). Nevertheless, researchers constantly introduce several models that enhance calculation capabilities without extreme use of computational resources. One example is the Altshul-Tsal correlation [11]. There are other models available in the literature mentioned in the review paper [11] such as the Wood equation, Eck’s equation, Approximation of Jain, Churchill’s formula, Chen’s approximation, Shacham correlation, Round Approximation, Barr approximation, Zigrag and Sylvester approximation, Serghides equation, Tsal correlation, Formula of Manadilli, Approximation of Romeo et al., Aachour formula, equation of Ajinkya, Buzzelli approximation, Sonnad-Goudar equation, Rao and Kumar approximation, Avçi and Karagoz approximation, Vatankhah and Kouchakzadeh, Papaevangelou correlation, Brkicc’s correlation, Fang Correlation, Ghanbari-Farshad-Rieke’s correlation, and Brkri´ Dejan equation. All of these models serve the same purpose; however, their applications are currently restricted to research cases, and not for educational purposes or practical applications guided by design standards. 1.5 Motivation Typical class exercises involve hydraulic systems described in textbooks. The mentioned friction factor models are part of these typical textbooks, so students learn about the friction factor for the laminar regime, Colebrook model, and at least one alternative model for the turbulent regime. However, when students reach the end of the study program at the bachelor’s thesis level or enter the workplace, they are required to use the corresponding design standards. At this point, students may face two different problems: a) The model or models mentioned in a standard may differ from the ones they studied, and b) They may not verify the calculations under the operating conditions suggested by the standards, which could have severe consequences. Standards are updated guidelines

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published by recognized organizations in different disciplines, promoting good practices and ensuring a consistent design procedure. Standards also enable teamwork, as everyone follows the same framework. The inclusion of standards at an early stage does not represent a major addition to calculations, but it represents a step forward in the professional development of students. To save time and avoid complexities in calculations, assuming a constant friction factor is a common approach during classes. However, the question of which value should be assumed arises. The answer to this question can vary. Nevertheless, the use of theory helps to make an educated guess of the friction factor to be used for calculating losses or as an initial value for an iterative process. With this tool, students can be introduced to the use of standards as an extra step in the design process, alongside learning about the concepts of fluid mechanics. The intention here is not to teach all the different models that have been developed over the years, but to understand their context.

2 The UiT Pipeline Designer Calculator (UiT-PDC) Tool The user should input data from the specific case of interest, and the tool will incorporate the information from the standards into the correlation/equation for estimating the range of the friction factor and subsequently the pressure loss value. As a result, the system will display the practical range based on the provided data, rather than the entire typical range of variation of the design parameter, namely the Reynolds number, according to the standard involved in the design. 2.1 Selected Friction Factor Models The integration of typical fluid mechanics concepts found in bachelor-level books, along with an updated research field and a group of design standards, is achieved. However, the number of models differs among these areas, with the research field having the largest number of models. It is important to note that the comparison between the number of models in books and standards should be limited to the reference books used and the standards relevant to the specific application being studied. It is evident that research products often include new models that deviate from the models taught in engineering studies. Moreover, the models and operational conditions suggested by a standard may Table 1. Summary of friction factor models in the selected groups. Friction factor model

Fluid mechanics books

Research papers

Standards

Blasius

[8, 11]

–

–

Altshul-Tsal

–

[11]

[12]

Colebrook

[4, 7–9]

[3, 11]

[10, 12]

Fanning

[6, 7]

–

–

Haaland

[4, 7]

[11]

[4]

Nikuradse

–

[11]

[10]

Swamee-Jain (1976)

[8, 9]

[11]

–

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vary depending on the application area. The names of the models included in the tool can be found in Table 1. 2.2 Selected Standards Three distinct standards corresponding to the oil industry, water distribution, and ventilation were selected. The NORSOK standards are developed by the Norwegian petroleum industry to ensure adequate safety, value adding, and cost effectiveness for petroleum industry developments and operations. The ASRHAE standards [12] ocus on heating, ventilation, and air conditioning systems. The American Water Works Association (AWWA) standards [13] provide the minimum requirements for the design, installation, performance, and manufacturing of products used in potable water systems. It is important to mention that the names of the standards refer to the type of industry, but the cases covered within them span different areas of applications. For example, within the design P-001 [10] of the NORSOK standards, there are design conditions for water systems for different uses, as well as considerations about the materials to be used or instrumentation to be installed. Table 2 presents examples of the three standards included in this work. It is worth noting that the AWWA standards actually suggest the use of the HazenWilliams model instead of the Darcy-Weisbach model, highlighting the possibility of having a requirement for a model that is different from the well-known and widely used Darcy-Weisbach model. 2.3 UiT PDC Description and Use Microsoft Excel ® is used to design the tool due to its availability and simplicity of use for the students. The tool follows a 4-step process and displays the results in a graphical format. The spreadsheet consists of 5 tabs (Fig. 3), namely: a) FF Models tab: This tab shows the graph of the results of the friction factor models included in the tool in a three-axis graph format, corresponding to the relative roughness value; b) FF Model’s Error tab: This tab displays the deviation graph of the explicit models included with respect to the explicit model (Colebrook’s model). The error value varies with the evaluated Reynolds value; c) FF Ranges tab: This tab contains the possible range of the friction factor for a given pipe, along with the generic range. Students can analyze the implications of different assumptions about the friction factor value on the results of pressure losses; d) Pressure Losses tab: This tab summarizes the results obtained based on the inputs provided. The graphic interface (Fig. 2) requires the input of the pipe diameter and relative roughness that the student needs to evaluate. The type of fluid is directly linked to the specific applicable standards. Currently, the models can be seen at the top part of the interface. The tool combines 5 of the most common friction factor models under the turbulent regime. It also has the capability of incorporating suggestions from 3 different design standards, such as the NORSOK standards P-001 for the petroleum industry [10], water distribution [13], and for ventilation systems [12]. The functioning of the tool involves 4 steps in the calculation process. However, the results of each step will appear immediately after the user activates the tool by submitting the required information. In step 1, the user inputs data from the specific

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Table 2. Friction losses model suggested for different standards. Standard

Piping use

Friction loss model

Friction factor model

Max. Vel. For a carbon steel pipe [m/s]

P-001 [10]

Fire water lines

Darcy-Weisbach

Nikuradse

6

P-001 [10]

Untreated seawater

Darcy-Weisbach

Nikuradse

3

ASRHAE [12]

Air

Darcy-Weisbach

Colebrook or alternatively Altshul-Tsal equation

Acoustic Limitationa

AWWA [13]

General water service

Hazen-Williams

HW coefficient 0.9–2.4 120 for new pipelines

a Generated noise can be calculated by L [dB] = 10 + 50 log (V) + 10 log (A), with V as N velocity[m/s] and A as area [m2 ].

Fig. 2. The graphic interface of the tool.

case of interest, including the desired standards. In step 2, the tool calculates the friction factor using the different models. In step 3, the suggested model by the selected standard is highlighted on the screen and finally, in step 4, The tool verifies the limits imposed by the selected standard that determine the applicability of the evaluated condition. Subsequently, the pressure loss value is calculated, unless the system does not meet the conditions imposed by the standards. In such cases, a warning is presented on the screen. Each step is presented in one of the tabs, as shown in Fig. 3. Figure 3 demonstrates how the results are presented. The “FF models” tab utilizes the graphical representation typically used in Moody diagrams to combine the evaluated friction factor models over the full range of Reynolds numbers. It can be observed that the application of the Nikuradse model will produce a horizontal line that coincides with the minimum achievable friction factor for the given configuration, indicating fully

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Fig. 3. Graphic interface for the results.

turbulent conditions. The “FF models’ error” tab uses the same format as the previous section to present the error of the models with respect to the reference model. The “FF ranges” tab specifically displays the expected variation of the friction factor by different models, compared to the generic range. This information is relevant when design problems involve calculating maximum capacities. Finally, the “Pressure losses” tab summarizes the evaluation of the case. It begins with the verification of the maximum velocity criterion, which is crucial for ensuring a feasible system.

3 Case Study The case study for testing the tool involves a generic section of a pipeline with a constant diameter, as shown in the graphical interface of the tool (see Fig. 1). The presence of any fittings installed along the pipeline can be included by adding the equivalent length of the fitting. The user must determine the equivalent length before using the tool. In the given case, the pressure losses due to friction need to be calculated (Table 3). The matrix of test cases selected covers one example of each standard included in the tool. The “piping use” column provides a description of the relationship between the specific case and the corresponding standards to be used. In this matrix, the selected dimensions are arbitrary, and the flow corresponds to a possible demand determined by the final use. For the selected case, the models can be compared based on the error between each model and Colebrook’s model. This comparison will help to understand the reasoning and suggestions behind different standards. The error can be quantified over the entire range of Reynolds values in the turbulent regime used for the calculation, including the condition known as fully developed turbulent regime.

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Table 3. Test cases for case study 1: Pipeline with a constant diameter. Number Piping use

Length* [m] Diameter [m] Flow [m3 /s] Hf [m]

1

Fire water lines in oil industry

25

0.08

Max flow?

Max Hf?

2

Fire water lines in oil industry

25

0.08

1

?

3

Untreated seawater

25

0.08

1

?

4

Ventilation

25

0.20

1

?

5

General water service under 25 potable water system

0.20

1

?

3.1 Comparison to Other Available Online Tools The division of the tool into four steps provides an advantage over other available online calculators, which are restricted to using one model at a time. For example, there are several online calculators that determine the friction factor using models such as Colebrook [14, 15], Haaland [16], Mileikovskyi-Tkachenko approximation [17] or Fanning [18]. In contrast, this tool allows for the use of multiple models simultaneously, providing a comprehensive chart that covers any relative roughness value. This flexibility eliminates the limitation of using predetermined Moody charts with specific relative roughness values and allows for the study of the concepts and assumptions behind each model. The comparison of the different models against the Colebrook model is also displayed graphically, as shown in Fig. 4. However, the detailed comparison over the full range of Reynolds numbers is not shown in the interface but can be obtained through further analysis within the tool. The tool also allows for the comparison of smooth pipe cases, and numerical errors are avoided by deactivating models that are not applicable. Instead, a “Not Applicable” (NA) warning message is displayed. This tool will greatly benefit students by allowing them to visualize actual design cases during their studies. The model employed will be selected based on good practice recommendations regarding the appropriate model to use and the flow range in the system. This represents a significant step towards aligning the educational program with industry practices. 3.2 Constraints and Limitations The intention here is not to teach all the different models of friction factors for turbulent fluids that have been developed over the years, but to understand the fact that in real-life conditions, different models than the one studied could be proposed. It is important to recognize that there are various models available for estimating friction factors, each with its own assumptions and applicability. However, since the tool presented here does not include the implementation of the Hazen-Williams model, the effectiveness of this equivalence cannot be demonstrated.

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4 Discussion of Results The presented discussion is based on the case study, shown in Table 4. Table 4. Test cases. Case number

Piping use

Hf [m]

1

Fire water lines

1

2

Fire water lines

1.23

3

Untreated seawater

0.23

4

Air

Velocity over the maximum velocity limit

5

General water service

0.23

With this tool, students can be introduced to the use of standards as an additional step in the design process early on in their careers while learning about fluid mechanics concepts. Depending on the type of problem, students will identify several key points, including but not limited to: • The realization that any given combination of data in a generic problem allows for calculations. However, this does not imply that the described system would be approved for installation in an actual industry if it fails to meet the corresponding design standards, as shown in case 1. • The understanding that the same pipe dimensions transporting the same flow under two different applications will not yield the same results. This is evident in cases 2 and 3, where one fails to meet the velocity criteria while the other satisfies it. • The recognition that specific design standards for water distribution (case 4) suggest using the Hazen-Williams model for pressure loss calculations instead of the DarcyWeisbach model. However, based on the equivalence between roughness coefficients, the system can still be accurately modelled.

5 Conclusions With this tool, students can be introduced to the use of design standards as an additional step in the design process early on, while they are learning about fluid mechanics concepts. The intention behind this early introduction is to equip students with the necessary knowledge before they encounter thesis topics or workplace situations. In bachelor-level fluid mechanics books, typical models are applied to small systems that can be solved without computational assistance. However, researchers continue to develop new models to address larger and more complex problems, both for steady state and transient conditions, while reducing computational requirements. This tool prepares students for the use of diverse resources that they will encounter in their future work environments. Despite the complexity of each model, new models are constantly emerging and may be included in design standards. However, all these models share the common aim of calculating the

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friction factor for a given condition. Once students learn the calculation procedures for piping systems, the next step is to design an actual system that operates under specific conditions. Following design standards is crucial to ensure quality and promote interchangeability among team members. Early introduction to the use of standards bridges the gap between academia and the work environment. Students can verify whether an assumed friction factor value is logical and feasible for the given conditions. This tool exemplifies the complexity of the design process, as it not only calculates the friction factor but also provides information on pressure losses in the system, which is crucial for pipeline dimensioning. Additionally, the ability to analyse intermediate results from the four steps represents an advantage over other available online calculators, which are restricted to one model at a time. Acknowledgements. The work and the publication charges for this article have been covered by the Materials Science Research Group in collaboration with the Applied Thermal Dynamics group, at The Arctic University of Norway.

References 1. Çengel, Y.A., Cimbala, J.M.: Fluid Mechanics: Fundamentals and Applications. McGraw-Hill Education, New York (2018) 2. S. B. A. Uchechukwu Herbert Offor: An accurate and computationally efficient explicit friction factor model. Science, Advances in Chemical Engineering, vol. 6, pp. 237–245 (2016) 3. Niazkar, M., Talebbeydokhti, N., Afzali, S.H.: Relationship between Hazen-William coefficient and Colebrook-White friction factor: application in water network analysis. Eur. Water 58, 513–520 (2017) 4. White, F.M.: Fluid Mechanics, 7th edn., p. 862. McGraw-Hill, New York (2011) 5. Campbell, J.M.: Gas Conditioning and Processing. The Equipment Modules, vol. 2. Norman, Oklahoma (2004) 6. Liggett, J.A.: Fluid Mechanics, p. 495. McGraw-Hill, New York (1994) 7. Gerhart, P.M., Gerhart, A.L., Hochstein, J.I.: Munson’s Fluid Mechanics, p. 678. Wiley, Hoboken (2017) 8. Fox, R.W., McDonald, A.T., Pritchard, P.J.: Introduction to Fluid Mechanics, 6th edn. Wiley, Hoboken (2004) 9. Munson, B.R., Young, D.F., Okiishi, T.H., Huebsch, W.W.: Fundamentals of Fluid Mechanics: International Student Version, 6th edn. Wiley, Hoboken (2010) 10. N. STANDARD, P-001Process design (2006) 11. Robert, J.L., Achour, B., Zeghadnia, L.: Explicit solutions for turbulent flow friction factor: a review, assessment and approaches classification. Ain Shams Eng. J. 10(1), 243–252 (2019) 12. ASRHAE. Chapter 34. Duct design 13. A. W. W. Association 14. 1. Darcy friction factor (2023). https://www.fxsolver.com/solve/ 15. Darcy Friction Factor Calculator (2023). https://www.calctool.org/fluid-mechanics/frictionfactor 16. Darcy friction factor - Haaland equation (2023). https://www.fxsolver.com/browse/?q=haa land 17. Michael Maley’s Engineering Site (2023). https://www.advdelphisys.com/michael_maley/ moody_chart/ 18. Engineers edge. https://www.engineersedge.com/calculators/fanning_friction_factor__ 16029.htm. Accessed April 2023

Professional Motivations of Applicants for Vocational Teacher Training Rita Kattein-Pornói(B)

, Péter Szandi-Varga , and Dóra Békefi

Department of Technical Education , Budapest University of Technology and Economics, Budapest 1111, Hungary {kattein-pornoi.rita,szandi-varga.peter,dora.bekefi}@gtk.bme.hu

Abstract. The study presents the aim and results of the analysis of motivation letters written within the framework of the admission procedure for training at the Department of Technical Pedagogy of the Budapest University of Technology and Economics. The method of the research is narrative research, which was realized on the basis of the following aspects: the gender, age and preliminary studies of the candidates; the appearance of family background in narratives; the emergence of the importance of professional knowledge transfer; the impact of pedagogical experience in the profession; the importance of learning pedagogical competencies; and an examination of the concept of ‘the good teacher’ in narratives. Based on the narratives we process, students expect our theoretical and practical training to equip them with the knowledge to differentiate. They show a great interest in learning about the educational characteristics of pupils with special needs, and they demand knowledge about the learning habits of today’s net generation. A large number of narratives mention the importance they attach to the use of experiential education in teaching and practical activities. Keywords: narrative research · vocational technical instructor · teacher training

1 Introduction The focal point of our study is the admission procedures connected to Department of Technical Pedagogy of the Budapest University of Technology and Economics (BME). The history of our department dates back to the 1870’s, the time when the Teacher Training of Science Subjects was opened, teacher training has been in the BME. Students of engineering and economics vocational teachers, vocational technical instructors get to know the theoretical basis of pedagogical and psychological along with the topics of practical pedagogy focusing on the questions of methodology and characteristics of learning and teaching processes. The goal of our department is to equip students with the pedagogical psychological competences and also with professional knowledge, abilities and practical skills aligning with their chosen specialization (the specializations of the engineering vocational teacher major: bio-chemical industry, electrical engineering-electronics, civil engineering-construction, mechanical engineering-mechatronics, informatics, light © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 246–254, 2024. https://doi.org/10.1007/978-3-031-53022-7_25

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industry, environment-water management, transport, engineering-economy; specializations of the economics vocational teacher major: commerce-marketing, economics, finance-accounting, business administration, entrepreneurship; technical instructor). The professional teacher training program includes practical group and individual work practice. Students may undertake individual work practice in our partner institutions, with the support of mentor teachers assigned by the institution. The aim of our training is to equip candidates with the professional, methodological, pedagogical-psychological knowledge that is essential in the world of vocational training. For the sake of quality teacher education, getting to know our students’ views and ideas related to pedagogy and teacher attitudes are considered important. The analysis of the motivation letters written in the framework of the admission procedure provides us with the opportunity to examine these points. The meaning of the word narrative in the title of our study is narration, storytelling and also their interpretation. The main source of our writing is the motivation letters sent during the admission procedure in the second semester of 2022/2023, which we have analyzed according to the following main aspects: – – – – – –

the gender, age and previous studies of the applicants; the presence of family background in the narratives; the importance of the transfer of professional skills; the impact of professional teaching experience; the importance of the acquisition of pedagogical competences, and the concept of the “good teacher” in the narratives as well.

As teachers in public education and teachers of education in universities, we often ask the question: what are the characteristics of a good teacher? Is there some kind of teachers’ ten commandments that we can follow to be better teachers? In an interview, Zoltán Gábos explains that there is no recipe that applies to everyone, since every teacher has his or her own ‘Ten Commandments’. Therefore, he summarizes some key points that can be interpreted as a set of lessons based on the practice of teaching. One of the most important points is that the teacher should be the master of his profession, not its servant [1]. “A good teacher is therefore an authentic person who is aware of his limits, not frustrated by expectations, assesses his abilities, is honest and sincere with himself and others, has sufficient self-awareness and is open to the risk of development in relation to his emotions” [2]. In her study published in 2002, Mrs György Hunyady describes a good teacher, based on the answers given by parents, such as: accepting, patient; loving; prepared; caring a lot about children; kind and informal [3]. According to Béla Pukánszky, discourse on the teachers’ competences has been an integral part of the common professional reflection on the current situation and challenges of teacher education, and considers the acquisition of the following teacher competences as indispensable conditions for becoming a teacher: 1. Development of the learner’s personality; 2. Facilitating the development of groups and communities of learners; 3. Planning the pedagogical process; 4. Developing learners’ culture, skills and abilities through the use of knowledge; 5. Developing competences that form the basis

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for lifelong learning; 6. Organizing and managing the learning process; 7. Using a variety of pedagogical assessment tools; 8. Professional cooperation and communication; 9. Self-learning and commitment to professional development [4]. The development of teachers’ competences is a basic goal of teacher training because, ‘a good teacher serves as a role model for the students (…), it depends on the teacher whether he can get his students like learning. (…) Efficient teachers take responsibility for the success of their work by treating different students with various methods’ [5]. The key to the importance of the narrative approach is in the knowledge and recognition of objectivity and reality. Since the objective quality of reality can only be interpreted correctly if we get to know the facts around us, as Goldenberg and Goldenberg write, the process of cognition not only affects the reality but it directly influences it [6]. The narrative allows the researcher to gain a more in-depth perspective on the experiences of the people under investigation. Narrative inquiry provides an opportunity to gain a deeper understanding of the subjects or phenomena under investigation, contributing to the complexity of the research. Narrative inquiry does not embody objective “truth” but seeks to present and interpret a specific reading. Unlike quantitative research, where reliability lies in the measurement tools, narrative research focuses on notes, interviews and the ‘reliability’ of their transcripts [7]. István Bojti claims that postmodernism rejects the statement of modernism that reality can be known with the given methods. It can be regarded as a misconception since by accepting the previous statement, it denies the knowledge of reality, thus preventing the recipient from considering several interpretations to be valid in parallel [8]. In our case, the personal elements that can be extracted from the writing of future students in our training not only provide the possibility of knowledge based on the students’ subjectivity, but also give us the opportunity to adapt the subject structure of our training to the needs of our time. In other words, for us, cognition offers a new perspective, which can be paired with an insight. Therefore, the interpretations of reality that are hidden in the narrative study form the basis of a new perspective that provides the basis for the development of our training.

2 Presentation of the Documents Examined In our study, we obtained information about the background of candidates in the higher education admission process by analyzing the documents attached to the application form, the certificates of qualifications already obtained, and from their personal data we used the year of birth and the gender of the candidates. An integral part of the admission procedure for students applying for a teacher training course or a vocational teacher training course is the preparation of a professional and motivation letter. In this letter, candidates should demonstrate that they have made a considered and practical decision to become an engineering teacher/economics teacher/vocational teacher. The narrative analysis was carried out by analyzing these documents. In the letter, one had to answer the following questions and describe their ideas. What are the candidates currently doing? What professional experience do they have in which

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fields? Why did they decide to become teachers/professional trainers? How do they see themselves as a future teacher/professional trainer, i.e., what kind of teacher/trainer do they want to become, what kind of “teacher identity” do they want to develop? What do they expect from this profession? How and in what ways would they like to improve? What are their own teaching experiences and how do they interpret them in the light of their application for the major? Have they ever had an event in their life where they had to show themselves in a ‘teaching’ role? This could be specific experience of teaching in schools, adult education, courses, workplaces, or, in their absence, teaching peers or family members. They had to describe their successes and the situations in which they felt comfortable. How did they see their students or what did they consider to be their most important task in teaching? Did they have to think about what was their greatest experience of success? Why did they enjoy the activity, what would they do differently now, and what did they learn from these situations? In what areas would they like to improve through the training? What expectations do they have of themselves? In conclusion, we expected a professional and motivational letter that highlights their own concrete experiences from the past, which contributed to the development of their thinking about vocational training, education and pedagogy and also to the development of their interest in pedagogical issues. All this without generalizations or clichés. 2.1 Gender, Age and Previous Studies of the Applicants Providing the Narratives Looking at the gender distribution of the research participants, 32 men and 27 women in the sample of 59 contributed to the research. The gender percentage of the sample is therefore 54% male and 46% female. The age distribution of the sample covers the period from 1960 to 2009. The largest proportion, 27%, is represented by those born between 1980 and 1989, followed by

Fig. 1. Distribution of survey participants by year of birth (source: the authors)

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those born between 1970 and 1979 with 26%, and then those born between 1990 and 1999 with 25%. The youngest age group, those born between 2000 and 2009, take up the smallest share of the sample, 7%. According to the classification based on generational theories, the ratio of the students included in our study who are members of generation Y:X is 63:37 [9] The same ratio when analysing the motivation letters from the second semester of 2020/2021 was 52:48 [10] (Fig. 1). The highest percentage of respondents by educational qualification is represented by BSC/college graduates with 45% (27 students), while the lowest percentage, 7% (4 students) is represented by those who enrolled with Vocational maturity. Besides this, 19 people have an MSc degree (32%), while 9% have a high school diploma.

3 Analysis of the Narratives The narrative analysis was carried out by analyzing the motivation letters of the applicants for our training courses, which were submitted in the form of a word-processed document of at least 2 pages and up to 4 pages, as required. The results of the following aspects of the analysis are presented in this paper: a) What is the relationship between parents’ education as teachers, their sample, family values and candidates’ interest in the teaching profession? b) How is the importance of professional knowledge reflected in candidates’ narratives? c) What do candidates think are the characteristics of a ‘good teacher’? 3.1 Family Background in Narratives Examining the presence of family background as a determining factor in the CVs of candidates applying for training, it can be concluded that 63% of candidates do not have this factor and 30% of candidates identify this background factor. In the majority of the narratives, the positive example of ancestors in the teaching profession is emphasised, and is used as a model to follow in the text. The following quote was written by a twosemester student teacher: “The teaching profession has been with me all my life, as my parents taught maths and physics and physics teachers, currently working in two different high schools. During my childhood I observed the downside of it, how time-consuming it was and how much work it was and how exhausted they are at the end of the day and how much they get paid for this. To tell you the truth, my negative experiences have so far kept me from doing only this this career path exclusively. But I have seen the good things, how much they love to teach and how much love they get from the kids, even years later. And what’s more I have with them, as I often heard such kind words as “how much we love your daddy” “your mummy is the nicest in the world”. This quotation sums up the doubts and mixed emotions about the teaching profession that can be found in the other letters. Stimuli from work experience also motivated the teacher candidates in several cases to start this training: “It was mainly my work experience and my parents’ background as teachers that made me decide that I would definitely like to work in education, in a formal setting.” In many cases, the decision to become a teacher was motivated by learning together with their own children, i.e. the life situations they had experienced clearly

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motivated their enrolment in our courses. Further examining the issue and analyzing it by gender, there are no relevant differences in the family motivations of men and women. The proportions are 33% for men and 32% for women [11]. 3.2 The Importance of Transferring Professional Knowledge If we look at the importance of the transfer of professional knowledge and how this is reflected in the narratives, we can conclude that 70% of the candidates mentioned this aspect (Fig. 2).

Fig. 2. The appearance of the importance of professional knowledge in the narratives (source: the authors)

When broken down by gender, 73% of men and 79% of women are involved in this aspect. Staying with the importance of delivering professional content, further analysis of the data reveals that the issue is more prominent for those applying to become a vocational teacher (91%). If we look at the highest educational level of the participants, it can be concluded that the importance of the transfer of professional skills is higher (85%) among those who have completed their secondary education (Fig. 3). It is clear from the motivation letters that they clearly consider professional knowledge (cognitive knowledge) to be important, but also that the development of positive attitudes is essential. It is important to emphasise the need to be an “up-to-date educator”: “My plan is not to be distanced from business while teaching, to ensure that I am up-to-date” [12].

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Fig. 3. The appearance of the importance of previous knowledge in the narratives according to qualifications (source: the authors)

3.3 Characteristics of a Good Teacher in Candidates’ Narratives Based on the narratives of the candidates, the characteristics of a good teacher can be summarised in the following main points: a) The teacher as coach: “My goal is to become a good teacher who can be a constructive, motivating influence on students, find common ground with their peers, and also impart useful and lasting knowledge”. b) The teacher as a facilitator: “As a teacher, I see myself as a mentor, trying to guide you through everyday life. My aim is to awaken the desire to learn”. c) Teacher as mentor: “As an educator, not only to develop young people, their careers and themselves but I believe that I could now offer all age groups, in the most varied settings, the opportunity to use my future teaching skills and to make the most of my experience value to as many people as possible”. d) Teacher as a knowledge holder: Why do I want to be a teacher? Because it’s fun to teach, because I love teaching, because I think it’s important transfer of knowledge. As I wrote earlier, in recent years there has been an increasing emphasis on in my life to inspire, support and motivate others. For me, being a good teacher is one of the important characteristic of a good teacher is to have this ability, this knowledge”. e) Teacher is a school example of lifelong learning: “I also think it is very important that a teacher not only teaches, but also makes you love the subject with his/her students. This requires continuous methodological innovation. A good teacher is constantly training”.

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4 Summary Teacher training today focuses on teacher competences, the most important prerequisites for becoming a teacher, the characteristics of a good teacher. Our aim can only be to equip our students with the knowledge and skills they need to become successful and satisfied teachers. This is why it is important for us to assess the needs of our prospective students, as expressed in their letters of motivation. After all, the key to quality teacher training is to develop our teaching materials to meet the needs of modern times. Based on the narratives processed, the candidates expect our theoretical and practical training to include how vocational students can be provided with teaching that is better adapted to their individual needs, both in the classroom and in the field. They want to learn about the possibilities and methodology of differentiation. They are very interested in learning about the educational characteristics of students with special educational needs. They need knowledge about the learning habits of today’s internet generation. A large number of narratives mention the importance of the use of experiential education in teaching and practical activities. This requires the development of competences in self-reflection, differentiation, organization, logistics, communication and conflict management. Our aim is to achieve all this by putting into practice. It is of particular importance for our department to develop the soft skills that are so important in the 21st century within the teaching of the subjects in our curricula [13, 14]. The following four skills are essential for 21st-century students to succeed in school, university, and the workplace: Critical thinking Creativity Collaboration Communication In our teacher training programmes, the following subjects contribute most to strengthening the above competences: Educational psychology and personality development, Educational theory, Digital pedagogy, Teacher communication, Special education areas and learning methodology, Community pedagogy and teaching practice. In our vocational educational teacher training course, the main subjects aimed at developing the above skills are: Net Generation, Conflict education, Pupils with special needs, Pedagogical competences, The network of school relations, Career profile of a special needs teacher, Alternative paths in pedagogy, Vocational educational teacher communication, Community development [15]. In our departmental work, we aim to cultivate the teaching genius of Péter Csermely, Széchenyi Prize-winning Hungarian biochemist and network researcher: “A good teacher has already accepted himself. A good teacher does not live in isolation from his students, his life is an open book. A good teacher gives perspective, shows the interconnections of knowledge, the structure of the knowledge network. A good teacher is a coherent, integral and authentic model of values. A good teacher is open and learns with the student. He or she has a sense of the extraordinary, looking for the good, the positive, the valuable in everything. A good teacher praises at least five times as much as he scolds.

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He is inexhaustible in building a network of love that opens new and new paths for his students. A good teacher is both a unit of constancy and change. By simultaneously fulfilling this duality, he becomes a culturally dominant figure who shapes the community of those around him” [16].

References 1. Gábos, Z.: A tanár szakmájának ura legyen, ne szolgája Staar Gyula interjúja. Valóság 36(4), 39–50 (1993) 2. Fodor, G.: Tanár- szerepek-konfliktusok. Gondolatok a tanár-diák viszony mítoszairól. Új Pedagógiai Szemle 2000(2), 50, 66–76 (2000) 3. Hunyady, Gy.: Iskola-imázs. Iskolakultúra 2002 4(12), 29–39 (2002) 4. Pukánszky, B.: A tanári kompetenciák problématörténete. http://www.pukanszky.hu/Kompet enciak.pdf 5. Torgyik J.: A tanári szerep dimenziói. In: Bábosik I. -Torgyik J. (eds.) Pedagógusmesterség az Európai Unióban, pp. 87–103. Eötvös Kiadó, Budpest (2007) 6. Goldenberg, H., Goldenberg, I.: Family Therapy an Overview. Cengage Learning, Brookscole (2008) 7. Bencsikné Molnár, R., Szabolcs, É.: Narratív interjú a pedagóguskutatásban Neveléstudomány 2021/3, pp. 130–139 (2021) 8. Bojti, I., Schéder, V.: Narratív szemlélet a segít˝o kapcsolatban. Különleges Bánásmód 1(2), 59–70 (2015) 9. Steigervald, K.: Generációk harca - Hogyan értsük meg egymást? Partvonal Könyvkiadó (2023) 10. Kanczné Nagy, K., Kattein-Pornói, R.: Szakmai tanárképzésre és szakoktató képzésre jelentkezett hallgatók pedagógiai tartalmú narratíváinak elemzése. Szakképzés-pedagógiai Tudományos Közlemények 2021(2), 137–151 (2021) 11. Szontagh, P.: Miért (nem) Leszek pedagógus? L’Harmattan K. (2021) 12. Donders, P.: Reziliencia. Harmat (2022) 13. Prievara, T.: A 21. századi tanár. Neteducatio Kft 14. Kaszás, Gy.: Gondolkodássuli. Centrál Kiadói csoport (2021) 15. Tóth, P. (ed.): A pedagógia alapjai szakmai pedagógusjelölteknek I., Budapesti M˝uszaki és Gazdaságtudományi Egyetem, M˝uszaki Pedag. Tanszék 1–368 (2022) 16. Modern Iskola website. https://moderniskola.hu/2015/01/milyen-a-jo-tanar-tamogato-cikkcsermely-petertol/. Accessed 20 June 2023

Enhancing Pedagogical Practices in Engineering Education: Evaluation of a Training Course on Active Learning Methodologies Ximena Otegui(B)

and Clara Raimondi

Faculty of Engineering, Universidad de la República, JH y Reissig 565, Montevideo, Uruguay {xotegui,craimondi}@fing.edu.uy

Abstract. This article presents a study on the design and implementation of a teacher training course titled “Teaching Strategies for the Development of Active Learning Spaces in the University Classroom” (TSDAL), offered by the Teaching Unit of the Faculty of Engineering at Universidad de la República, Uruguay. The course aims to equip faculty teachers with theoretical knowledge and practical tools for designing proposals that promote active learning (AL). Participants engage in synchronous and asynchronous activities, collaborating and developing their AL-based proposals. Course evaluation was conducted by analyzing the enrollee’s participation and administering a final survey to assess their experience. The research questions guiding this study focused on identifying the strengths and weaknesses of the participant’s performance and understanding the advantages and challenges they encountered when incorporating AL into their course design. The study results offer valuable insights into the effectiveness of the TSDAL course and provide recommendations for future iterations. The research emphasizes the importance of pedagogical training and support for university faculty in adopting AL approaches. It highlights the need to transition from traditional instructional methods to a learning paradigm where students construct knowledge through higher-order thinking and collaboration. Furthermore, the findings underscore the significance of institutional policies, faculty motivation, and continuous professional development in successfully implementing AL approaches in higher education. The knowledge gained from this evaluation can inform the design of future pedagogical training initiatives and support the adoption of AL strategies in university classrooms. Keywords: Active Learning · Teaching Education · Virtual Classrooms

1 Teacher Training for Active Learning Development 1.1 Active Learning Active learning (AL) has emerged as a transformative approach in universities, providing a powerful alternative to traditional pedagogical methods. Bonwell and Eison’s seminal work in 1991 argued that instructional activities promoting AL should engage © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 255–266, 2024. https://doi.org/10.1007/978-3-031-53022-7_26

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students in doing things and encourage reflection on their actions [1]. Fink acknowledges the significance of their contribution, as it offered educators a fresh perspective on classroom practices and the range of possibilities they could explore [2]. In a more recent development, Freeman [3] has provided a comprehensive and detailed definition of AL, to be practical and encompass the associated processes and methodologies. The author asserts that AL engages students in the learning process by involving them in activities and/or discussions during class, rather than merely passively listening to an expert [3]. This approach emphasizes higher-order thinking and frequently incorporates collaborative group work. In higher education, the shift from an instructional paradigm to a learning paradigm is crucial [2, 4, 5]. The instruction paradigm emphasizes delivering instruction, while the learning paradigm emphasizes knowledge production. Therefore, it is essential to develop strategies that promote AL in universities. While educational literature provides various definitions of AL [3, 6], common characteristics can be identified when implementing strategies that promote AL. These include active student involvement beyond passive listening, reduced emphasis on information transmission in favor of skill development, engagement in higher-order thinking, opportunities for applied learning through discussion, group problem-solving, worksheets, tutorials, and other activities, as well as a greater emphasis on students exploring their attitudes and values [1]. In this approach, the focus of the student’s activity is on actively improving and constructing their knowledge [7]. Although the benefits of AL in engineering teaching compared to the lectures or master class have been analyzed and reported [3], various difficulties and resistances persist, leading to the continued prevalence of teacher-centered strategies despite there do not prove to be effective. For AL methodologies to be successfully implemented, teachers must change their role from knowledge providers to facilitators of learning. In addition, students must be prepared and supported to embrace their active role in AL approaches. Transforming teacher-centered teaching requires increased faculty motivation, revised institutional policies, institutional support, and pedagogical training [8, 9]. Institutional policies should aim to promote AL and empower teachers [10]. Hence, it is not reasonable to assume that the development of effective active teaching methodologies can occur without enhancing teachers’ training. Neves [11] identifies five competencies that engineering teachers perceive as most critical for AL: teamwork, student engagement, providing continuous feedback throughout the learning process, use of new technologies, and the selection of appropriate methodologies for teaching and learning, along with fostering creativity. Staff training on AL should be an integral component of ongoing professional development [10], especially in universities like Universidad de la República (Udelar), where teachers may lack formal pedagogical training at the undergraduate level. 1.2 Teaching Unit of the Faculty of Engineering The Teaching Unit (UEFI) of the Faculty of Engineering (FI) at Udelar, is responsible for providing pedagogical support to the institution’s teachers, as formal pedagogical training is not a requirement for their role. For this purpose, UEFI offers pedagogical training courses and tutors teaching teams interested in improving their teaching and

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evaluation methodologies. Additionally, UEFI provides guidance and support to teaching teams involved in various stages of educational innovation projects, including design, implementation, monitoring, and evaluation. Through continuous collaboration with different teaching teams and research conducted by a UEFI member during her Ph.D. studies in engineering education, specific training needs related to AL methodologies were identified. The course “Teaching Strategies for the Development of Active Learning Spaces in the University Classroom” (TSDAL) was designed and proposed during 2019 for a competitive grant from Udelar, which provided funding for its implementation. The transition from its original in-person delivery format to a virtual mode posed a significant challenge due to the impact of COVID-19 pandemic. It required adjustments in course content and instructional techniques to effectively meet the specific needs of faculty educators in their respective classrooms. 1.3 TSDAL From 2020 to 2022, the TSDAL course was conducted in three editions, involving teachers from the Faculty of Engineering (FI) and across Udelar. TSDAL provides theoretical knowledge and practical tools for designing courses that enhance AL. It focuses on designing strategies that foster AL environments and creating participatory activities in university classrooms. The course spans 12 weeks, encompassing a total of 38 h, which includes in-class time and participant’s dedication outside the classroom. It combines synchronous collaboration via Zoom and asynchronous work through the Virtual Learning Environment (EVA), utilizing Udelar’s Learning Management System (LMS), Moodle. Completion requires active participation (80% Zoom attendance) and submitting a final assignment, which consists of written work that includes a classroom proposal incorporating AL methodologies. TSDAL aims for participants to experience AL and integrate it into their courses, providing them the opportunity to engage in AL activities from a student’s perspective. The course also includes formative assessments and tutoring to effectively integrate AL, considering the unique characteristics of students and faculty, crucial given the Udaler’s large student population. This approach provides valuable insights into the advantages and challenges of AL strategies. The course begins with an introductory week dedicated to participant introductions and orientation. Weeks 2 to 9 cover essential topics: class design, integration of AL, methodologies suitable for various class sizes, collaborative work, and AL in extended or online settings. The final three weeks are dedicated to the development, presentation, and assessment of participants’ final assignment, focusing on their proposal designs.

2 Evaluation of TSDAL Participation 2.1 Materials and Methods After conducting three editions of TSDAL, the teaching team responsible for designing and implementing the course aims to evaluate the overall experience. TSDAL was developed in response to the identified training needs of teachers in FI and was later

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expanded to include teachers from across Udelar through a competitive grant. The main objective of this study is to identify the strengths and weaknesses of the TSDAL course. To achieve this, the teachers in charge of the TSDAL considered two key factors: i) the performance of the participants (university teachers) during the course, and ii) the participants’ evaluation of the course in the final survey. The assessment of participant performance involved evaluating their attendance and active engagement in class activities, completion of weekly tasks, and the progress demonstrated in their final assignment. Furthermore, the course evaluation from the participants’ perspective was analyzed using the results from an opinion survey administered at the end of the course. Additionally, an initial enrollment survey was conducted to characterize the participants. This study is guided by the following research questions (RQs): RQ1: What are the main strengths and weaknesses identified by the teachers in charge of the course regarding the participants’ performance? RQ2: What are the primary advantages and challenges highlighted by the participants when incorporating AL into their course designs? These research questions will provide valuable insights into the effectiveness of the TSDAL course, identify areas for improvement, and shed light on the advantages and challenges encountered by participants when implementing AL in their teaching practices. 2.2 Participants’ Characteristics At the time of course registration, interested individuals were required to complete a survey providing their information, enabling us to characterize the participants of TSDAL. Out of the 49-course completers, a diverse representation of Udelar is observed. Specifically, 24 participants are affiliated with faculties encompassing the field of Technology, Nature, and Habitat Sciences (including the STEM disciplines), with 10 from FI. Additionally, 18 participants belong to the area of Social and Artistic Sciences, while 7 participants are from the area of Health. The participants demonstrate varying levels of professional advancement within their careers at Udelar. Teaching positions are categorized into five grades, identified in ascending hierarchical order: Grade 1 (G1) Assistant Teaching Fellow and Grade 2 (G2) Assistant Professor represent positions in training, followed by Grade 3 (G3) Associate Professor, Grade 4 (G4) and Grade 5 (G5) Full Professor. As depicted in Table 1, the majority of TSDAL participants (76%) held positions in Grade 2 and Grade 3, indicating their teaching experience. Table 1. Levels of professional advancement at Udelar. G1

G2

G3

G4

G5

Participants (n)

6

19

18

4

2

Percentage (%)

12

39

37

8

4

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The participant’s teaching experience is also reflected in the responses of the 44 participants to the post-course opinion survey. When asked about their years of teaching experience, 61% of the participants reported having between 6 and 20 years of teaching experience, which further confirms their expertise in the field. (Table 2). Table 2. Years of teaching experience. 0–5

6–10

11–20

21–30

31+

Participants (n)

6

12

15

6

5

Percentage (%)

14

27

34

14

11

2.3 Course Participation and Approval Three editions of TSDAL were conducted between 2020 and 2022, involving a total of 85 participants. Accreditation requires fulfilling specific criteria, including attending at least 80% of the Zoom meetings, active class participation, completing assignments via EVA, and submitting the final assignment. Among the enrolled students, 49% successfully met all the course requirements. Additionally, 8% fulfilled the attendance requirement but did not complete the proposed activities, resulting in the issuance of an attendance certificate. On the other hand, 42% of the enrolled participants did not meet any of the requirements and therefore failed the course. Table 3 provides an overview of the registered participants, highlighting those who approved by meeting all requirements, those who received an attendance certificate due to incomplete assignments, and those who failed to meet the attendance requirements and withdrew from the course. Regarding the participants who do not meet the requirements, it was found that 23% dropped out due to their zero attendance in all Zoom meetings. However, as the course progressed, the rate of disengagement gradually decreased. Table 3. Registered participants, approved, attendance certificate and non-attendance. Edition

Total registered (n)

Approved (%)

Attendance Non-attendance (%) certificate (%) 0 class 1–3 classes

2020

31

45

0

29

26

2021

22

45

9

23

23

2022

32

56

16

19

9

Total

85

49

8

23

19

As TSDAL aims to provide participants with practical experience in AL and empower them to develop a comprehensive plan applicable to their teaching contexts, the course

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requires a final assignment focused on redesigning class structures to encourage active participation. This planning process encompasses defining clear learning objectives, determining program content, elaborating on the methodology, identifying workspaces for individuals and groups, establishing task stages and timelines, and selecting suitable techniques. Participants are also expected to justify their proposals, identify weaknesses, and develop strategies to overcome them. From week six, the course focuses on guiding participants toward designing a class centered on AL. Active commitment from participants is crucial to incorporate of active work proposals into their designs and foster new teaching practices. Participants are instructed to select an AL technique, adapt it to their specific classroom context, submit an initial plan for peer and teacher evaluation, and present their progress orally in class after incorporating feedback. These working sessions provide valuable opportunities for participants to directly apply AL in their courses. Table 4 illustrates the number of participants in each course edition who successfully completed the activities related to designing an AL-promoting class, along with a brief list of the main tasks. Table 4. Participants who successfully completed the activities. Activities

2020

2021

2022

AL Technique redesign

15

10

21

First planning advance

11

9

20

Peer assessment

10

9

20

Oral presentation of planning

7

6

10

Final assignment submission

14

10

18

Students approved

14

10

18

The final assignment was evaluated on a scale from Excellent to Inadequate. No inadequate submissions were found across the three editions, indicating participant’s commitment to improving their designs from the initial drafts to the final submissions. Feedback from teachers and peers enriched the design process. Notably, the assigned grades predominantly reflected excellent or very good evaluations (Table 5). Table 5. Distribution of final assignments grades assigned by the teaching team. Grades

2020 (%)

2021 (%)

2022 (%)

Excellent

21

40

56

Very good

71

40

33

Good

8

20

11

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2.4 Analysis of Final Assignment Incorporating AL The final assignments submitted, initially approved for incorporating an AL proposal in a set of 2 to 4 classes per course, were re-evaluated in this study to assess the level of AL incorporation. The classification described in [7] and [12] was used as a reference. These studies propose four levels of AL proposals: Level I (I), where the instructor presents content and elicits responses/questions from students to assess knowledge acquisition; Level II (II), where the instructor presents content and elicits responses/questions from groups of students to assess and promote knowledge acquisition; Level III (III), where the instructor shares essential/selected content and students represent, contemplate, or revise the content in new ways; and Level IV (IV), where the instructor creates an environment in which students examine and construct concepts, and they are responsible for generating knowledge in groups. In this analysis, the 42 final assignments submitted across the three editions were classified based on these criteria (Table 6). The assessment specifically concentrates on the work proposed during classroom time, excluding instances designed for pre or post-classroom activities. This focus stems from the belief that it is within the classroom where the work and exchange are most enriched. It is important to note that the analysis is based on the written production where participants designed their proposals, and the actual implementation in the classroom was not observed or documented. To classify work proposals, we placed emphasis on the AL design in student and teacher workspaces, carefully analyzing the classroom practices planned by teachers. This thorough examination was necessary because we observed variations in the level of emphasis on teacher exposition or active student engagement among teachers using the same named technique. Table 6. Final assignments classification based on [7, 12] criteria.

Total (n)

II

III

IV

12

22

8

Designed to be applied in Entry-level courses

10

9

3

Intermediate-level courses

0

8

1

Final year courses

2

3

3

Post-graduate courses

0

2

1

All proposals exceeded the basic level of participation, and notably, no I proposals were presented, which aligns with the expectations for the final assignment where teachers were tasked with designing active work in the classroom. Conversely, II proposals were considered the initial step towards active work. As shown in Table 6, teachers of introductory courses had the highest number of proposals classified at this level, although some were also able to reach III. This observation could be attributed to the context of their courses, which often involve incoming students and larger class sizes.

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The most prevalent category was III, indicating a shift by teachers towards designing spaces that moved away from traditional lecture-based instruction. These designs showed a conscious effort to create classroom environments with less emphasis on teachercentered exposition. In contrast, IV proposals were less common, as they require more complexity in their design. However, it is worth noting that some teachers of introductory courses successfully implemented AL proposals at this level, primarily using a flipped classroom strategy. This approach involved delivering content outside the classroom and facilitating collaborative work during class, transforming the teacher’s role into that of a guide in the students’ learning process. While many participants incorporated techniques shared by the teachers in TSDAL, we also observed adaptations and the utilization of additional techniques from the course’s recommended bibliography across the three levels of AL integration. This demonstrated a willingness to explore and experiment with different approaches. Examples of the employed techniques in the final assignments, sourced form Barkley´s books [6, 13] and [14], are presented in Table 7. Table 7. Examples of employed techniques in the final assignments from Barkley´s books. Level II

Level III

Level IV

Talking chips

Send a Problem

Analytic Teams

Live-Tweet Lecture

Dyadic Essay

Peer evaluation

Fishbowl

Think-Pair-Share

Case Studies

Entry & Exit tickets

Note-taking pairs

Structured Solving Problem

3-2-1

Jigsaw

Role play

Buzz group

TAPPS

If we analyze the AL levels of the final assignments in relation to the teaching level of professional advancement (G1 to G5), it can be observed (Table 8), that G1 teachers mainly achieved II proposals, while the rest predominantly developed III proposals. G2 and G3 teachers were able to develop II, III, and even IV proposals. However, it is interesting to note that G4 and G5 teachers, despite their extensive teaching experience, did not reach the development of IV proposals based on the data presented. Table 8. Final assignments classification by levels of professional advancement. II

III

IV

G1 (%)

83

0

17

G2 (%)

17

59

24

G3 (%)

8

75

17

G4/G5 (%)

25

75

0

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2.5 Opinion Survey Results At the end of the course, participants who had completed it were invited to take part in an anonymous survey. The survey aimed to gather feedback on various aspects of TSDAL, including the content, the teaching team, and the overall experience. Administrated through the Moodle platform, the survey consisted of closed questions with a Likert scale (ranging from 1 - insufficient to 5 - excellent) and open-ended questions for participants to provide additional comments. A total of 44 opinions were collected, with 13 participants in the 2020 edition, 12 participants in 2021, and 19 participants in 2022. The survey results (Table 9) show that most participants rated their training experience as very good (4) and excellent (5), with over 80% expressing high levels of satisfaction. It is worth noting that the course materials and resources are primarily in English, which posed a challenge for some participants. When asked “Do you think that what you have worked on during the course can impact your teaching practice?”, all respondents answered affirmatively. The course aimed not only to provide AL training to teachers but also to help them develop classroom designs applicable to their courses. The responses strongly reflected this objective, with participants acknowledging the value and potential impact of TSDAL on their teaching practice. In the comments section, participants highlighted the techniques, tools, and strategies they learned, as well as the practical applicability of the course content. Some participants expressed their intention to further enhance their pedagogical approach by incorporating the acquired knowledge into future course redesigns and seeking input from their respective teams. Participants provided a variety of feedback in the section dedicated to suggestions for improving the course. Many comments focused on logistical aspects such as course dates, timetable, breaks, and meeting durations. Other suggestions involved more substantial changes to the program and methodology, such as increasing group tasks both inside and outside the classroom, expanding the application of the final assignment to more classes, incorporating a broader theoretical foundation, and showcasing successful experiences of Udelar teachers utilizing AL. Additional suggestions included addressing the availability of English-language bibliography, extending support beyond the course duration, and considering a blended approach for the course modality. The survey feedback offers valuable insights into participants’ perspectives on the course, indicating their overall satisfaction with the training experience and the perceived Table 9. Results of the final course survey. Questions

1 2 3 4 5 (%) (%) (%) (%) (%)

How would you rate the program developed in the course? The bibliographic materials used and recommended were found to be: In reference to the methodology applied, considering the face-to-face and blended or virtual aspects I would say that it was the same How did you find the work of the teaching team responsible for the course? How do you rate your motivation and participation?

0 0 0

0 2 0

11 12 11

32 34 32

57 52 57

0

2

7

16

75

0

2

27

46

25

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impact on their teaching practice. The suggestions provided will be carefully considered for future improvements and adjustments to the TSDAL structure and content.

3 Discussion and Conclusions Based on the RQs and the presented results, several key findings can be concluded. TSDAL successfully attracted a diverse group of 49 teachers from various faculties within Udelar, with 20% of participants from the FI. The level of participant engagement was remarkable, with nearly 49% meeting the minimum attendance requirement and completing the assigned tasks, including the submission of their final written work. Additionally, the participants’ self-perceived motivation was generally positive, with 87% of respondents in the evaluation survey reporting good to excellent motivation. However, participants did face challenges in keeping up with the weekly pace of the course, leading to adjustments in the course structure after each edition. Notably, participants expressed the need for free work periods to make progress in their course designs. It is worth mentioning that the development of the course took place during the suspension of in-person classes due to the COVID-19 pandemic. Despite this challenging context, TSDAL provided a valuable space for reflection during a transformative period, prompting a reevaluation of teaching practices and highlighting the importance of lesson design in various modalities. Upon analyzing the first two editions of the course, it was observed that there was lower task fulfillment during the initial planning stage and a decline in participation in the oral presentation activity across all three editions. These findings emphasize the importance of future iterations of the course. The grades assigned by the teaching team, which evaluated the work process, consistently aligned with the criteria of excellent and very good. This indicates a strong alignment between the teaching strategies employed by the instructors and the assessment outcomes. The high percentage of participants achieving top grades reflects the effectiveness of the teaching strategies and the successful attainment of the course objectives. It is worth noting that the context in which teachers practice, particularly in mass entry courses developing III AL proposals, presented additional challenges that were considered when evaluating participant grades. Most final assignments fell into level II proposals, with a focus on peer discussion as a key component of learning, and level III proposals, where the teacher’s role shifts from knowledge transmission to facilitating a collaborative workspace for students. Eight final assignments (19% of the total) demonstrated an AL design at level IV, where the teacher acts as a guide in the students’ learning process. It should be noted that while the flipped classroom approach was observed in these proposals, its alignment with AL principles and its implementation requires further evaluation. Analyzing the relationship between AL incorporation in final assignments and teachers’ career stage, it can be inferred that G1 and G2 teachers, who are in the training stage both in their disciplines and pedagogically, incorporated levels II, III, and even IV of AL into their classroom proposals. However, G4 and G5 teachers, despite having more experience, did not develop more complex proposals that foster a constructivist vision

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and encourage higher-order thinking. Other factors such as course context, number of students, motivation, training, or pedagogical methodology may influence proposal development. Further analysis considering these factors would be necessary to draw more robust conclusions. It is noteworthy that among the participating FI teachers, the work of training and mentoring has persisted. For instance, one teacher made modifications to their curriculum by incorporating a flipped classroom approach and received support through classroom observations. Additionally, other teachers engaged in training courses and research projects with the UEFI team, underscoring the importance of having teams within teaching units that can provide support and guidance in transformative processes. Overall, participants’ perspectives on the course, advantages, and challenges in incorporating AL into their designs were observed through various aspects of the course. The evaluation survey received high praise for the course, including the developed program, applied methodology, bibliographic materials used, and teacher teamwork, despite mentioning some negative aspects. Based on the survey responses, it is evident that all participants strongly believe that the work done during the course will have a positive impact on their teaching practice. This demonstrates that the course successfully achieves its training objectives. One strength of the proposal is its ability to cater to the identified training needs of FI teachers while also encompassing the interests of teachers from other faculties and areas of Udelar. The course has effectively addressed these needs, as participants from diverse faculties, including non-STEM disciplines, express their confidence in applying and integrating AL into their course designs. Their feedback highlights the acquisition of valuable tools, techniques, and strategies that facilitate implementation, with some participants even indicating that they have already begun implementing them. The virtual mode utilizing Zoom and EVA proved to be conducive for both synchronous and asynchronous activities, effectively accommodating participants’ diverse backgrounds. The course benefitted from the inclusion of participants with varied experiences, who shared a mutual need for training and faced similar challenges in integrating AL methodologies at Udelar. Participants’ suggestions emphasizing the importance of group work activities reflect their desire to enhance collaboration and foster valuable opportunities for exchange and feedback. In conclusion, the TSDAL course has garnered high praise from both participants and the teaching team, highlighting its significance in equipping educators with valuable tools and promoting critical reflection on their teaching practices. The course has effectively facilitated a productive environment for exchange, enabling participants to recognize the importance of integrating AL across different faculties and courses at Udelar.

References 1. Bonwell, C.C., Eison, J.A: Active learning: creating excitement in the classroom ASHE ERIC higher education report. School of Education and Human Development, George Washington University, Washington, DC (1991) 2. Fink, L.: Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses, 1st edn. Jossey Bass, San Francisco (2013)

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3. Freeman, S., et al.: Active learning increases student performance in science, engineering, and mathematics. Proc. Natl. Acad. Sci. 111(23), 8410–8415 (2014) 4. Zabalza, M.: Evaluación de los planes de formación docente de las universidades. Educar 47(1), 181–197 (2011) 5. Barr, R., Tagg, J.: From teaching to learning—a new paradigm for undergraduate education. Change Mag. High. Learn. 27(6), 12–26 (1995) 6. Barkley, E., Major, C.: Interactive Lecturing. Jossey-Bass, San Francisco (2018) 7. Erol, M., Idsardi, R., Luft, J.A., Myers, D., Lemons, P.P.: Creating active learning environments in undergraduate STEM courses. University of Georgia Foundation, Athens (2015) 8. McKenna, A., Froyd, J., Litzinger, T.: The complexities of transforming engineering higher education: preparing for next steps. J. Eng. Educ. 103(2), 188–192 (2014) 9. Winberg, C., Winberg, S.: Pedagogical competence for engineering educators. In: ReConceptualizing Teaching Portfolios on IEEE Global Engineering Education Conference (EDUCON) (2017) 10. European University Association, Learning & Teaching Thematic Peer Group: Promoting active learning in universities: Thematic Peer Group Report. Malmö University, Sweden, Malmo (2019) 11. Neves, R.M., Lima, R.M., Mesquita, D.: Teacher competences for active learning in engineering education. Sustainability 13(16), 9231 (2021) 12. Idsardi, R.: Evidence-based practices for the active learning classroom. In: Mintzes, J.J., Walter, E.M. (eds.) Active Learning in College Science, pp. 13–25. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-33600-4_2 13. Barkley, E., Major, C., Cross, P.: Collaborative Learning Techniques. A Handbook for College Faculty, 1st edn. Jossey-Bass, San Francisco (2014) 14. Barkley, E.F.: Student Engagement Techniques: A Handbook for College Faculty, 1st edn. Jossey-Bass, San Francisco (2010)

A Multifaceted, Flexible Methodology to Expand Computer Science Access Kiron Sharma(B) , Laila Khreisat, and Neelu Sinha Fairleigh Dickinson University, Madison, NJ 07940, USA [email protected]

Abstract. Computer Science (CS) has become a driving force across all domains, offering a perspective that encompasses critical and logical thinking skills that extend across diverse fields. However, in the United States a significant number of schools primarily define their computer curricula in terms of computer literacy & rudimentary skills and the for grades k-12, educational content for teacher preparation in CS has lagged. This paper highlights strategies for teacher preparation in CS. It emphasizes techniques to help teachers gain confidence and develop enthusiasm in teaching high quality CS while ensuring that the students meet the newly defined and adopted standards across various states. We present a process that we created for our project titled ‘CS for All’ and that was funded by the State department of education in New Jersey. The purpose of the project was to develop lasting strategies to train novice teachers from elementary to high school based on the 2020 New Jersey Student Learning Standards (NJSLS) in CS. Our mission during the project was 4-pronged with goals to: a) increase numbers & diversity of well-prepared K-12 CS educators; b) develop resources to implement equitable access to high-quality CS, to meet the NJSLS for all K–12 students; c) establish a statewide network of CS educators; d) disseminate curricula materials while providing scaffolding to ensure complete success of participating educators and their students. Keywords: CS for All · CS professional development · CS for k-12

1 Introduction As CS becomes increasingly important in the modern world, there is a growing recognition of the need to integrate CS education into K-12 curricula. Our project, CS for All, is funded by the State New Jersey Department of Education (DOE) in the US and our motivation for the project stems from the need for focused methodology that helps teachers develop the necessary knowledge and skills to effectively teach CS that is aligned with curriculum demands and standards and to empower teachers to meet the needs of their students. Our hypothesis is that by providing teachers with required skills in CS, methodology to engage all learners in CS, and appropriate scaffolding with curricula resources, we can engage the new generation in CS across many disciplines. In the short term, we aim for participating teachers to gain confidence and competence in delivering CS instruction; in the long term, we want to create a sustainable © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 267–275, 2024. https://doi.org/10.1007/978-3-031-53022-7_27

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impact on K-12 CS education. By developing a cohort of CS-trained teachers, we have established a foundation for CS education with over 100 teachers impacting over 9000 students in the first year alone. This will endure beyond the initial year as our process included building capacity within schools and districts and fostering a culture of ongoing professional growth in CS. We present our methodology in this paper with student centered professional learning approach, developing curricula framework based on student learning outcomes, and integrating curricula with training k-12 teachers while building a community of learners among the teachers.

2 Student Centered Professional Learning Approach A vast amount of research on effective professional development (to ensure highquality learning) exists [1, 2] and is best portrayed by three essential and correlated methodologies: • Learner-centered, • Knowledge-centered, and • Assessment-centered A learner-centered approach revolves around the idea that knowledge is accumulated through hands-on active experiences, gradually building upon prior understanding and experiences of the learner. A knowledge-centered approach ensures that curated resources based on rigorous state/national standards are accessible to learners. Finally, an assessment-centered approach, which includes timely feedback based on high standards, is vital to evaluate knowledge acquisition to make sure our leaners develop the skills necessary for their success. 2.1 Learner-Centered Approach Based on our experiences of employing student-centered learning approach or Active Learning (AL) to promote learning and engagement in educating our college students [3, 4], we used similar learner-centered strategies to energize our K-12 teachers and help them gain confidence in imparting high-quality CS education to their own students. Instead of delivering a monologue in a lecture format, we relied upon our K-12 teachers to take our encouragement and advice (just like their sports coach) to teach new information in an engaging way. In every PD session, we invited our K-12 teachers to lead the lesson while providing them with directions and guidelines related to the topic. Even if the topic was new the teachers were able to follow along and teach the content in a personal way by bringing in their own knowledge, education, ideas, and invaluable past experiences. Seeing their peers take on this role made a huge impact on and encouraged all participants to participate actively in the learning process and gain new knowledge while adding their own creative touches. Another essential element of our learner-centered approach was based on Culturally Responsive and Inclusive Pedagogies (CRIP), which connect students’ cultures, languages, and life experiences with what they learn in school [5].

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2.2 Knowledge-Centered Approach Recently, we have witnessed a surge in expanding access to CS education, especially for K-12, with many states and school districts developing standards and curricula for teachers, for example the 2020 New Jersey Student Learning Standards (NJSLS) for Computer Science and Design Thinking [6]. We created lesson plans based on standards for various session topics and invited members of our state’s Department of Education (DoE) to lead our participants through a hands-on “standards-mapping” session, where our teachers successfully mapped state standards to the various activities in the lessons they created. We provided them with lesson plan templates and a copy of the appropriate state standards to make their tasks easier. Having officials from the DoE also made this more meaningful as our participants were able to relate each of their lesson plan activities to a particular standard. Such knowledge-centered strategies help educators connect state standards to student learning outcomes. 2.3 Assessment-Centered Approach An assessment-centered approach helps impart instruction by not just measuring how well students have learned after the learning is over but rather allows instructors to gather information during the instruction itself to uncover learning gaps and guide students toward deeper understandings of concepts. We conducted surveys, which consisted of a combination of questions that required answers on a Likert-type scale and open-ended questions, and polls during our PD session to gauge our pace and the understanding of the participants. Other informal means were also employed to find out if participants were in synchronization with the instructors as the hands-on workshop proceeded. Some of the sample analysis is presented in our earlier work [7]. Low-stakes, ungraded, formative assessments to assess content knowledge and skills, create a learning environment that is more student-centered and enables us to learn which concepts and skills are already mastered and which may need to be taught again. Research has shown that assessment has considerable potential to enhance learning [8] and assessment for learning differs from the traditional ways of assessment of learning. Assessment for learning involves using the collected information to affect future performance, like feedback, and Ramaprasad aptly captures this [9] as “Feedback is information about the gap between the actual level and the reference level of a system parameter which is used to alter the gap in some way”.

3 Curriculum Framework Our professional learning curriculum was based on Backwards Design model proposed by Wiggins and McTighe [10, 11], which focuses on learning goals even before planning learning activities and teaching methods. This framework offers a planning process and structure to guide not only the curriculum design, but also the assessment, and instruction. This approach, as opposed to other forms of curriculum planning, makes us focus primarily on the learning outcomes rather than the learning process and is conducted in three stages: identifying desired results, determining acceptable evidence, and then planning learning experiences and instruction. In the first stage, we reviewed state standards

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and set goals and expectations based on considerations such as what students should know, understand, and be able to do. The second stage focused on collecting evidence of learning to determine if students achieved the desired results. Finally, the last stage involved actual planning of appropriate lessons and learning activities to address all the goals that were identified in the first stage. The AL and CRIP approaches from Sect. 2.1 and learner-centered approach above played a major role in our framework design. Apart from the basic concepts in CS, we also incorporated advanced topics such as, artificial intelligence, machine learning, data science and sustainability into our lessons. All curated resources and lesson plans were hosted on our website for easy access. Many of the lesson plans involved small, affordable, physical devices, and we equipped each of the participants with small kits for their classroom so they could easily implement what they had learnt into their own classrooms without any time lag.

4 Integrated Curriculum and Training There is a growing interest in integrated curriculum which is also known as interdisciplinary teaching or synergistic teaching. Observing connections among the humanities, communication arts, natural sciences, mathematics, social studies, music, and art, Humphreys et. al. [12] offer a simple definition of integrated curriculum as, “An integrated study is one in which children broadly explore knowledge in various subjects related to certain aspects of their environment” (p. 11). Shoemaker [13] views learning and teaching in a more holistic way and defines an integrated curriculum as “…education that is organized in such a way that it cuts across subject-matter lines, bringing together various aspects of the curriculum into meaningful association to focus upon broad areas of study”. We wanted to train our participants to recognize a way to connect content and learning by identifying the connections among ideas and fields of knowledge, as well as see how their teaching would relate to the courses and student activities conducted by others. We explored common vocabulary and concepts that could be integrated across subject areas. CS is a versatile topic and easily lends itself to various subjects such as mathematics, language arts, science, social studies, music, physical education, and more. For example, using Scratch [14] programming language we were able to explain how a math teacher’s ratio and proportions concept could become a part of a science teacher’s weight and matter topic, a history teacher’s population estimate, an English language arts teacher’s parts of speech topic. Using small, affordable, physical devices such as the BBC micro:bit [15], we could easily demonstrate each of these discipline-specific concepts. We started with one discipline and slowly were able to include other disciplines all the time eliciting responses from our participants who were experts in their own disciplines. Reviewing elements covered in an earlier PD session in a new light in the next session is a good way to achieve this integration and training. 4.1 Providing Ongoing Implementation Support To achieve a successful year-long PD session and sustained learning, we relied on trained undergraduate and graduate students as teaching/lab assistants (TAs). Before the PD

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sessions started, we recruited and trained these students to become teaching/lab assistants (TAs) so they could help our K-12 teachers grasp the material and identify various strategies that could work well in grade specific classrooms. These TAs supported K-12 teachers with technology and pedagogy training, enhancing their understanding and grade-specific strategies. The involvement was meaningful for education program students aspiring to become teachers themselves. Our faculty instructors and student TAs provided additional office hours during the PD sessions for participant support. They assisted in creating grade-appropriate lesson plans aligned with state standards, and student TAs visited schools to demonstrate engaging technology-based learning methods. Dedicated outreach coordinators facilitated interactive sessions for school administrators and parents, promoting CS integration from home. They encouraged CS clubs, hackathon participation, and showcased IoT capabilities and sustainability. 4.2 Sharing with Peers and Promoting Equitable Access One of the goals of our project was to ensure that all participants learn by doing and have access to tools and resources to enable them to teach CS to their students no matter the discipline they regularly teach or their schools. We were able to include librarians, media specialists, physical education teachers, music teachers and others as participants without requiring any prerequisites to take part in our PD sessions or any prior knowledge of CS topics. We also included a grade 4 teacher in one of our peer-reviewed research presentation at a technical international conference so they could experience being in a research oriented environment to present the approaches they used in their classroom to include advanced topic of machine learning. In another example, a participant assisted our faculty member to lead a hands-on workshop for other teachers who were not part of our program. Activities such as these paved a way for us to recruit and reach out to even more teachers for participation in our future programs of professional learning and development. 4.3 Areas of Focus The PD workshops incorporated experiences involving micro:bits, Arduino, Scratch, ScratchJr, AppInventor, Python Programming, Logo Programming, and advanced topics such as comparisons of Block-based vs. Text-based Programming, Artificial Intelligence, ChatGPT, Machine Learning and Data Science. The faculty and the TAs coordinated and facilitated targeted active engagement and participation for teachers. Here are three such examples: i. Several K-5 and 6–8 teachers created projects and lesson plans and shared with the entire group ii. Peer teaching – several teachers “taught” a lesson during PD sessions iii. Teachers demonstrated being a K-2, 3–5,6–8 student to show interactivity in a mock classroom.

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5 A Community of Learners and Engagement at the State Level Through our project we helped build a learner community and we provided support to teachers in their classrooms to assist with implementation of some involved lesson plans. Selected students served as TAs, assisting with coding activities and technology glitches in 10 visits that impacted over 300 students. They generated excitement and received requests for more visits. Our 10-month project developed influential CS leaders, fostering peer support and expanding equitable access. It employed remote-synchronous and in-person sessions with immersive activities, presentations, and guest speakers, engaging participants comprehensively. The participants represented 26 school districts, and over 35 schools. The teachers developed and shared structured curricula materials for classroom lesson plans for different grade levels and impacted well over 9,000 students. A total of 110 participants came from partnering Local educational agency or LEAs (e.g., Boonton, Hanover Park as well as from non-partnering LEAs (e.g., Bayonne, Hackensack). Several participants actively joined state DoE working groups, implementing concepts from our PD sessions. Curriculum directors and instructors provided guidance and support. Sample lesson plans developed by teachers were collected and posted in a repository to benefit wider teacher groups.

6 Results and Discussions We conducted surveys for all our PD sessions, with the first session in July 2021. The surveys consisted of questions that required answers on a Likert type scale and included many open-ended questions as well. Our earliest survey results indicated that more than 95% of our participants agreed or strongly agreed that they learned new skills through our workshops. In our first workshop, 17% of the participants thought the pace was too fast; which prompted us to adjust the pace in the later sessions and that resulted in 95% of participants being very comfortable or somewhat comfortable with the pace. Figure 1 clearly indicates this progression from July, Nov, and Dec 2021 sessions respectively. A majority of the participants were teaching grades 3–5 (see Fig. 2.) and survey findings highlight that a significant majority of participants expressed a strong consensus in affirming that they acquired new computer science skills from the sessions. The workshops were designed to offer a variety of skills and introduce a wide range of topics, particular for novice learners, moving gradually to more advanced topics at a pace that was carefully tailored to their needs (see Fig. 1.). Our session also dealt with strategies for inclusive pedagogies and the overall the responses from the surveys indicated that participants were receptive about ideas to implement inclusive pedagogies in computer science for all students.

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Fig. 1. Visualizing the Evolution of Comfort

There were promising responses from surveys regarding our computer science and mathematics undergraduate and graduate students who served as TAs during the sessions; they were well trained and prepared to provided critical support, especially with technical issues, and guidance. Further, another testament to the success of our project is that 98% of the teachers reported that they either strongly agreed or agreed that the PD sessions

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they attended enabled them to think about integrating Computational Thinking in their teaching. A significant majority of the teachers attested that they learned advanced topics in Computer Science through presentations from guest speakers who were subject matter experts and researchers in particular fields (see Fig. 3).

Fig. 2. Distribution of teachers across grade levels

Fig. 3. Acquired knowledge about advanced topics from guest speakers

Having been motivated and encouraged by what they learned during the sessions, a vast number of participants began implementing such topics as robotics, block coding, codeblocks in Tinkercad, and microbits to their students within the first three months of starting their training. With demonstrated remarkable success, our project secured additional funding to further expand computer science educations for all students in the state of New Jersey for an additional year.

7 Conclusion The New Jersey School Performance Reports (2019–20) indicate that 33% of High Schools in NJ do not offer any CS options for students and only 6% of NJ students in grades 6–12 take any CS. Through the professional learning experience we crafted as part of our project: CS4All, over one hundred teachers received hands-on, objective, professional learning experiences that not only equipped educators with tangible skills transferable to students, but also integrated cutting edge technologies to instill practical real-life problem- solving abilities and enhance computational proficiency. We collected data both pre and post- professional learning experiences from all participants to measure the level of interest, knowledge gained and how the learning experience translated to their teaching CS to their students. The results showed tremendous energy within the group and the feedback received helped us frame the future sessions and course content. Our project will significantly and positively impact data on computer science access in k-12 schools with well-prepared educators who were offered technical support and assistance. This will enable schools to offer many more opportunities to teach CS. We successfully initiated a statewide network of professional learning to support K-12

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schools and played a major role in implementing standards based computer education with wide access.

References 1. Bransford, J.D., Brown, A.L., Cocking, R.R.: How People Learn: Brain, Mind, Experience, and School. National Academy Press, Washington DC (2000) 2. National Academies of Sciences, Engineering, and Medicine, Division of Behavioral and Social Sciences and Education, Board on Science Education, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on How People Learn II: The Science and Practice of Learning, How People Learn II: Learners, Contexts, and Cultures. The National Academies Press, Washington, DC (2018) 3. Sinha, N.: An Active Student-Centered Learning (ASCL) approach to instruct and assess a software engineering course. Int. J. Instruct. Technol. Dist. Learn. 4(6) (2007). ISSN 15506908 4. Sinha, N., Khreisat, L., Sharma, K.: Learner-interface Interaction for technology-enhanced active learning. Innov. J. Online Educ. 5(3)(Article 3) (2009). ISSN 1552-3233 5. Mack, K.M., Winter, K., Soto, M. (eds.): Culturally Responsive Strategies for Reforming STEM Higher Education, 1st edn. Emerald Publishing Limited, Bingley (2019) 6. State of New Jersey Department of Education. 2020 New Jersey student learning standards – Computer Science and Design Thinking (2020) 7. Sinha, N., Evans, R.F., Carbo, M.: Hands-on active learning approach to teach artificial intelligence/machine learning to elementary and middle school students. In: The Proceedings of the Institute of Electrical and Electronic Engineers (IEEE) 32nd Wireless and Optical Communications Conference (WOCC2023), 5–6 May 2023, Newark, New Jersey, USA (2023) 8. Wiliam, D.: What is assessment for learning? Stud. Educ. Eval. 37(1), 3–14 (2011). https:// doi.org/10.1016/j.stueduc.2011.03.001. ISSN 0191-491X 9. Ramaprasad, A.: On the definition of feedback. Behav. Sci. 28(1), 4–13 (1983) 10. Wiggins, G., McTighe, J.: Understanding by Design, 2nd edn. Association for Supervision and Curriculum Development, Alexandria (2005) 11. Wiggins, G., McTighe, J.: The Understanding by Design Guide to creating High-Quality Units. Association for Supervision and Curriculum Development, Alexandria (2011) 12. Humphreys, A., Post, T., Ellis, A.: Interdisciplinary Methods: A Thematic Approach. Goodyear Publishing Company, Santa Monica (1981) 13. Shoemaker, B.: Integrative Education: A Curriculum for the Twenty-First Century. Oregon School Study Council 33/2 (1989) 14. Maloney, J., Resnick, M., Rusk, N., Silverman, B., Eastmond, E.: The Scratch Programming Language and Environment. ACM Trans. Comput. Educ. 10(4), 1–15 (2010). https://doi.org/ 10.1145/1868358.186. Article 16 15. Micro:bit Educational Foundation. BBC micro:bit. https://microbit.org/

How to Make the EM Course Interesting and Engaging to Undergraduate Students Boutheina Tlili(B) Rochester Institute of Technology, Dubai, UAE [email protected]

Abstract. The undergraduate electromagnetics (EM) class can be a challenging course for students due to its highly theoretical nature. However, making the class interesting can engage students and increase their understanding and enthusiasm for the subject. This paper proposes several strategies to make the EM class more engaging and exciting for students. Firstly, incorporating real-world examples and applications of EM theory can be an effective way to connect the subject to students’ interests and experiences. Examples could include discussing the functioning of communication devices such as smartphones and GPS, or the principles of electromagnetic waves in medical imaging. Secondly, utilizing interactive and visual aids such as videos, animations, and simulations can make the class more engaging and help students visualize complex concepts. Additionally, hands-on activities such as building simple circuits or antennas can provide students with a practical understanding of the theory. Thirdly, creating opportunities for student collaboration and discussion can foster a sense of community and provide students with the opportunity to ask questions and learn from their peers. Activities such as group projects or problem-solving sessions can promote active learning and increase student engagement. Lastly, incorporating current research and developments in the field of EM can make the subject matter more relevant and exciting for students. Highlighting how recent advancements in the field are affecting society can also demonstrate the relevance and practical application of the subject. In fact, a project-based learning (PBL) approach was adopted. Keywords: PBL · EM course · student engagement · flipped classroom

1 Introduction Electromagnetics has been and will continue to be the heart of many modern technology advances ranging from wireless communications, to complex antenna systems, radar technologies, biomedical and remote sensing and astronomy explorations. There is a strong need of electrical and telecommunication engineers with a deep understanding of fundamental EM concepts. Such background is essential not only for the academic career, but also for the industry. The continued growth in reliance on technology involving wireless physical systems significantly raises the need for preparing well qualified workforce. Electromagnetism is a fundamental topic in electrical engineering. However, it can often be a challenging subject for undergraduate students as it requires both © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 276–283, 2024. https://doi.org/10.1007/978-3-031-53022-7_28

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an advanced mathematical background and the understanding of physics phenomena. This leads to disinterest and disengagement of students. Therefore, it is important that educators take a fresh look at established curricula. Many educators developed ways and means for revitalizing the Electromagnetic course [1–5]. They mainly made use of modern software and hardware to help students better understand EM courses and help them innovate and participate in new discoveries of EM applications. Deeply and well understood theory of Electromagnetics opens the gate to other branches of electrical engineering study such as microwaves, Antenna theory and microwave electronics. In this paper, various innovative classroom teaching methodologies and laboratory activities will be presented. Firstly, incorporating real-world examples and applications of EM theory can be an effective way to connect the subject to students’ interests and experiences. Secondly, creating opportunities for student collaboration and discussion can foster a sense of community and provide students with the opportunity to ask questions and learn from their peers. Thirdly, Flip classroom teaching will be reviewed and their effectiveness will be assessed. Lastly, a project-based learning (PBL) approach was adopted and will be demonstrated. This EM course is taught at Rochester Institute of technology, Dubai over 14 weeks.

2 Incorporating Real-World Examples in the Classroom Incorporating real-world examples and applications of EM theory can be an effective way to connect the subject to students’ interests and experiences. Examples could include discussing the functioning of communication devices such as smartphones and GPS, or the principles of electromagnetic waves in medical imaging. The instructor presented the Electromagnetic spectrum to the class and explained briefly some applications. During the first project of the course, students were asked to choose any application of EM and explain it through a presentation to the whole class. The typical class size is 20–25 students. Therefore, students were exposed to many applications. Some of the topics discussed by the students are: • • • • • • • • • • •

Maglev Technologies EM fields in medical treatments EM fields in aircrafts MRI (Magnetic resonance imaging) Microwave ovens GPS technology EMP (EM Pulses and how it is used as a bomb) Emi m cellular phones Satellite phones EM for oil drilling And many more applications

3 Flipped Classroom Teaching By past experience, when it comes to Smith chart in EM course, it has been recognized that this subject is considered abstract and difficult by students. The instructor experimented with a new approach to teach this subject which is a flipped classroom technique.

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Students spent two weeks or more learning about fundamentals of transmission lines and doing matching analytically. Smith chart is a fundamental tool in EM to design matching circuits graphically. It has been used in may other courses such as Antenna theory, Microwaves and Microwave Electronics. Students were asked to prepare a lecture on Smith chart and explain it to their peers. They were given a set of rubrics to follow in order to cover all tools available in the Smith chart and present some examples on impedance matching, finding the input or load impedance, using stubs, etc. Students enjoyed being the teacher for one day and were able to be active learners. By encountering new concepts before coming to class, students arrive prepared to engage in higher-order thinking activities during class time. They can participate in discussions, problem-solving tasks, allowing for a deeper understanding and application of the knowledge they acquired. Flipped classrooms promote student autonomy and responsibility for learning. By being actively involved in the learning process, students can feel a greater sense of ownership and motivation, as well as develop valuable self-directed learning skills. A course learning outcome is related to this topic. Two benchmarks were used to assess this CLO. Student performance against these benchmarks was superior.

4 Creating Opportunities for Students to Learn Outside the Classroom Creating opportunities for students to learn outside the classroom is a valuable way to enhance their education and provide them with real-world experiences. Here are some opportunities that were created for the students in EM course: 1. Field trips: we have organized a field trip to GITEX (Global international Technology Exhibition) in Dubai. This trip provided hands-on learning experiences and connected classroom concepts to the real world. 2. Guest speakers: We have invited professionals and experts in the field on Antenna as part of IEEE distinguished speaker program to campus to speak to students about their experiences and expertise. The instructor also organized an international twoday Antenna workshop inviting the key players from around the world on Antennas. This exposed students to different career paths, provided insights into RF and Antenna industries, and broaden their understanding of various subjects.

5 Project Based Learning The instructor introduced project-based learning as part of the innovation assessment. Students had to design and simulate a patch Antenna that will resonate at 2.4 GHz using ADS (Advanced design system by Keysight) software. It was not an easy task since this is research material. The instructor introduced the topic of Antenna, gave a seminar about designing antennas on ADS and left it to the students to design their own antenna. They also had to design the matching network and learn all about Antenna parameters such that gain, radiation pattern, efficiency, VSWR, etc. They had to write a report through an IEEE conference paper template to discuss their findings.

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5.1 Course Philosophy The goal of introducing the ADS tools in a basic electromagnetics course is to provide students with an intuitive understanding of the matter. The emphasis on mathematics in traditional instruction often obscures physical insight. ADS tools enable students to explore electromagnetic fields and interactions without requiring a high level of mathematical agility. Computer simulations makes it possible for students to study plenty of electromagnetic devices, to make changes in shapes and materials and to experiment with new designs. The ADS software uses the method of moment (MOM). In the course, students have to understand the concept of matching and learn how to design impedance matching circuits such as stubs and quarter wave transformers. Through designing an antenna that will resonate at a certain frequency, students will learn concepts beyond what is required for the course such as antenna parameters. In fact, they had to decide whether the antenna they designed is performing well and how to design a matching network to enhance its properties. 5.2 ADS Project In this section, we will outline the steps that the students went through to design their antenna with illustrations. 1. Design of the Antenna dimensions: The microstrip patch antenna is set to radiate at a resonant frequency of 2.4 GHz. An FR4 (Glass Epoxy) substrate is used with a permittivity of 4.3 and height of 1.5 mm. The dimensions are calculated using an online calculator [6] 2. Designing the dimensions of the microstrip line feeding the Antenna through the Line Cal feature of ADS as shown in Fig. 1.

Fig. 1. LineCalc window in ADS. Using known dielectric constant, height, frequency, and characteristic impedance, the dimensions W2 and L2 can be designed.

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3. After creating a layout and simulating the antenna students checked whether the antenna is matched to the 50  feed line by assessing the return loss (the S11 parameter), the VSWR and the input impedance as shown in Figs. 2 and 3 below.

Fig. 2. (a) Return Loss of the initial antenna, (b) VSWR of the initial Antenna

Fig. 3. Input impedance of the designed antenna on the Smith chart

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4. The results show that the values of the Return Loss S11 is −6.411 dB, the input impedance of the antenna is Zin = 99.577-j38.468 , and VSWR = 2.832 at the resonant frequency of 2.4 GHz. For a good performing antenna, S11 gas to be below −10 dB, VSWR has to be between 1 and 2. Furthermore, the input impedance has to match the 50  impedance of the feeding microstrip line along with having a zeroimaginary part at resonance. As shown in Figs. 2 and 3 there is an obvious mismatch at 2.4 GHz. Therefore, a quarter wave transformer must be designed to create matching. The quarter wave line is inserted between the antenna and the 50  feeding line. The characteristic impedance of the quarter wave transformer Z0 is found using the following equation  (1) Z0 = Zin Zfeed where Zin is the antenna input impedance and Zfeed is 50 . Then the width and length of the quarter wave transformer is designed using the LineCalc feature of ADS. A new Antenna layout is created and simulated as shown below

Fig. 4. (a) Antenna Layout showing the quarter wave transformer, (b) S11 parameter, (c) VSWR of the new Antenna

As can been from Fig. 4, the antenna is now well matched (with S11 = –21.654 dB) and the VSWR being 1.180. The final dimensions of the Antenna are shown below in Fig. 5 and Table 1. 5. The students can now visualize the current distribution on the Antenna. They can actually see an animation of the current and how it is being distributed from the feedline to the antenna as shown in Fig. 6. Postprocessing allow students to evaluate and view Antenna parameters such as the gain, efficiency and display the far fields.

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38.87

L1

29.79

W2

2.773

L2

4.833

W3

1.5

L3

18.1

Fig. 5. Final Antenna dimensions

Fig. 6. (a) Surface current on the Antenna, (b) Antenna parameters.

Students were very excited about this project. The average grade for this assignment was 93%. They are now ready to tackle any antenna design on ADS. Some of them are eager to pursue an undergraduate research on this subject. This approach allows students to apply the theoretical concepts they have learned in the course to real-world scenarios, and to develop problem-solving skills that are essential in many fields of engineering.

6 Conclusions In conclusion, this paper explored the various strategies for enhancing student interest in Electromagnetic course through Problem-Based Learning (PBL) and the Flipped Classroom model. By implementing these innovative approaches, educators can effectively engage students, foster active learning, and promote deeper understanding of Electromagnetics.

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The combination of PBL and the Flipped Classroom model offers a powerful toolset for enhancing student interest in EM courses. It encourages active learning, fosters critical thinking, and provides students with the opportunity to apply theoretical concepts to real-world situations. By actively engaging students and promoting a sense of ownership in their learning, educators can inspire a lifelong passion for EM and better prepare students for the challenges they may face in the field. These strategies have demonstrated positive outcomes. In fact, the class GPA went from 2.27/4.0 from previous year the class was taught to 3.04/4.0 once these strategies have been implemented.

References 1. Mazanek, M., Hazdra, P., Sokol, V.: A key role of simulation in a new approach to electomagnetics education. In: 2005 18th International Conference on Applied Electromagnetics and Communications, Dubrovnik, Croatia, pp. 1–4 (2005) 2. Selvan, K.T., Wahid, P.F.: Teaching electromagnetic theory: beyond a focus on applications. In: 2015 IEEE 4th Asia-Pacific Conference on Antennas and Propagation (APCAP), Bali, Indonesia, pp. 245–246 (2015) 3. Hall, V.L., Cendes, Z.J.: Introducing real world design problems into the undergraduate electromagnetic curriculum. IEEE Trans. Educ. 36(2), 279–283 (1993) 4. Iskander, M.F.: Technology-based global revitalization of electromagnetic education. In: 2015 IEEE International Symposium on Antennas and Propagation & USNC/URSI National Radio Science Meeting, Vancouver, BC, Canada, pp. 1019–1020 (2015) 5. Popovic, Z., Artner, G., Lasser, G., Mecklenbraeuker, C.F.: Electromagnetic-wave fun using simple take-home experiments [Education Corner]. IEEE Antennas Propag. Mag. 62(2), 100– 106 (2020) 6. Microstrip patch antenna calculator. http://www.paternack.com/T-calculator-microstrip-ant. Accessed 21 Nov 2022

Work in Progress: Cobbler, Stick to Your Last! On Providing Engineers Constructive Alignment Marcel Schade(B)

, Claudius Terkowsky , Konrad E. R. Boettcher , and Tobias R. Ortelt

TU Dortmund University, 44227 Dortmund, Germany {marcel.schade,claudius.terkowsky,konrad.boettcher, tobias.ortelt}@tu-dortmund.de

Abstract. Constructive Alignment (CA) has become a well-established concept of Instructional Design in Higher Education. Even in Higher Engineering Education, teachers have begun adopting CA into their teaching. However, this is neither widespread as of yet nor done in a systematic manner. This holds especially true for laboratories as well as (partly-) digital ones. Many digital laboratories originated during the pandemic due to the pressure to change teaching almost immediately. These changes range from replacing practical laboratory work with videos of the work being done to conceptual and instructional redesigns of entire laboratories. With the oncoming trend of digital laboratories as well as of teaching, learning and industry 4.0, it is more important than ever to enable engineers to implement sound instructional frameworks such as CA of different types of laboratories when designing these emerging courses. This work in progress shows the current status of our efforts to create shorter and readily accessible materials and checklists concerning laboratory types and aligning intended learning outcomes, teaching and learning activities and assessment tasks to be used to create or redesign laboratories in engineering education. The contribution ends with a discussion on the effect hoped for as well as comments on future work. Keywords: Constructive Alignment · Digital Laboratories · Engineering Education

1 Introduction Constructive Alignment (CA) is a design, reflection, and evaluation framework for teaching and learning in Higher Education [1]. It is one of several approaches on outcomebased teaching and learning. Specifically, it revolves around the analysis and systemic coordination of intended learning outcomes (ILOs), teaching-learning activities (TLAs) and assessment tasks (ATs). Creating a learning environment in which those aspects are congruent to one another is possible by answering the following questions: 1.) What does the teacher want the students to learn? 2.) What is the best way within given circumstances and available resources to get them to learn it? © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 284–292, 2024. https://doi.org/10.1007/978-3-031-53022-7_29

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3.) How can the teacher know when and/or how well they have learned it? [1] CA has found its way into the instructional design of laboratory work [2–4]. However, in 2013 [5] identified a distinct lack of constructively aligned learning outcomes in engineering and science education. In 2020 and 2021 literature reviews concluded that Engineering Education still lacks articles on assessment and CA in interdisciplinary courses [6], ethics, assessment and the design of learning environments [7] as well as on workplace-based assessment, student engagement, evaluation criteria and quantitative load among others [8]. Such literature reviews specifically targeting CA in digital or digitized laboratories were not found. Given the apparent lack of CA in general engineering education and given the novelty of digital laboratories therein as well as the sparse literature on CA and assessment, it can be concluded that CA has not been established widely enough. Thus, a comprehensive toolbox containing materials on designing constructively aligned (digital) laboratory courses can contribute to lowering the hurdle of engineers to get involved with pedagogy and simplify the design process. [9] has reached a similar conclusion who developed a CA evaluation for psychology classes. [3, 4] also state that CA and its evaluation in digital learning environments need to reflect the technical social/socio-cultural and pedagogical aspects of laboratories. The COVID-19-pandemic has further accelerated the existing shift towards hybrid teaching and online-laboratories ranging from simulations over remote experimentation up to mixed-reality approaches [10–18]. These laboratories face different instructional struggles compared to regular hands-on laboratories, which in many cases consist of cookbook-like manuals specifying the procedure and encouraging a quick completion instead of exploring. This is primarily due to the space created to facilitate learning. To elaborate further, a hands-on laboratory cannot be implemented as it is into a digital environment without regarding the abstraction from physical reality that occurs when transferring a hands-on lab into a digital space, how the experiment is conducted as well as usability. Thus, the switch into a digital environment is connected to at least a partial revision of the underlying pedagogy. This is a prime opportunity to foster the implementation of CA and structured learning objectives to teach students in up-to-date technologies and work-scenarios since laboratories tend to be in use for many iterations after being conceived. 1.1 Objective of This Work This work in progress aims at providing an overview on the vision and progress of designing guidance materials for instructional manuals, checklists and supplements for designing laboratory experiments, which are easily accessible, usable and implementable in STEM education utilizing CA [1]. This includes on one hand materials outlining different instructional scenarios, e.g. provided by [19, 20] which provide pros, cons and information about the implementation of these scenarios as well as degrees of laboratory digitalization. On the other hand, materials concerning learning objectives for STEMeducation are to be provided and revised to be compatible with widely used learning taxonomies. Supplements include examples of already realized laboratories utilizing specific scenarios and learning objectives to outline and exemplify rather abstract design criteria into practical cases.

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1.2 Context of This Work This contribution is part of “CrossLab – Flexibly combinable cross-reality labs in higher education: future-oriented competence development for learning and working 4.0” funded by Stiftung Innovation in der Hochschullehre [21]. This is a collaborative project of four German universities Ilmenau University of Technology, NORDAKADEMIE University of Applied Sciences, Technische Universität Bergakademie Freiberg and TU Dortmund University. The project is developing instructional, organizational and technical solutions for cross-reality laboratories accessible across universities to create an open and adaptable student-centered laboratory-learning platform providing the education needed for the leap into Industry 4.0/5.0. This work in progress includes objectives of TU Dortmund University within CrossLab and objectives of CrossLab’s instructional group.

2 Method and Materials In order to understand the current standing of CA in laboratory environments that are digitized or are about to be and develop materials supplementing the implementation, two main tasks are to be tackled first: Understanding the literature providing guidance for laboratory developers and analyzing the current pedagogical standing mentioned above. The main literature used for developing digital laboratories in this instance revolves around CA described by [1]. Before designing the laboratory in detail, it is crucial to choose an instructional scenario [2]–acting as a scaffolding–around which the learning objectives can be formulated and arranged. These scenarios include: • Task-based learning (TBL): experimenting with a cookbook-like experimental instruction and a closed task • Problem-based learning (PBL): several equivalent end results and final solutions are possible, i.e. the problem itself must be narrowed down and defined. • Project-based learning (PjBL): PBL with strong elements of project work through independent definition and allocation of interdependent work packages • Scenario-based learning (SBL): embedding PjBL in a professional role play to gain competence in decision-making and responsibility. • Research-based learning (RBL): designing and conducting own experiments to answer research questions e.g. in project work or for a thesis [22] To formulate sound learning objectives tailored to each laboratory, the 13 fundamental learning objectives (FLOs) of undergraduate engineering laboratories [23] serve as a bottom-line framework and are expanded upon by the CrossLab community to handle Learning and Working 4.0 more freely [18, 22]. With these frameworks at hand, constructively aligned learning objectives can be designed utilizing Bloom’s revised taxonomy [24] as well as the SOLO-Taxonomy [25]. Furthermore, [2] published checklists intended to guide teachers when developing constructively aligned laboratories. However, these checklists are rather long and thus create a hurdle for implementation. The analyses of the standing of the CrossLab laboratories [26] showed that the CrossLab laboratories at hand, generally speaking, have fallen short of their potential. While reasons varied greatly, most laboratories shared the two common traits of not utilizing the broad

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range of suitable learning objectives and culminating in the medium ranges of Bloom’s taxonomy and the SOLO taxonomy. Thus, the goal of developing guidance materials for digital laboratories and those about to digitize need to be defined more precisely. The focus is set on broadening the range of learning objectives that fit to certain laboratories and to increase the depth in which these are addressed. In order to achieve this, a working group for instructional design has been established developing and discussing approaches to pedagogical materials for engineering laboratory education that are easily accessible, understandable and implementable for teachers. Especially teachers that have not had any contact with laboratory learning scenarios and constructively aligned laboratories shall be supported by this due to lowering the hurdle of employing these instructional scenarios. This in return allows the ‘cobblers to stick to their last’ all the while improving laboratory teaching.

3 State of This Work The state of this work is divided into the main topics of the laboratories’ modus operandi, its learning scenario. Based off this, learning outcomes that are supposed be implemented are discussed as well as a comprehensive evaluation. 3.1 Types of Laboratories Laboratories or experiments itself can be divided into several classes with different advantages and disadvantages. Together with further categorization, a fitting laboratory can be selected for a given experimental idea (c.f. Table 1). Suitability provides flexibility in terms of learning outcomes, reality matching offers the comparison of models with reality, digitization prepares for Industry 4.0, hands-on enables haptic and manual access and technical development as well as parallelizability simplify conducting the experiment for many students simultaneously. Table 1. Laboratory classes with a corresponding classification of the usually achieved realizability or usability (with the scale from ++ very good to - - very poor). Laboratory classes, labs

possibilities reality digitization hands-on techn. parallelization matching Development

Real on-site - experiment; (conventional lab)

++

0

++

0

--

Real on-line experiment; (remote lab)

+

++

+

--

--

-

(continued)

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Laboratory classes, labs

possibilities reality digitization hands-on techn. parallelization matching Development

Real video experiment; (ultra concurrent remote lab)

-

+

-

--

-

++

Real augmented experiment; (AR lab)

++

++

++

++

--

--

Simulation and real counterpart (digital twin lab)

++

++

++

-

--

--

Simulation experiment (simulation laboratory)

+

-

+

0

+

+

Immersive experiment; (VR laboratory)

+

-

++

+

--

-

Thought experiment; (theoretical laboratory)

++

--

--

--

++

++

3.2 Design Pattern for Different Types of Laboratories These laboratory classes can be implemented into levels of laboratory learning scenarios [2, 22]. In order to deal with the added complexity of Working and Industry 4.0, this model has been extended to cover work-integrated learning (WIL): • Work-integrated learning (WIL): Conducting own experiments to answer open research questions in real work situations e.g., as a student researcher in a team of scientists, in an internship, or job. To ensure that the complexity of these classifications remains manageable, a scaffolding structure is created by realizing a short typology of levels of learning scenarios to provide the a cobbler an overview of possible laboratories that could be implemented for a given teaching and learning context. These are expanded upon for interested teachers by providing design patterns including definition, advantages and disadvantages, the

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role of student and teacher in the context of constructive alignment, design guidance, critical aspects and recommendations for further literature. Furthermore, examples of implemented laboratories and materials are made available to gain more insights into the detailed design of such laboratories in different subjects and semesters. 3.3 Learning Objectives Besides providing a scaffolded approach for the choice and design of laboratories based on learning scenarios, a revised checklist for learning objectives that may be addressed in the laboratory is worked on. This list bases on the the FLOs of [23] as well as the four by [18] and seven Learning and Working 4.0 learning objectives by the CrossLabcommunity [22]. These 24 objectives are worked on to create four clusters containing professional competence, methodological competence, social competence and selfcompetence [2]. Furthermore, the learning objectives shall be rephrased in a way to mirror the development of Teaching, Learning, Working an Industry 4.0 and may be condensed to fewer than 24. 3.4 Evaluation To improve the CA laboratories iteratively, a formative evaluation is required. For this reason, a template hand-out is being prepared. The hand-out needs to be a template since it is supposed to cover different kinds of laboratories in different STEM-subjects spanning over the whole course of study. This means in return, the hand-out requires careful design with enough supplementary explanation to be easily adaptable to an arbitrary laboratory while being short enough to not create hurdles or being too convoluted and thus hard to grasp. The evaluation focuses on effectiveness, efficiency and appeal in a qualitative and quantitative manner [4]. This is supplemented with questions on the students’ perception. Further subdivisions may include the perception of students, pre- and post exam questionnaires as well as usability [3, 4]. In addition to that, assessment-tasks (ATs) can also be included as a means of competence-oriented effectivity-measurement [27–30]. It is planned to employ face, content and construct validity as well as peer-, student- and self-reviews to select the questions iteratively. Furthermore, several testing steps are to be employed using Cronbach’s alpha.

4 Conclusion and Outlook on Future Progress Reflecting on the literature search from the beginning, the analysis of laboratory materials [26] as well as workshops within CrossLab and externally, it can be concluded that many engineers realize their laboratory designs based on their knowledge on engineering rather creating more fruitful learning environments based on carefully designed and constructively aligned laboratory teaching. Furthermore, FLOs are often not addressed explicitly or in a larger amount, hampering explorative learning and learning scenarios exceeding TBL. That is why it is important to provide engineering educators readily accessible materials with low entry hurdles on designing laboratories ranging from hands-on to simulations and from TBL to WIL.

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For the dissemination of the results shown here, a learning platform is currently being set up. An external Moodle instance is used so that many users can access the results, such as guidelines, etc. The learning platform can be used for asynchronous formats in the sense of self-learning units. On the other hand, this learning platform will also be used for synchronous online workshops. In addition, the learning platform can also be used to access digital labs. Like in laboratory teaching, materials don’t create a course and suitable learning all by themselves; it must be expected that difficulties arise and that personnel trained in higher laboratory education are needed to conceptualize laboratories from scratch or redesign existing ones [14–17, 26–29, 31]. So that the dog does not go crazy in the pan, future work includes finishing and finalizing the presented materials, processing them into a shape to be provided on Moodle and in workshops as well as publishing these as scientific contributions to ensure the continuation of CrossLab’s laboratory design even after the project has concluded. Acknowledgements. The presented work is part of the research project “CrossLab–Flexibel kombinierbare Cross-Reality Labore in der Hochschullehre: Zukunftsfähige Kompetenzentwicklung für ein Lernen und Arbeiten 4.0”, funded by Stiftung Innovation in der Hochschullehre (funding code: FBM2020-VA-182-3-01130).

References 1. Biggs, J.B., et al.: Teaching for quality learning at university. What the student does, 4th edn. McGraw-Hill/Society for Research into Higher Education/Open University Press, Maidenhead (2011) 2. Tekkaya, A.E., Maevus, F., et al. (Eds.): Das Labor in der ingenieurwissenschaftlichen Ausbildung: Zukunftsorientierte Ansätze aus dem Projekt IngLab. Herbert Utz Verlag (2016) 3. May, D.: Cross reality spaces in engineering education–online laboratories for supporting international student collaboration in merging realities (2020) 4. Jahnke, I.: Quality of digital learning experiences–effective, efficient, and appealing designs? Int. J. Inf. Learn. Technol. 40(1), 17–30 (2023) 5. Borrego, M., et al.: Constructive alignment of interdisciplinary graduate curriculum in engineering and science: an analysis of successful IGERT proposals. J. Eng. Educ. 99(4), 355–369 (2010) 6. Martin, D.A., et al.: A multi-level review of engineering ethics education: towards a sociotechnical orientation of engineering education for ethics. Sci. Eng. Ethics 27(5), 60 (2021) 7. Van den Beemt, A., et al.: Interdisciplinary engineering education: a review of vision, teaching, and support. J. Eng. Educ. 109(3), 508–555 (2020) 8. Halls, J.G., et al.: Mapping out the landscape of literature on assessment in engineering education. Eur. J. Eng. Educ. 47(3), 373–393 (2022) 9. Deibl, I., et al.: Constructive alignment in the field of educational psychology: development and application of a questionnaire for assessing constructive alignment. Psychol. Learn. Teach. 17(3), 293–307 (2018) 10. Aubel, I., et al.: Adaptable digital labs – motivation and vision of the CrossLab project. In: 2022 IEEE German Education Conference (GeCon) (2022). https://doi.org/10.1109/GeCon5 5699.2022.9942759

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11. Boettcher, K. et al.: Methodology for real-time sensor measurement based augmented reality laboratory experiment in a wind tunnel. In: Auer, M.E., Langmann, R., Tsiatsos, T. (eds.) Open Science in Engineering. REV 2023. LNNS, vol. 763, pp. 477–489. Springer, Cham (2023). https://doi.org/10.1007/978-3-031-42467-0_44 12. Spyridis, P., et al.: Virtual mini-lab concept for concrete fastenings in structural engineering education. In: Auer, M.E., Langmann, R., Tsiatsos, T. (eds.) Open Science in Engineering. REV 2023. LNNS, vol. 763, pp. 311–319. Springer, Cham (2023). https://doi.org/10.1007/ 978-3-031-42467-0_28 13. Soll, M., et al.: Herausforderungen von hochschulübergreifenden digitalen Laboren in MINTStudiengängen. Mint-Symposium 2023 (2023) (Submitted) 14. Oldach, B., et al.: Ultra-concurrent remote laboratory for microfluidic applications. In: Auer, M.E., Langmann, R., Tsiatsos, T. (eds.) Open Science in Engineering. REV 2023. LNNS, vol. 763, pp. 463–476. Springer, Cham (2023). https://doi.org/10.1007/978-3-031-42467-0_43 15. Behr, A., et al.: Bridging the Gap between Knowledge and Application in a Hybrid Laboratory Experiment in Virtual Reality - A Cross-Reality Laboratory with Applications of Artificial Intelligence for Industry 4.0. REV2023 - Remote Engineering & Virtual Instrumentation, Thessaloniki, Greece (2023). Lecture Notes in Networks and Systems (Accepted) 16. Frede, A., et al.: Microcontroller-based titration for remote lab. In: 2022 IEEE German Education Conference (GeCon) (2022). https://doi.org/10.1109/GeCon55699.2022.9942767 17. Behr, S., et al.: Process control using AI on a digital twin of an extraction column in VR. In: 2022 IEEE German Education Conference (GeCon) (2022). https://doi.org/10.1109/GeCon5 5699.2022.9942788 18. Soll, M.: Expected learning outcomes for laboratories at universities by the industry. In: 2022 IEEE German Education Conference (GeCon) (2022). https://doi.org/10.1109/GeCon55699. 2022.9942762 19. Terkowsky, C., et al.: Forschendes Lernen im Labor: Labordidaktische Ansätze zwischen Hands-on und Cross-Reality. Labore in der Hochschullehre, 13 (2020) 20. Terkowsky, C., et al.: Labore in der Hochschullehre: Didaktik, Digitalisierung, Organisation. wbv Media (2020) 21. Stiftung Innovation in der Hochschullehre. https://stiftung-hochschullehre.de/. Accessed 19 May 2023 22. Boettcher, K., et al.: Did you check it? Checklist for redesigning a laboratory experiment in engineering education addressing competencies of learning and working 4.0. In: Auer, M.E., Langmann, R., Tsiatsos, T. (eds.) Open Science in Engineering. REV 2023. LNNS, vol. 763, pp. 601–609. Springer, Cham (2023). https://doi.org/10.1007/978-3-031-42467-0_56 23. Feisel, L.D., et al.: The role of the laboratory in undergraduate engineering education. J. Eng. Educ. 94(1), 121–130 (2005) 24. Anderson, L.W. (ed.): A taxonomy for Learning, Teaching, and Assessing. A Revision of Bloom’s Taxonomy of Educational Objectives. Longman, New York (2009) 25. Biggs, J.B., et al.: Evaluating the quality of learning: the SOLO taxonomy (Structure of the Observed Learning Outcome). Academic Press (2014) 26. Terkowsky, C., et al.: Once the child has fallen into the well, it is usually too late - An action research approach to formative evaluation of laboratory manuals and practices. REV2023 Remote Engineering & Virtual Instrumentation, Thessaloniki, Greece (2023). Lecture Notes in Networks and Systems (Accepted) 27. Boettcher, K., et al.: Developing a real-world scenario to foster learning and working 4.0 – on using a digital twin of a jet pump experiment in process engineering laboratory education. Eur. J. Eng. Educ. (2023) (In Press). https://doi.org/10.1080/03043797.2023.2182184 28. Boettcher, K., et al.: Scenario-based learning on online laboratory instruction designing and evaluating a virtual jet-pump experiment for fluid dynamics in engineering education. JCHE (2023) (In Press)

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Forming Future Engineering Teachers’ Creativity Using the Model of Presenting Learning Content of Technical Disciplines Denys Kovalenko , Nataliia Ruban , Oleksandr Shumskyi , Yuliia Bilotserkivska , Natalya Shemyhon , and Nataliia Korolova(B) Ukrainian Engineering Pedagogics Academy, Kharkiv, Ukraine {kovalenko_denys,oleksandr.shumskyi,korolova}@uipa.edu.ua, [email protected]

Abstract. In the context of tackling current educational challenges, we have proposed the creative approach to presenting the learning content of technical disciplines as a way to develop imagination, creativity and ability to think outside the box. This approach ensures forming and developing future engineering teachers’ personal and professional creativity, which is an essential prerequisite for modern specialists’ training. We have developed a model of presenting learning content of technical disciplines, which includes two parts: basic and creative ones. The model allows students of engineering and pedagogical specialties to acquire professional knowledge and to gain appropriate skills from basic to creative levels in a more effective way. The experimental study has shown that the implementation of this model in educational practice has a significant positive impact on forming and developing creativity and professionally important qualities of future engineering teachers, as well as it contributes to a noticeable increase in their professional knowledge and skills. Keywords: Model of Presenting Learning Content of Technical Disciplines · Engineering Teachers’ Professional Training · Creative Thinking

1 Problem Statement The 21st century is now facing global transformations, inter alia, caused by rapid development of advanced technologies. In this regard, a present-day Ukraine is forced to deal with two challenges at the same time, namely to keep up with ever-increasing world technological standards and to restore the country’s industrial potential after the war. According to the Future of Jobs report prepared within the World Economic Forum Annual Meeting in Davos 2023, creativity thinking has been ranked second among more than 26 core skills that are needed for successful employment in today’s reality [3]. It is creativity, as a top-ranked cognitive skill, that can provide the individual with a number of advantages in the labour market.

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 293–304, 2024. https://doi.org/10.1007/978-3-031-53022-7_30

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All the above objectively necessitates organizing appropriate creative training of future engineering teachers capable of efficient work and completing highly sophisticated tasks. It should be noted that in the course of future engineering teachers’ preparation a special attention is paid to teaching technical disciplines. The analysis of existing training techniques has revealed that most of them are focused on students’ learning from the experience of the past in the form of particular technical objects, rather than the process of their creation. This causes a contradiction between the existing learning content and social demand for professional training of skilled workers capable of developing new technical and technological objects, and the students’ need for creative self-realization. Therefore, engineering pedagogy, in addition to providing students with basic knowledge in education science and exact sciences by specialization, should create conditions for the development of imagination, creativity and out of the box thinking. Since the future career of the engineering teacher involves dealing with various professional problems, situation modelling is required in the training process. Thus, there is a need for improving the methodology of the model of presenting the learning content of technical disciplines, which will enable forming students’ capacity for creative activity within classroom training, online- and blended learning, so that they could work effectively in a dynamic and ever-changing environment of our time.

2 Analysis of Recent Research and Publications In psychological and pedagogical sciences, great attention is paid to revealing the essence of creativity and investigating the mechanisms of creative activity. Research on creative thinking saw the most development in the second half of the 20th century. In modern psychology and pedagogy, the problem of creative abilities is of vital importance as a problem of personality development, which is reflected in works by B. Ananiev, R. Arnheim, A. Brushlinskyi, H. J. Eysenck, J. F. Feldhusen, J. P. Guilford, J. Hlavsa, H. Kostiuk, O. Leontiev, A. H. Maslow, O. Matiushkin, S. A. Mednick, V. Moliako, Ya. Ponomarov, J. S. Renzulli, C. R. Rogers, L. Rubinshtein, R. J. Sternberg, I. A. Taylor, B. Teplov, E. P. Torrance, O. Tykhomirov, L. Vyhotskyi, etc. Creative abilities are seen as a creative product by R. Arnheim, R. J. Sternberg, I. A. Taylor; as a separate ability by D. Bohoiavlenska, H. J. Eysenck, J. P. Guilford, E. P. Torrance; as a personal trait by V. Druzhynin, A. H. Maslow; as a creative process by D. H. Feldman. E. P. Torrance defines creativity as the individual’s creative abilities, which are included in the structure of giftedness as an independent factor and are characterized by the ability to produce fundamentally new unusual ideas, to differ from regular patterns of thinking, as well as to solve problem situations in non-standard ways. The author considers that creativity involves hypersensitivity to detecting new problems, to deficits or contradictions in knowledge, to actions to define these problems, to searching for solutions based on hypotheses, to testing and changing hypotheses, to formulating the results of problem-solving [13]. In relation to the assertion that creative ability (creativity) is a separate ability, independent of intelligence, in spite of a slight correlation between the levels of intelligence and creativity, E. P. Torrance’s and J. P. Guilford’s viewpoints are the same [4, 13].

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Despite the fact that creativity has been already studied for more than a decade, there is still no unified interpretation of this term. Among the characteristics of creativity, some authors mark out flexibility, originality and completeness of thinking, rarity or uniqueness [1, 2]. Other researchers single out factors related to usefulness, value, utility, effectiveness, adaptability. In addition, creativity is often considered a synonym for innovativeness. According to B. Kuys and Ya. Tekmen-Araci, creativity is associated with innovation and originality [6, 12]. Having generalized different views on this problem, S. Acar, C. Burnett and J. F. Cabra define creative thinking as generating something more or less new or original, as well as appropriate or suitable for achieving a certain goal [1]. Thus, notwithstanding a wide variety of definitions of creativity (as the ability to generate original ideas, deviate from stereotyped ways of thinking, formulate hypotheses, develop new combinations, etc.), its general characteristic is the ability to create something new and original [2, 5]. The development of the individual’s creativity is viewed through the lens of pedagogical impact, since it is the pedagogical process, within which it is possible to create a resource to enrich the student’s subjective experience. There exist various ways of solving the problem of creativity development through training. In particular, R. Sternberg suggests the following: 1) to provide opportunities for the individual to disclosure his/her creativity, 2) to encourage those who use these opportunities, 3) to reward a person who appreciates such sort of encouragement and as a result thinks and behaves creatively [10]. The analysis of the psychological and pedagogical literature has shown that, despite the existing general methods and approaches to forming creativity, professional training of engineering teachers needs further elaborating and introducing new methods of developing creative thinking into teaching practice. This will enable future pedagogues, in turn, to educate creative specialists, just similar to themselves, that is capable of making non-standard decisions and creating innovative technical objects, as well as who will feel the internal need both for constant self-improvement and for improvement of their setting [11].

3 Statement of Basic Material and the Substantiation of the Obtained Results It should be emphasized that forming engineering teachers’ capacity of creative activity must be the top priority of modern engineering pedagogy. Implementation of this task requires modifying existing teaching techniques through the lens of the creative approach to training with a view to provide future specialists, among other things, with an opportunity to gain skills of solving professional tasks in non-standard ways. In this regard, it is relevant to create appropriate conditions for students’ acquiring fundamental subject knowledge, starting with the introductory-orientation level that includes professionally oriented activities supported by tangible media, and finishing with the productive-synthetic level, or in other words, creative level, that involves the work performed under constant mental control, which will result in the development of innovative thinking and creative skills.

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In compliance with modern professional and educational standards, engineering teachers’ training curricula require forming such general and professional competencies as the ability to generate new ideas (creativity), to detect and solve problems, to set clear objectives; the capacity of abstract thinking, analysis and synthesis, etc. With this in mind, within the study we propose applying the creative approach to presenting learning content of technical disciplines that will contribute to the development of students’ imagination, creativity and ability to think outside the box. This approach allows to direct the learning process at ensuring conditions for forming and developing future engineering teachers’ personal and professional creativity, which is an important prerequisite for modern specialists’ training. In the context of implementing the listed educational tasks, we have developed the model of presenting learning content of technical disciplines aimed at future engineering teachers’ progressive acquisition of professional knowledge and gaining appropriate skills. This model consists of the basic part and creative one. Within the basic part of the model the content of a certain technical discipline is provided by the teacher and is learned by the students (see Fig. 1).

Fig. 1. Basic part of the content of creative teaching a technical discipline.

Firstly, this part contains elementary information on the educational topic, namely the definition of the object (process) under consideration; development of the basic technical solution (TSo); description of its purpose, composition, principle of action and main parameters, manufacturing technology, etc. It makes no sense to study all existing objects (processes) within the educational topic separately, because the student, having dealt with one of the typical objects in detail, will be able to transfer this knowledge to similar objects on his own. Thus, the volume of information decreases, whereas the quality of knowledge acquisition on a given topic increases. Secondly, the prerequisite for any search is the emergence of a problem that must be solved in order to achieve a certain result. In this case, the next step is to create the student’s cognitive need (a motive). Development of a basic technical solution (TSo) involves formulating the problem (contradiction) of this object (process) in the form of a parameter that does not meet the necessary requirements. This makes it possible to determine the direction of search and envisage the range of possible solutions. It is also relevant to detect the origins of the formulated problem for a better understanding.

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Thirdly, in order to launch students’ thinking process based on the analysis of the problem or its origins, the teacher should formulate a task. The student’s understanding of the task means that he/she sees the logical connections and relationships between the known and the unknown. At this stage, there is already an opportunity to look for a solution. It is the formulation of a task that determines the technical direction of modelling the development process of a technical object. Upgrading the insufficient parameter is possible due to the improvement of the basic technical solution and the appearance of a new technical solution. Therefore, the teacher should formulate a specific task of raising the quality of a technical object in a certain technical direction. When presenting this part of the learning content, we propose to use the explanatory and illustrative training method, which presupposes the teacher’s presenting educational information using learning tools, and students’ perceiving and memorizing the material [7]. At that, the learning tools will be visual aids, along with verbal information. As a result, students will acquire knowledge at the introductory-orientation level regarding the simplest technical object studied within a certain educational topic, and conditions for further search and cognitive activities will be provided. Basic part of the creative training content is the core of a class, a sort of “skeleton”, i.e. the material that will be gradually overgrown with “muscles”. A variety of solutions to the problem, which are coming next in the creative part, will act as “muscles”. Creative part of the model within a technical discipline on a particular educational topic is constructed by each student in the learning process under the indirect guidance of the teacher who provides conditions for developing technical solutions in various technical directions arranged in the form of a solution tree (see Fig. 2).

Fig. 2. Creative part of the model within teaching a technical discipline.

In order to improve the insufficient parameter of the basic technical solution (TSo), which is defined in elementary information section, the student solves the formulated problem in one of the technical directions autonomously (but still under the teacher’s

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control) and develops technical solution 1.1. Next step is to determine the advantages and disadvantages of this solution. Then, students develop the next technical solution and determine its characteristics with a view to upgrade the parameter. As a result, students generate a number of technical solutions in a certain technical direction with improved parameters. When the advantages of the technical solution are insignificant in the specified technical direction, that is there is no longer room for improvement, the student should shift to solving the problem in another direction (see Fig. 2). Later on, the processes of developing technical solutions in other technical directions repeat iteratively. Creative part of the model of training future engineering teachers on a particular learning topic is constructed by students (again being coordinated by the teacher) on the basis of their subjective knowledge of fundamental educational objects, as well as when implementing personally significant goals, programs, problems and types of activities. Model of presenting learning content of technical disciplines is shown in Fig. 3.

Fig. 3. Model of presenting learning content of technical disciplines.

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The teacher’s guidance consists in creating the conditions for students’ educational and cognitive activities, which will enable them to build the learning content autonomously. We suggest applying such heuristic methods of training as heuristic questions, brainstorming, formulating a set of problems, inversion, etc. Let us consider an example of forming the content of creative training on the topic “Mixing in a liquid medium” for future engineering teachers in the chemical (food) industry [8]. The core part of the content can be defining the concept “mixing”, the basic technical solution (TSo) – the impeller mixer (Fig. 4), detailed information on the purpose, composition, operation principle, parameters of the TSo.

Fig. 4. Basic technical solution – the impeller mixer on the topic “Stirring in a liquid medium” (1 – device body, 2 – stirring device (blade), 3 – axis.

One of the insufficient parameters of the basic technical solution is a weak axial flow (movement of particles up and down). The reason is that the design of the device does not create forces in the vertical plane. Next, the teacher formulates the task: “to develop technical solutions that will enable obtaining the vertical component of the force”. In order to stimulate students’ educational and cognitive activity, we propose to combine the brainstorming method with the method of heuristic questions. The essence of the latter is to find a solution to the problem using a specially prepared list of leading questions [7]. The asked questions act as an incentive for forming the strategy and tactics of completing the task; they also develop intuition, form thinking algorithms, lead students to the idea of a solution, and encourage them to give correct answers. This results in the development of creativity as a whole. Questions enable breaking down the task into subtasks, which allows managing the creative process. An example of a task card for developing technical solutions is given in Table 1. Students autonomously, but in coordination with the teacher, develop a basic solution of direction 1. Creative part of learning content within developing technical solutions for increasing the axial flow in stirring devices is presented in Fig. 5. It is most difficult for the student to develop basic technical solutions in each technical direction and technical solutions of the first technical direction, where the principles of developing technical solutions can be determined. According to the example in Fig. 5 there are the following elements: changing the angle, increasing the number of blades, asymmetry of blades, increasing the number of axes, opposite movement of contact planes, combined options. In other technical directions, the solutions will be similar, when using specified principles. This learning content shows the development (evolution) of the technical system in a certain direction [9]. In this context, the work will make sense only in case the student’s autonomous activity. The learning content, constructed in the course of each student’s autonomous activity, will contain at least subjectively,

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and at a maximum objectively, new technical solutions in various technical directions, i.e. a solution tree. It is the synthesis, generating a large number of technical solutions, the ability to move from one category to another (flexibility of thinking), originality, generating extraordinary ideas, adding something new to the basic idea in order to deepen it, that, as a whole, will contribute to forming future engineering teachers’ creativity. In such a way, the student acquires knowledge in a technical discipline at the productive-synthetic level and gains the ability to perform professional activities, relying on constant mental control, without any tangible media. In addition, such professionally important qualities as interest and activity, risk-taking, autonomy at work are formed. Table 1. Example of a task card for developing technical solutions.

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Presenting the learning content based on the proposed model will allow students to gain experience in creative activities during training for the future career. Furthermore, in the course of practical creative activity within a technical discipline, provided the use of heuristic teaching methods, the student will also accumulate pedagogical experience, which will allow him/her to develop the next generation of students’ creativity in the future. We conducted an experimental study in order to determine the effectiveness of the developed model of presenting the learning content of technical disciplines. 133 students (in the control group (CG) – 64, in the experimental group (EG) – 69) of the specialty “Professional education (by specialization)” took part in the experimental study. Within the empirical study, aimed at evaluating the effectiveness of the model of presenting the learning content of technical disciplines, we compared the control and experimental groups of students. The former studied on the conventional technique, and the latter – in accordance with the developed model.

Fig. 5. Creative part of the learning content within the development of technical solutions for increasing the axial flow in stirring devices.

We defined criteria and performance indicators, by means of which we evaluated the effectiveness of training on the conventional teaching technique and using the developed model. The effectiveness of the model is determined by the level of professional knowledge and skills formation, as well as by the degree of increase in students’ level of creativity. In addition, the elements of the model should affect the formation of future engineering teachers’ professionally important qualities. Thus, the criteria of the effectiveness of future engineering teachers’ training can be divided into three groups, namely the criterion of professional knowledge and skills formation; criterion of creativity; criterion of the impact of the model on forming professionally important qualities of

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specialists in this field [8]. The first and second groups of criteria make it possible to quantitatively assess the model of presenting the learning content of technical disciplines. They contain objective indicators of evaluating the formation of professional knowledge, skills and creativity. Now let us determine the set of indicators for the first criterion, namely professional knowledge and skills formation. Given that current educational standards for the content of training elements determine different levels of knowledge formation – introductoryorientation (IO), conceptual-analytical (CA) and productive-synthetic (PS) – the indicators of professional knowledge formation must meet these levels [11]. The specified levels were determined in accordance with the results of students’ performing reproductive, productive and creative tasks. The best-known psychodiagnostic tool for evaluating creativity is the Creativity Assessment Packet by F. Williams [14]. In particular, the Test of Divergent Thinking is aimed at diagnosing a combination of verbal left-hemisphere and right-hemisphere visual-perceptual parameters. The data are assessed using the four dimensions of divergent thinking, namely fluency, flexibility, originality and elaboration, determined by J. P. Guilford. According to the structure of intelligence (known as SOI), these dimensions are classified as divergent image transformations [14, 15]. The third group of parameters for the criterion of the influence of the model of presenting the learning content of technical disciplines on future engineering teachers’ professionally important qualities is subjective. These parameters were determined by surveying the students. Their performance on these parameters was determined through appropriate questionnaires. The overall performance on all parameters of training effectiveness was calculated as the average value of the set of parameters for each criterion (see Table 2). A comparative analysis of research findings on the effectiveness of training in the control and experimental groups has revealed statistically significant differences in the following parameters: professional knowledge formation at the productive-synthetic level; problem solving performance; originality of thinking; the level of influence on forming riskiness in future professional activity; the level of influence on forming professional autonomy; the general level of influence of the methodical system elements on developing professionally important qualities. We can observe the most significant increase in average values on parameters related to forming a creative specialist, namely the formation of professional knowledge at the productive-synthetic level; problem solving performance; originality of thinking; riskiness in future professional activity; professional autonomy. Thus, the proposed model of presenting the learning content of technical disciplines within future engineering teachers’ training has proved to be effective in terms of increasing students’ cognitive interest; stimulating learning motivation; keeping instructional material up-to-date and providing its professional focus; ensuring practice-oriented training; developing creativity and originality of ideas.

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Table 2. Results of comparing the average values of training effectiveness parameters in the control and experimental groups.

4 Conclusions The proposed model of presenting the learning content of technical disciplines has provides the phased formation of future engineering teachers’ professional knowledge and skills from the introductory-orientation level (basic knowledge and skills on a certain educational topic) to the productive-synthetic level (creating new technical and technological objects), which is an integral part of developing future specialist’s creative thinking. Implementation of the model will make it possible to improve the quality of students’ training, form their professional knowledge and skills, professionally important qualities, allow them to gain experience in creative activity when dealing with manufacturing challenges, and, respectively, will ensure their preparation for a career. Moreover, putting the model into practice will contribute to the advancement of modern pedagogical technologies of future engineering teachers’ training and will guarantee forming professional knowledge and skills at a creative level.

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References 1. Acar, S., Burnett, C., Cabra, J.F.: Ingredients of creativity: originality and more. Creat. Res. J. 29(2), 133–144 (2017) 2. Bila, I.: Creativity as a subject of scientific research. Top. Issues Psychol. Probl. Psychol. Creat. Giftedness 3(12), 27–32 (2007) 3. Future of jobs report 2023. https://www3.weforum.org/docs/WEF_Future_of_Jobs_2023. pdf. Accessed 03 May 2023 4. Guilford, J.P.: New frontiers of testing in the discovery and development of human talent. In: Seventh Annual Western Regional Conference on Testing Problems 1958, Los Angeles, USA, pp. 20–32 (1958) 5. Klymenko, V.: Psychology of creativity. Centre of educational literature, Kyiv (2006) 6. Kuys, B., Usma-Alvarez, C.C., Ranscombe, C.H.: Are you a designer or an engineer? We are both. An insight into Product Design Engineering through graduate reflection. Design Research Society’s Seventh Biennial International Conference 2014, Umeå, Sweden (2014). https://doi.org/10.13140/2.1.4555.2646. Accessed 07 May 2023 7. Kuznietsov, Y.U.: Theory of solving creative problems. ZMOK, Kyiv (2003) 8. Lazariev, M., Ruban, N., Lazarieva, T.: Theoretical and methodical basics of creative trainning of students of technical disciplines. Likhtar, Horlivka (2010) 9. Ruban, N.: Teaching students processes and devices of chemical production based on the evolutionary approach. Probl. Eng. Pedag. Educ. 18–19, 303–309 (2007) 10. Sternberg, R.J.: Teaching for creativity. In: Beghetto, R.A., Kaufman, J.C. (eds.), Nurturing Creativity in the Classroom, pp. 394–414. Cambridge University Press, Cambridge (2010) 11. Sysoieva, S., Bondareva, L.: Pedagogical technologies of professional education. Ukraina, Kyiv (2006) 12. Tekmen-Araci, Y.A., Kuys, B.: Product performance vs. product creativity in engineering education. AAEE Conference 2016, Coffs Harbour, Australia. https://aaee.net.au/wp-con tent/uploads/2018/10/AAEE2016-Tekmen-Araci_Kuys-Product_performance_vs_creativ ity.pdf. Accessed 19 May 2023 13. Torrance, E.P.: The Search for Satori and Creativity. Creative Education Foundation, Buffalo, NY, USA (1979) 14. Tunik, Y.E.: Modified creative tests by Williams. Rech, Saint Petersburg, Russian Federation (2003) 15. Turov, M.: Basics of inventiveness and methods of completing creative technical tasks. Osvita Ukrainy, Kyiv (2008)

Adapting Experiential E-learning in Engineering Education with the Use of Telepresence System for Wind Tunnel Experiences in Automotive Engineering Moein Mehrtash1(B)

and Maryam Ghalkhani1,2

1 McMaster University, Hamilton, ON L8P 0A6, Canada

[email protected] 2 Mohawk College, Hamilton, ON L9C 0E5, Canada

Abstract. This article presents an advanced remote laboratory aimed at enhancing the learning experience in vehicle aerodynamics. Its primary goal is to facilitate optimized aerodynamic vehicle design, flow visualization, and experimental data analysis in engineering education and automotive applications. Leveraging the rise of IoT platforms, the telepresence of learners in physical lab settings is achieved through a webcam, telepresence controllers, and a user-friendly graphical interface. The developed platform enables learners to remotely explore the effects of geometry on aerodynamic drag force and observe wind tunnel testing. Accessible through smartphones, tablets, and laptops, this platform empowers learners to engage with course materials at their convenience. A set of student-centered laboratory activities complements the remote laboratory by incorporating a pedagogical approach based on Kolb’s Experiential Learning Theory. Notably, this low-cost platform seamlessly integrates with existing expensive setups and offers remote accessibility, making it highly inclusive for learners. Keywords: Kolb Theorem · Experiential Learning · Engineering Education · Experiential E-learning · Internet of Things (IoT) Equipped Laboratory

1 Introduction The advancement of industrial technologies plays a pivotal role in reshaping engineering practices, necessitating a meaningful refinement of engineering education curricula to meet the evolving demands of professionals in present-day industries. In this context, experiential learning emerges as a crucial approach [1–8], recognizing life experiences as a fundamental component of the learning process. Key elements such as laboratory equipment, handouts, and instructional materials like videos or standard operating procedures are employed to facilitate effective experiential learning. However, it is essential to acknowledge that merely conducting laboratory experiments does not guarantee optimal learning outcomes, and a more comprehensive understanding of Dewey’s concept of experience may be lost if solely reduced to “learning by doing” [3]. Moreover, educators in academic settings must abide by principles encompassing safety, authenticity, flexibility, accessibility, and robustness when designing experiments [9–12]. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 305–313, 2024. https://doi.org/10.1007/978-3-031-53022-7_31

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The distinctiveness of engineering education lies in its strong emphasis on science and mathematics. Incorporating experiential learning into engineering subjects has historically posed challenges, particularly due to the need for access to physical laboratories, which has become even more daunting with the growing demand for online learning. However, technological advancements have made it possible to represent intricate structures through computer simulations [13–18]. Despite this, computer simulations may not always offer sufficient tangible experimentation for various engineering topics. Fortunately, recent strides in technology have transformed laboratory equipment into miniaturized and portable devices, enabling a more immersive experiential learning experience beyond traditional classroom settings [19–25]. Notwithstanding, specific engineering experiences face limitations in replication on lab-on-chip devices due to inherent physical constraints, necessitating the adoption of larger and costlier facilities. Consequently, the principal aim of this research is to prioritize the development of the Experiential Engineering Learning Framework (EELF). The EELF is meticulously designed to seamlessly incorporate an efficient telepresence system, aligning with the principles of industry 4.0 [15, 26], and thereby enhancing the accessibility of existing laboratory facilities. The integration of the telepresence system with EELF aims to facilitate virtual presence in the laboratory with physical engagement with the laboratory equipment through internet connectivity, thereby warranting a comprehensive examination of learner interactions. This concerted endeavor seeks to significantly broaden the scope of experiential learning opportunities, ultimately benefiting both educators and learners. The subsequent sections of this paper are organized as follows: In Sect. 2, an elaboration is provided on the learning outcomes and the integration of experiential learning in the vehicle aerodynamic course. Section 3 presents an overview of the developed platform, designed in accordance with the predefined learning outcomes of the course. Moving forward to Sect. 4, diverse methodologies are discussed for integrating the platform with the existing wind tunnel in the vehicle dynamic laboratory.

2 Learning Outcomes and Teaching Methodologies Road vehicle aerodynamics pose significant challenges in the automotive industry due to the limited availability of well-developed mathematical models. Consequently, a considerable number of vehicle aerodynamic parameters necessitate experimental measurements through wind tunnel testing [27]. Thus, proficiency in wind tunnel testing and data processing is crucial for Automotive Engineering graduates. However, traditional wind tunnel testing facilities are costly and cumbersome for academic purposes. To address this, the author of this study previously devised a solution utilizing scaled models [25], shown in. Subsequently, a series of lab experiments have been developed, focusing on the following learning outcomes: • • • •

LO1: Identify the instrumentation of wind tunnel for road vehicles LO2: Analyze the effect of vehicle geometry on aerodynamic parameters. LO3: Optimize the vehicle’s geometry by leveraging insights from wind tunnel tests. LO4: Develop and assess the performance of the optimized vehicle geometry.

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Fig. 1. Open-return type wind tunnel at the Vehicle Dynamic Lab at McMaster University, Scaled model with ratio of 1:40.

Fig. 2. Kolb’s Learning Stages: Concrete experience, Reflection observation, abstract conceptualization and active experimentation [29]

Implementing the four stages of Kolb’s Experiential Learning Theory, as depicted in Fig. 2 [28], assumes a pivotal role in designing laboratory sessions that foster experiential learning and facilitate the attainment of the course learning outcomes. Nevertheless, the author of this paper recognizes a significant challenge concerning the accessibility and time-consuming nature of experimental measurements. The investigation of vehicle geometry’s impact on aerodynamic properties necessitates students to physically replace

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the model in the wind tunnel (see Fig. 1) and calibrate sensors, resulting in considerable time consumption that often extends beyond the designated laboratory periods in academic settings. Consequently, students might miss out on the “Stage 3: Abstract Conceptualization” and “Stage 4: Active Experimentation” phases of experiential learning, impeding the full realization of the experiential learning process. To overcome this hurdle, the author has devised the Experiential Engineering Learning Framework (EELF) for wind tunnel experimentation, providing students with the opportunity to conduct tests remotely. Through the EELF, students can remotely connect to any wind tunnel equipped with a mounted model and calibrated sensors, enabling them to virtually perform the tests. Additionally, the EELF serves as a valuable resource for E-learning, empowering students to engage in experiential learning activities. The subsequent section will delve into the intricacies of the EELF, shedding further light on its implementation and benefits.

3 Experiential E-learning Framework (EELF) Structure The developed experiential learning framework (EELF) uses the same facilities, “Scaled Wind Tunnel, SWT,” of in-person delivery for the course, [25]. The telepresence controller [15] allows students to securely connect to laboratory workstations to observe and control the SWT, the schematic of the EELF is shown in Fig. 3. A telepresence system has been developed to visualize the platform status to students via a webcam and live transfer of data from sensors, Fig. 3. Also, students can interact with the platform using a Graphical User Interface (GUI). The platform’s GUI communicates to the SWT using another microcontroller, a telepresence controller. The student can change the air speed inside the SWT using the developed GUI while observing the static pitot tube pressure, airspeed, and drag force changes via two webcams, Fig. 4.

Fig. 3. The schematic of EELF and integration with the wind tunnel

The telepresence system within the context of EELF enables direct interaction with both physically real and remote environments, unrestricted by the location or size of

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the device employed to execute user commands at the distant site. Comprising diverse components, including a microcontroller, analog filters, motor driver, electric motor, and a GUI, the telepresence system is designed to facilitate seamless integration. Figure 4 illustrates the incorporation of a servo mechanism into the wind tunnel’s control system. Figure 5 demonstrates the developed GUI to control the servo mechanism and visualize the measure parameters from the wind tunnel such as differential pressure temperature, humidity, and aerodynamic drag force. Students are able to record the measure data on their computer for analyzing and reflective observation.

Fig. 4. A servo mechanism control the wind tunnel airflow controlled by telepresence system

Fig. 5. Graphical User Interface (GUI) to control airspeed and visualize live sensor measurements: airspeed and drag force.

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The principal aim of aerodynamic testing is to deepen students’ comprehension of the influence of a vehicle’s external geometry on aerodynamic forces. This objective is achieved by examining different car configurations and measuring the corresponding aerodynamic forces, as illustrated in Fig. 6. To analyze the impact of the vehicle’s afterbody on aerodynamic drag, three identical vehicles with distinct after-body geometries are placed in the wind tunnel. Students can connect to each wind tunnel equipped with EELF through the university’s VPN and Internet connection to conduct wind tunnel experiments with the change vehicle geometry as shown in Fig. 6.

A. Truck (wind tunnel 1)

B. Sedan (wind tunnel 2)

C. Van (wind tunnel 3)

Fig. 6. Scalded cars (Truck, sedan, and van configurations) compatible with the wind tunnel test section.

4 Implementation of Kolb’s Experiential Learning Stages This section presents a comprehensive overview of the laboratory sessions, which are designed in accordance with Kolb’s Experiential Learning Theory stages. The focus of students’ activities centers on utilizing scaled wind tunnel testing, combining in-person and virtual experimentation. During a two-hour in-person laboratory session, students have the opportunity to observe the wind tunnel instrumentation and sensor calibration. Ample time is provided for students to engage in experimental measurements using one of the three models available: Truck, Sedan, or Van. This stage corresponds to Kolb’s “concrete experimentation” as part of the experiential learning process. In the stage 2 of experiential learning, reflective observation, students are analyzing and performing post-processing to estimate the vehicle drag coefficient. Table 1 provides a summary of the students’ activities, the corresponding course learning outcomes, and their alignment with Kolb’s Experiential Learning Theory (Fig. 7).

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Fig. 7. Aerodynamic drag forces for scaled models.

Table 1. Methodological organization of scaled experimentation for wind tunnel test Learning outcomes Kolb’s learning stage

Students’ activities

LO1

concrete experience

In -person Laboratory: Perform wind tunnel testing for the truck model and determine drag coefficient

LO1, LO2

Reflective observation

In -person Laboratory: Analyze the wind tunnel measurement and determine the effect of afterbody geometry in total aerodynamic drag of the vehicle

LO3

abstract conceptualization Virtual Laboratory using the EELF: perform a wind tunnel test on the van model remotely and analyze the affect afterbody geometry on aerodynamic drag

LO3, LO4

active experimentation

Virtual Laboratory using the EELF: perform a wind tunnel test on the Sedan model remotely and analyze the affect afterbody geometry on aerodynamic drag

5 Conclusion In conclusion, laboratories play a crucial role in complementing theoretical learning and fostering a comprehensive understanding among students. In the modern era, the advent of remote laboratories offers unparalleled flexibility, empowering users to optimize resources effectively. For instance, leveraging IoT technology enables learners to

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access expensive lab facilities for extended periods, thus maximizing their experimental opportunities. This paper has outlined the development of IoT-based remote laboratories for wind tunnel experiments in the automotive engineering curriculum. The implemented platform facilitates students in conducting laboratory experiments both from the comfort of their homes and within physical lab facilities, providing increased access to experimentation. Moreover, the seamless integration of the developed platform with E-learning delivery of courses augments the experiential learning experience for students.

References 1. Hemanth Kumar, S., Talasila, D., Gowrav, M.P., Gangadharappa, H.V.: Adaptations of pharma 4.0 from industry 4.0. Drug Invent. Today 14(3) (2020) 2. Gulati, R., Soni, T.: Digitization: a strategic key to business. J. Adv. Bus. Manag. 1(2) (2015). https://doi.org/10.14260/jadbm/2015/8 3. Kolb, D.A.: Experiential Learning- Experience as the Source of Learning and Development (2nd Edition), vol. 53, no. 9 (2015) 4. Goodell, J., Kolodner, J., Kessler, A.: Learning engineering applies the learning sciences. In: Learning Engineering Toolkit: Evidence-Based Practices from the Learning Sciences, Instructional Design, and Beyond (2022) 5. Jaworski, J., Cho, M.: Implementation of an experiential service-learning course in biomedical engineering design for undergraduate students. Biomed. Eng. Educ. (2023). https://doi.org/ 10.1007/s43683-022-00103-1 6. Mehrtash, M.: Implementation of experiential learning in aerodynamic design of road vehicles. In: Auer, M.E., Tsiatsos, T. (eds.) New Realities, Mobile Systems and Applications. IMCL 2021. LNNS, vol. 411, pp. 721–732. Springer, Cham (2022). https://doi.org/10.1007/ 978-3-030-96296-8_65 7. Rajabzadeh, A.R., Mehrtash, M., Srinivasan, S.: Multidisciplinary problem-based learning (MPBL) approach in undergraduate programs. In: Auer, M.E., Tsiatsos, T. (eds.) New Realities, Mobile Systems and Applications. IMCL 2021. LNNS, vol. 411, pp. 678–688. Springer, Cham (2022). https://doi.org/10.1007/978-3-030-96296-8_41 8. Yuen, T.K.M., Balan, L., Mehrtash, M. . The design and implementation of a low-cost demo tool to teach dynamics in the IOT era. In: Auer, M., Tsiatsos, T. (eds.) Mobile Technologies and Applications for the Internet of Things. IMCL 2018. AISC, vol. 909, pp. 228–234. Springer, Cham (2019). https://doi.org/10.1007/978-3-030-11434-3_26 9. Inguva, P., Shah, P., Shah, U., Brechtelsbauer, C.: How to design experiential learning resources for independent learning. J. Chem. Educ. 98, 1182–1192 (2021). https://doi.org/10. 1021/acs.jchemed.0c00990 10. Mcfarland, K., et al.: Entrepreneurship education and experiential E-learning: a literature review. Dev. Bus. Simul. Exp. Learn. 44(1931) (2017) 11. Moehl, K., et al.: How to teach medical students about pain and dementia: e-learning, experiential learning, or both? Pain Med. (United States) 21(10) (2020). https://doi.org/10.1093/ PM/PNAA187 12. Salinas-Navarro, D.E., Garay-Rondero, C.L., Arana-Solares, I.A.: Digitally enabled experiential learning spaces for engineering education 4.0. Educ. Sci. 13(1) (2023). https://doi.org/ 10.3390/educsci13010063 13. Mehrtash, M., Centea, D.: Collaborative design and use of interactive simulations: boost the learning environment in road vehicle dynamics curriculum. In: CONAT 2016 International Congress of Automotive and Transport Engineering (2017)

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14. Mehrtash, M., Yuen, T., Balan, L.: Implementation of experiential learning for vehicle dynamic in automotive engineering: roll-over and fishhook test. Procedia Manuf. 32, 768–774 (2019). https://doi.org/10.1016/j.promfg.2019.02.284 15. Mehrtash, M., Ghalkhani, K., Singh, I.: IoT-based experiential E-Learning platform (EELP) for online and blended courses. In: 2021 International Symposium on Educational Technology, pp. 252–255 (2021) 16. Weatherspoon, D.L., Wyatt, T.H.: Testing computer-based simulation to enhance clinical judgment skills in senior nursing students. Nurs. Clin. N. Am. 47(4) (2012). https://doi.org/ 10.1016/j.cnur.2012.07.002 17. Botelho, W.T., Marietto, M.D.G.B., Ferreira, J.C.D.M., Pimentel, E.P.: Kolb’s experiential learning theory and Belhot’s learning cycle guiding the use of computer simulation in engineering education: a pedagogical proposal to shift toward an experiential pedagogy. Comput. Appl. Eng. Educ. 24(1) (2016). https://doi.org/10.1002/cae.21674 18. Asad, M.M., Naz, A., Churi, P., Tahanzadeh, M.M.: Virtual reality as pedagogical tool to enhance experiential learning: a systematic literature review. Educ. Res. Int. 2021 (2021). https://doi.org/10.1155/2021/7061623 19. Salinas-Navarro, D.E., Garay-Rondero, C.L., Calvo, E.Z.R.: Experiential learning spaces for industrial engineering education. In: Proceedings - Frontiers in Education Conference, FIE, vol. 2019-October (2019). https://doi.org/10.1109/FIE43999.2019.9028580 20. Kikuchi, T., Kenjo, T., Fukuda, S.: Remote laboratory for a brushless DC motor. IEEE Trans. Educ. 44(2) (2001). https://doi.org/10.1109/13.925859 21. Stark, B., Li, Z., Smith, B., Chen, Y.Q.: Take-home mechatronics control labs: a low-cost personal solution and educational assessment. In: Proceedings of the ASME Design Engineering Technical Conference, 2013, vol. 4 (2013). https://doi.org/10.1115/DETC2013-12735 22. Howard, D., Meier, M.: Meeting laboratory course learning goals remotely via custom home experiment kits. Phys. Teach. 59(6) (2021). https://doi.org/10.1119/5.0021600 23. Lee, C.-H., Liu, Y., Moore, M., Ge, X., Siddique, Z.: Enhancement of stay-at-home learning for the biomechanics laboratory course during COVID-19 pandemic. Biomed. Eng. Educ. 1(1) (2021). https://doi.org/10.1007/s43683-020-00025-w 24. Kelley, E.W.: Sample plan for easy, inexpensive, safe, and relevant hands-on, at-home wet organic chemistry laboratory activities. J. Chem. Educ. 98(5) (2021). https://doi.org/10.1021/ acs.jchemed.0c01172 25. Mehrtash, M.: Experiential learning in vehicle dynamics education via a scaled experimental platform: handling performance analysis. In: Auer, M.E., Tsiatsos, T. (eds.) New Realities, Mobile Systems and Applications. IMCL 2021. LNNS, vol. 411, pp. 694–702. Springer, Cham (2022). https://doi.org/10.1007/978-3-030-96296-8_62 26. El-Hasan, T.S.: Internet of Thing (IoT) based remote labs in engineering (2019). https://doi. org/10.1109/CoDIT.2019.8820591 27. Goetz, H.: The influence of wind tunnel tests on body design, ventilation, and surface deposits of sedans and sport cars (1971). https://doi.org/10.4271/710212 28. Kolb, A.Y., Kolb, D.A.: Learning styles and learning spaces: enhancing experiential learning in higher education. Acad. Manag. Learn. Educ. 4(2) (2005). https://doi.org/10.5465/AMLE. 2005.17268566 29. Serhat, K.: Kolb’s experiential learning theory & learning styles. Educational Technology (2020)

Research in Engineering Pedagogy

Engineering Students’ Misconceptions About Electronic Circuits: Faculty Members’ Viewpoint Aharon Gero(B) and Wishah Zoabi Technion – Israel Institute of Technology, Haifa, Israel [email protected], [email protected]

Abstract. A misconception is a perception or opinion that does not match the accepted scientific view. While engineering students’ misconceptions have been systematically analyzed in the case of electrical circuits, this is not the case for electronic circuits, both analog and digital. However, the latter play a major role in the training of electrical engineers, and the research literature indicates the possible existence of misconceptions on this subject. In light of the above, the study aimed to identify, from the faculty members’ perspective, engineering students’ misconceptions about electronic circuits. Ten faculty members from four Israeli institutions of higher education took part in the study. Data were collected through interviews and document analysis. The research reveals that at the circuit level, students have misconceptions regarding the interrelations between the analog and digital viewpoints. Moreover, students hold misconceptions at a lower level of abstraction, namely, the device level. Some of the misconceptions at the higher level of abstraction (circuit level) may result from misconceptions at the lower level of abstraction (device level). Keywords: Misconceptions · Electronic Circuits

1 Introduction A misconception is a perception or opinion that does not match the accepted scientific view [1]. Characterizing and reducing misconceptions is of central importance in education in general and in STEM (science, technology, engineering and mathematics) education in particular [2]. While engineering students’ misconceptions have been systematically analyzed in the case of electrical circuits, this is not the case for electronic circuits, both analog and digital [3]. However, the latter play a central role in the training of electrical engineers [4], and the research literature indicates the possible existence of misconceptions on this subject [5, 6]. In light of the above, the study aimed to identify, from the faculty members’ perspective, engineering students’ misconceptions about electronic circuits. The article is organized as follows. First, misconceptions in general and in electrical engineering in particular are reviewed. Then, the research goal and methodology are presented, followed by the results. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 317–322, 2024. https://doi.org/10.1007/978-3-031-53022-7_32

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2 Misconceptions As mentioned, a misconception is a perception or opinion that does not match the accepted scientific view [1]. Other terms close to misconceptions are naïve beliefs, alternative conceptions and conceptual difficulties [7]. According to Piaget’s theory of cognitive development, a misconception may occur due to an inaccurate linking of new knowledge with knowledge already acquired [8]. Since misconceptions can exist over very long periods of time, characterizing misconceptions and eradicating them is of major importance [2]. Many studies have characterized students’ misconceptions about direct current (DC) circuits. Among the well-documented misconceptions: lack of distinction between current, energy, power, potential and potential difference; and the belief that the electric current flows in a conductor similar to water in an empty pipe [9, 10]. A smaller number of studies have focused on alternating current (AC) circuits. These studies found that in addition to some of the misconceptions identified in the case of DC circuits, students believe that the current cannot change its direction [11]. As far as electronic circuits are concerned, research is extremely limited. Thus, for example, students’ misconceptions of state (digital circuits) were characterized [12]. In addition, misconceptions related to analog circuits were identified. It was found that students’ misconceptions focus on the basic concepts of current and voltage as well as the characteristics of electronic devices [13].

3 Research Objective and Methodology 3.1 Objective The research aimed to identify, from the faculty members’ perspective, engineering students’ misconceptions about electronic circuits. 3.2 Participants Ten faculty members from four Israeli institutions of higher education took part in the study. The participants hold advanced degrees in electrical engineering and have substantial experience in teaching electronic circuits in undergraduate engineering programs. 3.3 Methodology Data were collected via interviews and document analysis. In-depth individual interviews were held with the participants. In addition, 100 checked exams in electronic circuits were analyzed. These final exams were constructed by the interviewees and solved by their students (as part of their undergraduate engineering studies). The data underwent content analysis by two experts in electrical engineering education. All the misconceptions detailed below were identified by at least two interviewees and appeared in at least ten different exams.

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3.4 Instruments The semi-structured interviews focused on characterizing, from the faculty members’ perspective, students’ misconceptions about electronic circuits. A sample of the interview questions is given in Table 1. Table 1. Interview questions – sample. No

Question

1

What students’ difficulties in analog and/or digital electronic circuits have you come across?

2

Describe the difficulty

3

How common is the difficulty?

4 Findings The identified misconceptions are at two levels of abstraction, namely, the circuit level and the device level. 4.1 Circuit Level At this level, students have misconceptions regarding the interrelations between the analog and digital perspectives. Specifically, students think that the purpose of the circuit (e.g., small-signal amplifier or inverter) is independent of the operating point: The purpose of the circuit – amplification [analog circuits] or switching [digital circuits] – does not depend on the operating point. (interview) Immediately after calculating the operating point, the gain is calculated [without determining the state of the transistor]. (exam) and that there is no interdependence between analog and digital parameters: There is no interrelation between delay [digital circuits] and bandwidth [analog circuits]. (interview) Gain [analog circuits] is not related to noise immunity [digital circuits]. (interview) Table 2 lists the misconceptions identified. It is important to emphasize that the misconceptions do not depend on the type of circuit (analog/digital) and refer to the CMOS technology.

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Topic

Misconception

Interrelations between the analog and digital perspectives

The purpose of the circuit is independent of the operating point Lack of interdependence between analog and digital parameters

4.2 Device Level Moreover, students hold misconceptions at a lower level of abstraction, namely, the device level. It turns out that students have misconceptions about the structure and principle of operation of the transistor and the diode. For example, students argue that diodes and transistors are linear devices: Ohm’s law can be used in all devices [diodes and transistors]. (interview) Currents I 1 and I 2 flow when forward voltages V 1 and V 2 are applied to a diode. Thus, I 2 = I 1 V 2 /V 1 . (exam) and that a hole is a positively charged particle: A hole is a positive electron. (interview) In a PMOS transistor, the majority carrier current consists of positive electrons. (exam) Table 3 lists the misconceptions identified. As before, the misconceptions do not depend on the type of circuit (analog/digital) and refer to the CMOS technology. Table 3. Misconceptions identified – device level. Topic

Misconception

Structure and principle of operation of electronic devices

Electronic devices are linear devices A hole is a positively charged particle

5 Discussion and Conclusions The identified misconceptions are at two levels of abstraction, namely, the circuit level and the device level. According to Tables 2–3, it is possible that some of the misconceptions at the higher level of abstraction (circuit level) result from misconceptions at the lower level of abstraction (device level). In other words, misconceptions created during courses that focus on the device level (e.g., semiconductor devices) may induce misconceptions in more advanced courses that deal with the circuit level (e.g., electronic circuits).

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Thus, a misconception regarding the principle of operation of the transistor (device level) may lead to a misconception regarding the significance of the operating point (circuit level). Evidence for this claim is in Ref. [13], according to which a considerable portion of misconceptions at the circuit level stems from a poor understanding of the electronic devices themselves. It might be possible to make a conceptual change, i.e., to reduce or eradicate misconceptions, by incorporating electronic circuit simulators (e.g., MULTISIM or PSPICE) into the curriculum and comparing the results obtained to the expected ones. This way of teaching is in line with the classical theory of conceptual change, according to which the latter is created due to a sense of dissonance and dissatisfaction of the learner who is exposed to information that directly contradicts the knowledge he/she has acquired so far [14]. Using analogies in teaching electronic devices and circuits may also promote a conceptual change [15]. The theoretical contribution of the research is in the characterization of engineering students’ misconceptions about electronic circuits. In this way, the study also contributes to the body of knowledge dealing with misconceptions in STEM education. Practically, the article makes some suggestions for reducing these perceptions. These contributions are of particular importance in light of the centrality of electronic circuits in the training of electrical engineers [16, 17] and electronics technicians [18] and the meager relevant literature. In a follow-up study, the authors will investigate, by means of two-tier multiplechoice questions [19, 20] and interviews, the students’ point of view and compare the findings to those obtained in the current study.

References 1. Vamvakoussi, X., Vosniadou, S.: How many decimals are there between two fractions? Aspects of secondary school students’ understanding of rational numbers and their notation. Cogn. Instr. 28(2), 181–209 (2010) 2. Ang, L.H., Shahrill, M.: Identifying students’ specific misconceptions in learning probability. Int. J. Probab. Stat. 3(2), 23–29 (2014) 3. Goris, T.V.: Common misunderstandings of electricity: analysis of interview responses of electrical engineering technology students. Int. J. Eng. Pedagog. 6(1), 4–10 (2016) 4. Catz, B., Gero, A.: Interdisciplinary learning of electronic circuits: faculty members’ perspective. Glob. J. Eng. Educ. 25(1), 35–39 (2023) 5. Gero, A., Zoabi, W., Sabag, N.: Animation based learning of electronic devices. Adv. Eng. Educ. 4(1), 1–21 (2014) 6. Catz, B., Sabag, N., Gero, A.: Problem based learning and students’ motivation: the case of an electronics laboratory course. Int. J. Eng. Educ. 34(6), 1838–1847 (2018) 7. Gurel, D.K., Eryilmaz, A., McDermott, L.C.: A review and comparison of diagnostic instruments to identify students’ misconceptions in science. Eurasia J. Math. Sci. Technol. Educ. 11(5), 989–1008 (2015) 8. Piaget, J.: The Construction of Reality in the Child. Ballantine (1954) 9. Sencar, S., Yilmaz, E.E., Eryilmaz, A.: High school students’ misconceptions about simple electric circuits. Hacettepe Üniversitesi E˘gitim Fakültesi Dergisi 21(21), 113–120 (2001) 10. McDermott, L.C., Shaffer, P.S.: Research as a guide for curriculum development: an example from introductory electricity. Part I: investigation of student understanding. Am. J. Phys. 60(11), 994–1003 (1992)

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11. Biswas, G., et al.: Analysis of student understanding of basic AC concepts. Technical report TR-CS-98-07. Vanderbilt University (1998) 12. Herman, G.L., Zilles, C., Loui, M.C.: Flip-flops in students’ conceptions of state. IEEE Trans. Educ. 55(1), 88–98 (2011) 13. Yang, Y., et al.: Diagnosis of misconception in electronic circuits engineering courses: a case study at UESTC, China. In: IEEE International Conference on Engineering, Technology and Education, pp. 1–10. IEEE (2019) 14. Vosniadou, S.: Reframing the classical approach to conceptual change: preconceptions, misconceptions and synthetic models. In: Fraser, B., Tobin, K., McRobbie, C. (eds.) Second International Handbook of Science Education. Springer International Handbooks of Education, vol. 24, pp. 119–130. Springer, Dordrecht (2012). https://doi.org/10.1007/978-1-40209041-7_10 15. Limón, M.: On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal. Learn. Instr. 11(4–5), 357–380 (2001) 16. Gero, A., Catz, B.: Interdisciplinarity as a means of promoting learning in electrical and computer engineering. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds.) Learning in the Age of Digital and Green Transition. ICL 2022. LNNS, vol. 634, pp. 498–504. Springer, Cham (2023). https://doi.org/10.1007/978-3-031-26190-9_52 17. Catz, B., Kolodny, A., Gero, A.: Promoting engineering students’ learning: an interdisciplinary teaching approach of electronic circuits. Int. J. Eng. Educ. 39(1), 208–218 (2023) 18. Gero, A., Mano-Israeli, S.: Analysis of the factors motivating students at a two-year technological college to study electronics. Int. J. Eng. Educ. 33(2A), 588–595 (2017) 19. Gero, A., Stav, Y., Wertheim, I., Epstein, A.: Two-tier multiple-choice questions as a means of increasing discrimination: case-study of a basic electric circuits course. Glob. J. Eng. Educ. 21(2), 139–144 (2019) 20. Gero, A., Stav, Y.: Summative assessment based on two-tier multiple-choice questions: Item discrimination and engineering students’ and teachers’ attitudes. Int. J. Eng. Educ. 37(3), 830–840 (2021)

Abstract Thinking of Beginning Electrical Engineering and Computer Science Students Aharon Gero(B) , Mohammed Ali Hadish, and Shahar Kvatinsky Technion – Israel Institute of Technology, Haifa, Israel [email protected], [email protected], [email protected] Abstract. Abstract thinking is the capability to deal with relevant information for a given phase while temporarily disregarding the irrelevant details for the current step. Abstract thinking is required in a wide variety of disciplines. It is of special importance in engineering, where examining many topics at different detail levels is needed. However, the literature implies that the abstract thinking of beginning students is insufficient. In light of the above, the research aimed to assess the abstract thinking of beginning electrical engineering and computer science students. The study used closed and open-ended instruments, and involved 64 undergraduate students at the Technion – Israel Institute of Technology. According to the findings, the average abstract thinking of the participants is moderate, with no significant difference between the two groups of students. Keywords: Abstract Thinking · Electrical Engineering Students · Computer Science Students

1 Introduction Abstract thinking is the capability to deal with relevant information for a given phase while temporarily ignoring the irrelevant details for the current stage [1]. Abstract thinking is needed in many disciplines, and it is of special importance in engineering, where examining many topics at different detail levels is required [2]. However, the literature implies that the abstract thinking of beginning engineering students is insufficient [3]. In light of the above, the present research aimed to assess the abstract thinking of beginning electrical engineering (EE) and computer science (CS) students and to examine a possible difference between the two groups. The article is organized as follows. First, abstract thinking is reviewed. Then, the research goal and methodology are presented, followed by the results.

2 Abstract Thinking As noted earlier, abstract thinking is the capability to deal with relevant information for a given phase while temporarily disregarding the less relevant details for the current step [1]. Thus, identifying the appropriate detail level (i.e., “level of abstraction”) for a given step and shifting between several detail levels allow the individual to be more effective [4]. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 323–328, 2024. https://doi.org/10.1007/978-3-031-53022-7_33

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Abstract thinking is an essential element of computational thinking, namely, the thought processes involved in problem-solving [5]. Therefore, abstract thinking is vital in engineering [2]. Indeed, the engineer is expected to use abstraction to identify, formulate and solve complex engineering problems and carry out engineering design [6]. For example, a chip designer is required to assign billions of components, and the only practicable approach to do this is by abstraction. Yet, the abstract thinking skills of beginning engineering students are insufficient [3], and studies indicate that the more experienced the students, the higher their abstraction abilities [7]. The research literature offers ways to cultivate students’ abstract thinking. For example, interdisciplinary methods based on heterogeneous teamwork [8], the use of visual tools [9], dedicated courses [10], and cooperative learning [11, 12]. Finally, it is worth mentioning that there are similarities between abstract thinking, systems thinking, i.e., a framework that examines the interrelationships between a system’s components [2], and creative thinking, namely, approaching a challenge from innovative perspectives [13].

3 Research Objective and Methodology 3.1 Objective The research aimed to assess the abstract thinking of beginning EE and CS students and to examine a possible difference between the two groups. 3.2 Participants The research involved 64 undergraduate students at the Technion – Israel Institute of Technology. Twenty-nine were EE students (in their second semester) and 35 were CS students (in their third semester). 3.3 Methodology The participants filled out a two-part anonymous questionnaire at the end of the relevant semester. The first part was closed-ended, and the second part was open-ended. Both parts were designed to assess the respondents’ abstract thinking. The data obtained were statistically analyzed using unpaired t-tests. 3.4 Tools As mentioned, the questionnaire consisted of two parts. The first part was a Likert-like scale, ranging from 1 (“strongly disagree”) to 5 (“strongly agree”). This self-reporting tool was comprised of eight statements reflecting abstract thinking skills. Some of the statements expressed high abstract thinking and others – low abstract thinking. The statements were based on an instrument developed by the authors of [2]. Two experts in engineering education validated the statements, and Cronbach’s alpha (α = 0.70) indicated an acceptable internal consistency. Table 1 displays selected statements.

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The second part of the questionnaire was open-ended. It consisted of a question in which respondents had to explain a mathematical (e.g., matrix) or physical (e.g., linear momentum) concept they knew well. The students had to provide an explanation at two levels of detail, i.e., for beginning students of EE or CS and for eighth graders. Two independent reviewers evaluated the answers on a scale extending from 1 (“low abstract thinking”) to 5 (“high abstract thinking”). The inter-rater reliability was found to be acceptable (r = 0.70). Table 1. Likert-like scale – selected statements. Abstract Thinking

Statement

High

When I am trying to solve a complex problem, it is easy for me to decide which details should be focused on at a given stage and which details are irrelevant

Low

It is difficult for me to describe the same system at different levels of detail

4 Findings 4.1 Self-reporting Survey Table 2 shows the respondents’ abstract thinking (mean m, where 1 ≤ m ≤ 5, and standard deviation s) based on the self-reporting questionnaire. According to the findings, the average abstract thinking of the participants is moderate, with no significant difference (p > 0.05) between EE and CS students. Table 2. Students’ abstract thinking – self-reporting questionnaire. Group

m

s

EE

3.55

0.45

CS

3.56

0.53

4.2 Open-Ended Question Table 3 displays the respondents’ abstract thinking based on their answers to the openended question. Again, the average abstract thinking of the participants is moderate, and the difference between EE and CS students is non-significant (p > 0.05). Therefore, from here on, there is no distinction between the two groups. Table 4 shows an example of a student’s response to the open-ended question that demonstrates high abstract thinking. The example deals with the explanation of the mathematical concept of “matrix”. The first explanation is intended for beginning students of

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EE or CS and the second – for eighth-grade students. Both explanations were written by the same respondent. It is clear that although the explanations describe the same concept, they differ considerably in their levels of detail. Table 3. Students’ abstract thinking – open-ended question. Group

m

s

EE

3.14

0.80

CS

2.90

0.81

Table 4. High abstract thinking – explanations of the mathematical concept of “matrix”. Target Audience

Explanation

Beginning students of EE or CS A matrix over a field F is a rectangular array of elements of F Eighth-grade students

A matrix is a table containing numbers (namely, information). The matrix is used by us to express sets of information and their interrelations, as opposed to “single” information – expressed by a single number that you already know

Table 5 displays an example of a student’s response to the open-ended question that demonstrates low abstract thinking. The example focuses on the explanation of the physical concept of “magnetic field”. As in the first example (Table 4), the first explanation is intended for beginning students of EE or CS and the second – for eighthgrade students. Both explanations were written by the same respondent. It is evident that the explanations do not differ considerably in their levels of detail. Table 5. Low abstract thinking – explanations of the physical concept of “magnetic field”. Target Audience

Explanation

Beginning students of EE or CS

A magnetic field is a field created due to the flow of electrons. The field exerts a force called magnetic force on moving charged particles. It is possible to calculate the direction of the force by the cross product

Eighth-grade students

A magnetic field is created due to the movement of electrons in a certain direction. The field exerts a force on charged particles that are in motion

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5 Discussion and Conclusions The study reveals that the average abstract thinking of the participants is moderate, and the difference between EE and CS students is non-significant. These findings are consistent with those reported in the research literature, according to which the abstract thinking of beginning students of EE [3] and CS [11] is insufficient. It should be noted, however, that the respondents’ abstract thinking was higher in the self-reporting questionnaire (Table 2) than in the open-ended question (Table 3). This difference can be attributed to the documented phenomenon of measuring bias in self-reported tools, originating, among other things, from the participants’ wish to “look good”, even in anonymous surveys (as was the case in the present study) [14]. It is possible that the lack of significant difference between the two groups of students is because the respondents are at the beginning of their studies, so their program has not yet affected, if at all, their abstract thinking. Based on the findings, it seems necessary to promote students’ abstract thinking. Possible ways are courses that combine several levels of abstraction [15, 16] or that focus on cooperative learning [17]. The major limitation of the research relates to the relatively low number of respondents. To reduce it, both closed and open-ended instruments were used. The contribution of the research is in the evaluation of the abstract thinking level of beginning EE and CS students. The relevance of this contribution is validated in light of the insufficient abstract thinking of these students [3, 11].

References 1. Denning, P.J., et al.: Computing as a discipline. Computer 22(2), 63–70 (1989) 2. Gero, A., Shekh-Abed, A., Hazzan, O.: Interrelations between systems thinking and abstract thinking: the case of high-school electronics students. Eur. J. Eng. Educ. 46(5), 735–749 (2021) 3. Rivera-Reyes, P., Pérez, L.C.: Abstraction and problem solving in an undergraduate electrical engineering circuits course. In: IEEE Frontiers in Education Conference, pp. 1–7 (2016) 4. Hazzan, O., Kramer, J.: Assessing abstraction skills. Commun. ACM 59(12), 43–45 (2016) 5. Gero, A., Levin, I.: Computational thinking and constructionism: creating difference equations in spreadsheets. Int. J. Math. Educ. Sci. Technol. 50(5), 779–787 (2019) 6. Hadish, M.A., Kvatinsky, S., Gero, A.: Learning and instruction that combine multiple levels of abstraction in engineering: attitudes of students and faculty. Int. J. Eng. Educ. 39(1), 154–162 (2023) 7. Perrenet, J., Groote, J.F., Kaasenbrood, E.: Exploring students’ understanding of the concept of algorithm: levels of abstraction. ACM SIGCSE Bull. 37(3), 64–68 (2005) 8. Socher, G., Ottinger, S., Thurner, V., Berchtenbreiter, R.: Future skills: “how to strengthen computational thinking in all software project roles.” In: Software Engineering im Unterricht der Hochschulen, pp. 56–64 (2019) 9. Matayoshi, Y., Nakamura, S.: Abstract thinking description system for programming education facilitation. In: Zaphiris, P., Ioannou, A. (eds.) HCII 2020. LNCS, vol. 12206, pp. 76–92. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-50506-6_7 10. Spichkova, M.: “Boring formal methods” or “Sherlock Holmes deduction methods”? In: Milazzo, P., Varró, D., Wimmer, M. (eds.) STAF 2016, vol. 9946, pp. 242–252. Springer, Cham (2016). https://doi.org/10.1007/978-3-319-50230-4_18

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11. Zehetmeier, D., Böttcher, A., Thurner, V., Brüggemann-Klein, A.: A concept for addressing abstract thinking competence while teaching software development. In: IEEE Global Engineering Education Conference, pp. 364–373 (2020) 12. Shekh-Abed, A., Hazzan, O., Gero, A.: Promoting systems thinking and abstract thinking in high-school electronics students: Integration of dedicated tasks into project-based learning. Int. J. Eng. Educ. 37(4), 1080–1089 (2021) 13. DeSchryver, M.D., Yadav, A.: Creative and computational thinking in the context of new literacies: Working with teachers to scaffold complex technology-mediated approaches to teaching and learning. J. Technol. Teach. Educ. 23(3), 411–431 (2015) 14. Rosenman, R., Tennekoon, V., Hill, L.G.: Measuring bias in self-reported data. Int. J. Behav. Healthc. Res. 2(4), 320–332 (2011) 15. Catz, B., Sabag, N., Gero, A.: Problem based learning and students’ motivation: the case of an electronics laboratory course. Int. J. Eng. Educ. 34(6), 1838–1847 (2018) 16. Gero, A., Hadish, M.A., Kvatinsky, S.: Undergraduate students’ attitudes toward an engineering course that integrates several levels of abstraction. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds.) ICL 2022, vol. 634, pp. 491–497. Springer, Cham (2023). https://doi.org/10.1007/ 978-3-031-26190-9_51 17. Gero, A., Shekh-Abed, A., Hazzan, O.: Dedicated assignments as a means of advancing junior students’ systems thinking and abstract thinking. In: Auer, M.E., Hortsch, H., Michler, O., Köhler, T. (eds.) ICL 2021. LNNS, vol. 390, pp. 210–216. Springer, Cham (2022). https:// doi.org/10.1007/978-3-030-93907-6_22

Digitization of the Educational and Scientific Space Based on STEAM Education Sofiia Dembitska1(B) , Olha Kuzmenko2 , Iryna Savchenko3 Valentyna Demianenko3 , and Saronova Hanna4

,

1 Vinnytsia National Technical University, 95 Khmelnitskoe Shose St., Vinnytsia 21027,

Ukraine [email protected] 2 Donetsk State University of Internal Affairs, 1 Velyka Perspektivna St., Kropyvnytskyi 25000, Ukraine 3 National Centre «Junior Academy of Sciences of Ukraine», 38-44 Dekhtyarivs’ka, Kiev 04119, Ukraine 4 Professional College of National University of Pharmacy, 18, Alexander Nevsky St., Kharkiv 61140, Ukraine

Abstract. Society’s social demand for highly qualified specialists capable of innovative engineering and technical activities actualizes the need to ensure the quality of engineering and technical training. Such changes require modernization of higher technical education at the legislative and administrative levels. Therefore, the introduction of innovative STEAM (virtual and augmented reality, IT technologies, robotics) into the educational process of higher education institutions is a relevant element of the formation of STEAM skills in students. The purpose of the research is the scientific substantiation, conceptualization and development of a digitalization system of the educational and scientific space of a higher education institution based on STEAM technologies, which will contribute to the adaptation of education seekers to educational activities, ensure procedurally and increase the quality of education. The object of research is the educational process in institutions of higher education. The subject of the research is the theoretical and methodological justification of the possibility and expediency of creating a model of digitalization of the educational and scientific space based on the principles of STEAM education. To achieve the outlined goal, the authors used the following research methods: theoretical-comparative and retrospective analysis of pedagogical, psychological, and sociological sources on the research problem; determined the theoretical foundations of the formation of the digitalization system of the educational and scientific space of the higher education institution based on STEAM; empirical (diagnostics (questionnaires, surveys) to find out the level of interest and activity of students in learning engineering and technical disciplines based on STEAM; pedagogical experiment. Keywords: educational process · STEM technologies · professionally oriented learning

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 329–337, 2024. https://doi.org/10.1007/978-3-031-53022-7_34

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1 The Relevance of Creating a Model of Digitization of the Educational and Scientific Space Digitization of society is recognized as a global trend of modern times, which contributes to the rapid development of innovations and technologies, significantly accelerates the development of each industry and the economy as a whole, and depends on human capital. The main issue for discussion at the World Economic Forum in Davos in 2019 was the key change in the functioning of the labor market due to the influence of Industry 4.0 [1]. The participants emphasized the existing transformation of the quality of life, activities and interaction of society members precisely based on STEAM technologies. To take into account these innovative challenges, a development strategy was adopted, which is based on the following principles: – promoting the development of knowledge and the formation of soft skills among students of education, innovations, education and digital society (SMART development); – production of resource-saving and competitive products (sustainable development); – increasing participation in the labour market of representatives of various categories and fighting poverty (inclusive development, overcoming the gender gap in the context of STEAM education) [1]. Taking into account what has been said, it is expedient to speed up the conditions of digitization of the educational and scientific space (hereinafter – DESS) based on STEAM education, in particular in the context of the further prospective development of the educational environment of the higher education institution (hereinafter – HEI). The purpose of the research is scientific substantiation, conceptualization and creation of a model of DESS based on the principles of STEAM education. The object of the research is the educational process in HEI. The subject of the research is the theoretical and methodological substantiation of the completeness of the construction of the DESS based on STEAM education. To achieve the outlined goal, the authors used the following research methods: theoretical-comparative and retrospective analysis of pedagogical, psychological, and sociological sources on the research problem; distinguishing the foundations of the formation of the system of DESS of HEI based on STEAM technologies; empirical diagnostics (questionnaires, surveys) to find out the level of interest and activity of students in learning engineering and technical disciplines based on STEAM technologies; pedagogical experiment (declarative, formative); experimental verification of the methodology of teaching engineering and technical disciplines in the context of STEAM education.

2 Analysis of the Development of the Educational and Scientific Space in the Conditions of Digitalization In the field of education and science, digital development will make it possible to integrate the educational environment of the state into the Digital Single Market of Europe, subject to compliance with the society members’ quality of life, activity and interactionness to the world [2]. The basis of this provision is the European cloud of open science

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and European data infrastructures, implemented, in particular, through the development of interoperable digital infrastructures for the needs of educational and scientific institutions. It is thanks to the development of the digital environment that the transition to Open Science will take place, the concept of which is that the entire research process, from the search for the necessary information to the publication of research results, is carried out using open means and tools. The importance of the initiated research is confirmed by some publications. In particular, the crucial importance of digital technologies in the development of education is revealed in scientific studies by Cabero-Almenara, Gutiérrez-Castillo, PaláciosRodriguez, Barroso-Osuna [3] and others. Ettorre, Michel and Faron [4] emphasized the need for innovative solutions regarding the structural restructuring of the educational system, taking into account the development of digital technologies. The research of Albreiki, Habuza and Zaki [5] is interesting, in which it is substantiated that digital technologies are technological educational tools with the help of which a new educational concept is created and a significant potential is formed for monitoring the educational progress of students and predicting their success. The interdependence of the digitization of the educational environment and the introduction of STEAM education was discussed in several scientific publications [6–8]. According to Lu, Yang, Shi and Wang [8], this is because the integration of many disciplines, which is provided by STEAM training, is impossible without the use of digital technologies and the formation of algorithmic thinking. And this type of thinking is leading for the next generation of the 21st century and should be formed in the future qualified specialist [7]. In this context, there is an increase in the number of educational institutions that are focused on the implementation of STEAM education based on IT technologies [9]. The analysis of the cited publications and my own practical experience proved that in the conditions of the digital transformation of education, urgent tasks arise, taking into account the need of scientific and methodological support of educational activities. Among the primary ones, the authors of the research outlined: – theoretical justification and methodical support for the construction of various models of a digital educational environment based on STEAM to meet the educational needs of students; – creation of high-quality digital content based on STEAM technologies (robot technical kits, virtual experiment elements, 3D technologies) from various fields of knowledge for various levels of education and ensuring open access to it for all participants of the educational process; – pedagogical design and psychological support of adaptive information and digital didactic systems based on STEAM technologies, built taking into account the peculiarities of the mental development of students, their cognitive interests and intellectual abilities; – formation of digital soft skills of pedagogical, scientific-pedagogical and scientific workers, etc.

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3 Justification of the Digitalization Model of the Educational and Scientific Space Based on STEAM Education Considering the conditions of social development in the period of Industry 4.0. Interdisciplinary knowledge and the ability to solve professional tasks comprehensively, going beyond the boundaries of a single field (for example, 272 Aviation Transport, 123 Computer engineering, etc.) are in demand among future specialists. Such an approach allows for the very concept of STEAM, which involves the combination of various sciences, technologies, engineering creativity and mathematical thinking into a single logical system of scientific knowledge. The main principle of the STEAM approach in education is interdisciplinarity. This approach is in demand when solving a real problem of the applied aspect (study of physics and professionally oriented disciplines). The STEAM concept of education allows you to implement various types of interdisciplinary approaches, which the authors identified in their research, such as: – interdisciplinarity – related to the study of the object within many disciplines (physics, flight safety, aerodynamics, meteorology, etc.), as well as the adaptation of the methodology of one discipline to the needs of another based on STEAM technologies; – multidisciplinarity – comparison of several disciplines (physics, radio electronics, electrical engineering, resistance of materials, etc.), which focus on solving one problem without a final combination. This approach contributes to expanding knowledge, obtaining information and using STEAM technologies; – cross-disciplinarity – conducting research at the intersection of many disciplines (for example, basic and elective courses in engineering and technical direction); – transdisciplinarity – researching a problem with going beyond the boundaries of individual disciplines, focusing attention on the problem and obtaining relevant knowledge and results, taking into account the trends of STEAM education. In the research, the authors determined that, despite the potential advantages and effectiveness of integrated STEAM education, the implementation of this educational strategy has several significant obstacles that must be taken into account in the process of developing the educational centre based on STEAM technologies. First of all, the educational process of HEI has an established structure based on a list of academic disciplines and requires a deep restructuring of the curriculum and the form of conducting classes, as well as material costs for equipment and laboratories. Therefore, the creation of the educational centre which implements the integrated STEAM approach to teaching and learning, is expensive and time-consuming. In addition, teachers who will work in the conditions of implementation of STEAM education must have not only interdisciplinary knowledge but also appropriate pedagogical skills for such work. This problem is outlined in the works of scientists El-Deghaidy, Mansour [6], Liao, Chiang, Chen [10] and others. Digitization of the educational and scientific space based on STEAM education involves the cooperation of scientific institutions, educational institutions and scientists who will provide the educational process, as well as the infrastructure that will allow for the digital transformation of education. The authors of the research determined the components of the proposed model of the DESS based on STEAM technologies by the

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approbation aspects: methodological support, which involves the development of educational programs and resources, and the selection of forms and methods for the implementation of STEAM education approaches. The survey of respondents conducted in the course of the research indicates the needs and readiness of teachers for the introduction of STEAM technologies, the level of which depends on the educational policy regarding the introduction of integrated education in HEI. The authors conducted a survey regarding the implementation of STEAM training in HEI (see Fig. 1). 112 respondents took part in the survey, of which 94 are teachers of higher education institutions (Vinnytsia National Technical University, Donetsk State University of Internal Affairs), as well as 18 employees of a scientific institution (National Center “Junior Academy of Sciences of Ukraine”). The greater part of the respondents (81 people, which is 72,33%) indicated that the creation of the DESS based on STEAM technologies is possible under the conditions of integration of formal and informal education, taking into account gender indicators. Among the reasons that slow down or make impossible the construction of the educational centre on the basis of STEAM technologies, the following are identified: the lack of equipped STEAM laboratories, specialists in the implementation of STEAM education, the training of teachers in the use of digital resources and tools for STEAM, the lack of appropriate digital tools for the implementation of STEAM education, the lack of methodological recommendations regarding inter-subject integration, lack of readiness of higher education seekers to change the type of activity, etc.

insufficient readiness of students to change the type of activity

34.43

lack of methodological recommendations regarding interdisciplinary integration

44.26

lack of appropriate digital tools for the implementation of STEM education

72.13

insufficient number of teachers to use digital resources and tools for STEM learning

82.79

insufficient number of qualified personnel

81.97

lack of equipped STEM laboratories

66.39 0

10 20 30 40 50 60 70 80 90

Fig. 1. The result of the survey on the reasons that inhibit the construction of the STEAM space

During 2020–2023, experimental work was carried out on the selection of digital instruments for the implementation of STEAM training. We believe that properly selected digital tools make the educational process as motivated and effective as possible. The results of the conducted survey proved that the students showed the greatest interest in STEAM classes (lectures, practical) in the use of virtual, mixed and augmented reality, virtual laboratories (https://stemua.science), 3D printers, robotics kits (Arduino, DIYrobot STEM, MakeX Starter Educational Competition Kit, etc.), tools for modelling objects and processes, as well as creating animations (see Fig. 2). The survey involved 386 secondary school graduates of 2–4 courses at Vinnytsia National Technical University and Donetsk State University of Internal Affairs. Thus, the effectiveness of the developed methodology for teaching physics and professionally oriented disciplines based on STEAM technologies was confirmed by the expert evaluation of the Central Technical Education Center based on STEAM, practical

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Fig. 2. Implementation of Arduino kit and elements of States of Matter PhET simulation in the educational process of HEI

didactic tools, the system of educational and methodological support during the calculation of: 1) the indicator of generalized opinion by finding the arithmetic mean value, variance, mean square deviation, coefficient of variation; 2) the degree of agreement of the opinions of experts regarding the importance of the requirements for the teaching methodology of physics and professionally oriented disciplines based on STEAM was confirmed by the calculation of the concordance coefficient, namely: the evaluation of the DESS based on STEAM technologies (W = 0.078); practical didactic tools (W = 0.085). Taking into account the results of the experimental work, the authors of the research have developed a structure of DESS based on STEAM education for higher education, which contains the following elements: 1. Digitization of management activities in the context of STEAM – is implemented by planning a digital strategy and a developed concept of STEAM education, assessing the feasibility of implementing digital initiatives, and ensuring a gradual transition to electronic document management. An important point is the creation of a system for monitoring educational trends and determining the conditions for the adaptation of students of higher education to the introduction of STEAM technologies. 2. Digitization of educational activities based on STEAM technologies – expansion of cooperation with institutions and enterprises of the digital industry is planned to involve scientists and practitioners in the educational process. Within this section, cooperation agreements were concluded, advanced training programs were developed for the formation of digital competence of scientific and pedagogical staff, best practices in this direction were analyzed, educational and methodological support for the educational process was developed taking into account modern trends in the development of digital technologies (STEAM). In particular, the use of cloud technologies, augmented, virtual and mixed reality, chatbots and virtual assistants, robotics tools, and electronic portfolios of scientific and pedagogical workers have been created in the educational process. 3. Digitization of scientific activity – the integration of scientific activity of HEI into the European scientific space through participation in interdisciplinary projects is foreseen; connecting the university to the European cloud of open science; creation and development of scientific digital infrastructure; digitization of monitoring of the implementation of the results of scientific research; digitization of student science.

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4. Involvement of stakeholders in cooperation in the development and implementation of educational programs based on STEAM education – the creation of programs for the development of digital soft skills for learners of any age and social status, using the possibilities and concepts of distance learning in partnership with academic institutions and employers (use of open online courses based on STEAM technologies). The levels of the DESS on the basis of STEAM education, which are implemented in HEI in today’s conditions, are shown in Fig. 3.

Forms of work

Digitization of the educational and scientific space of HEI based on STEAM education

STEAM technology as a component of the educational process

STEAM technologies that complement the educational process

STEAM technologies, which are implemented in parallel with the educational process

laboratory works, projects

electives, special courses, circles

research work

Analysis, introspection of activities and functioning of the educational environment based on STEAM education

Fig. 3. A model of the levels of the DESS based on STEAM education.

The authors of the research carried out the approbation of this model of the levels of implementation of the DESS on STEAM education at the Vinnytsia National Technical University, the Donetsk State University of Internal Affairs, and the National Center of the «Junior Academy of Sciences of Ukraine». The implementation of levels of implementation of the DESS based on STEAM education made it possible to strengthen the research and scientific and technological potential of scientists and students of higher education, to develop critical, innovative and creative thinking skills, to solve the problems of communication and teamwork regarding project activities based on STEAM education. Digitization of the educational space of HEI based on STEAM education made it possible to ensure the interdisciplinary integration of disciplines and to promote the formation of motivation of the scientific and pedagogical staff and students of higher education for self-realization, partnership, initiative and entrepreneurship in the educational and scientific activities of HEI based on STEAM education. The authors have substantiated the regularities of the formation of the DESS system on the basis of STEAM technologies; the concept of STEAM education for technical HEI was created, which reflects the sequence of stages of conceptualization, adaptation, direct implementation, active productive use and development of innovations; didactic requirements for solving problems in engineering and technical disciplines based on STEAM technologies have been established; the criteria for the technological feasibility of STEAM education are substantiated; the peculiarities of the teaching methodology

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of engineering and technical disciplines based on STEAM technologies are determined; methods for the autonomy of learning subjects have been developed and the function of the teacher has been changed from a source of knowledge to an organizer of their learning.

4 Conclusion Therefore, the authors created a model for the implementation of the DESS based on STEAM education, which will provide a methodological, theoretical and methodical basis for the introduction of STEAM technologies into the educational process of technical HEI, which will create the prerequisites for their implementation for the training of professionally oriented specialists; innovative digital tools and methods of organizing the educational process in engineering and technical disciplines based on STEAM are considered; the main features of the use of STEAM technologies in the educational process of engineering and technical disciplines are determined. The authors see prospects for further research in the development of engineering and technical disciplines teaching methods in the context of STREAM education.

References 1. Results of the World Economic Forum. Results of the World Economic Forum in Davos: Conclusions for Ukraine. Analytical Note (2019). https://niss.gov.ua/sites/default/files/201903/1_Davos_2019-a5129.pdf 2. European Open Science Cloud (EOSC) strategic implementation plan. Publications Office of the European Union, Luxembourg (2019) 3. Cabero-Almenara, J., Gutiérrez-Castillo, J.J., Palácios-Rodriguez, A., Barroso-Osuna, J.: Development of the teacher digital competence validation of DigCompEdu check-in questionnaire in the university context of Andalusia (Spain). Sustainability 15, 6094 (2020) 4. Ettorre, A., Michel, F., Faron, C.: Prediction of students’ performance in e-learning environments based on link prediction in a knowledge graph. In: Rodrigo, M.M., Matsuda, N., Cristea, A.I., Dimitrova, V. (eds.) AIED 2022, vol. 13356, pp. 432–435. Springer, Cham (2022). https://doi.org/10.1007/978-3-031-11647-6_86 5. Albreiki, B., Habuza, T., Zaki, N.: Extracting topological features to identify at-risk students using machine learning and graph convolutional network models. Int. J. Educ. Technol. High. Educ. 20, 23 (2023). https://doi.org/10.1186/s41239-023-00389-3 6. El-Deghaidy, H., Mansour, N.: Science teachers’ perceptions of STEM education: possibilities and challenges. Int. J. Learn. Teach. 1(1), 51–54 (2015). https://doi.org/10.18178/ijlt.1.1. 51-54 7. Guillén-Gámez, F.D., Mayorga-Fernández, M.J.: Prediction of factors that affect the knowledge and use higher education professors from Spain make of ICT resources to teach, evaluate and research: a study with research methods in educational technology. Educ. Sci. 10, 276 (2020) 8. Lu, K., Yang, H.H., Shi, Y., Wang, X.: Examining the key influencing factors on college students’ higher-order thinking skills in the smart classroom environment. Int. J. Educ. Technol. High. Educ. 18(1), 1–13 (2021). https://doi.org/10.1186/s41239-020-00238-7

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9. Sung, J., Lee, J.Y., Chun, H.Y.: Short-term effects of a classroom-based STEAM program using robotic kits on children in South Korea. Int. J. STEM Educ. 10, 26 (2023). https://doi. org/10.1186/s40594-023-00417-8 10. Liao, C.H., Chiang, C.T., Chen, I.C., et al.: Exploring the relationship between computational thinking and learning satisfaction for non-STEM college students. Int. J. Educ. Technol. High. Educ. 19, 43 (2022). https://doi.org/10.1186/s41239-022-00347-5

Investigation of Stress Management Among University Students Using the Document Analysis Method Judit Módné Takács , Monika Pogátsnik , and István Simonics(B) Óbuda University, Bécsi út 96/B, Budapest 1034, Hungary {modne.t.judit,pogatsnik.monika}@amk.uni-obuda.hu, [email protected]

Abstract. In the 21st century, stress is an almost inevitable part of life. Many stressful situations are experienced by today’s students. These situations can vary depending on personal, academic, and work situations. It is important to recognise and manage these situations. The ability to manage stress is also a 21st -century skill, one of the soft skills valued by today’s employers. We have created a course on stress management in collaboration between the Netherlands, Hungary, and Malta. Our research aimed to understand Generation Z students’ views and stress management techniques in engineering, business, and IT. These insights will enable us to develop additional methods to improve these important soft skills. Furthermore, we investigated the influence of certain background factors on the selected stress-coping strategies. It is important to clarify what we mean by stress before determining what tools are available to deal with stressful situations. We should consider what factors may trigger stress, what short- and long-term consequences are likely, and what positive consequences may arise. Various stressful situations can be associated with a variety of negative feelings, so we have analysed these feelings. Awareness of these feelings is useful for their control and management. The study was based on the analysis of texts written by 59 university students in a course on stress management, to draw conclusions about how they perceive stress, what factors influence how they perceive it, how they behave in stressful situations and how well they can identify their feelings in these situations. Various links between gender, academic performance and stress management are explored in the study. Keywords: Stress management · Higher Education · Engineering Student

1 Introduction Our research is the first part of a complex study to find out what stressful situations are experienced by today’s engineering students. Higher education is full of challenges: lack of time, overwork, and striving for perfection are all sources of stress for students, often hindering their success in their studies. Born between 1995 and 2012, Generation Z students of the 2020s are strongly influenced in their thinking and learning by the © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 338–349, 2024. https://doi.org/10.1007/978-3-031-53022-7_35

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fact that they have access to the internet anytime, anywhere. Takács and colleagues’ [1] research through several decades concluded that students’ psychological resilience decreases over the years, and that there is a need to introduce interventions and methods that support students’ self-regulation skills and help to counteract the negative effects of stress in the higher education environment. The threat of pandemics, war crises and threats of global climate catastrophe in the 2020s could all cause fear and anxiety in the early years of adulthood. It is important to understand these situations so that we, as educators in higher education, can help recognise stressful situations and develop the ability to cope with stress.

2 Stress Management During stress, the body’s adaptation and equilibrium are disrupted due to a lack of sufficient resources [2]. Psychological resilience has an important role to play in regaining the necessary adaptation and balance after stressful life events [3]. Psychological resilience is generally recognised as the individual’s adaptation to stressors, the ability to cope with stressful situations and crises, the strength to recover from difficult life experiences, or the ability to successfully cope with change or tragedy [4]. Resilience, a product of survival, is also a form of strength and an indicator of existing and future inner strength [5]. Individuals with high psychological resilience are more successful in coping with stressful life events and have effective problem-solving and communication skills [6]. A variety of planned activities involving cognitive, affective, and behavioural components should be tailored to equip learners with the techniques and coping skills to deal effectively with stressful life events before or at the onset of such experiences [7]. The skills needed to cope with real-life situations should be developed in a stress management education programme to improve coping repertoires [8]. Several strategies can be used to improve an individual’s ability to cope with stressful life events and to act as a buffer in their response to stress (i.e., self-esteem, self-image). Bogáth [9] found that those who received peer support perceived less stress at university, and less prospect of coping with the stresses of the difficulties they encountered. The social network contributes to the physical and emotional well-being of the individual. To develop and maintain this, appropriate social skills and abilities are needed to be equipped with the necessary skills and competencies to be able to join the appropriate community [10]. In her research, Lazányi [11] highlighted that even the need to be connected to student communities can differentiate between students. The need to be connected can itself be associated with a stronger tolerance of uncertainty. These results show that higher education institutions should integrate as much as possible the creation of an environment that supports different levels of peer support and the development of programmes that target students’ social skills.

3 Participants, Methods, and Tools This study looked at the responses of university students to a type of explanatory item that included a guided response. Written assignments and questions were collected via an online form, which successfully assessed participants’ understanding of the stress

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management curriculum, consisting of open-ended questions about the course content. The online form was specifically designed to discuss key topics and concepts related to stress management and facilitated data collection by allowing for efficient and convenient data entry and storage. Afterwards, the responses received were processed and analysed. For the processing and analysis of the data, Excel and the Voyant tool were used. Excel allowed for efficient data management and manipulation by organising and structuring the data. Further insight into the textual data was gained using the Voyant text analysis tool. The tool provided a comprehensive analysis of the participants’ written responses, allowing the exploration of word frequencies, patterns, and other relevant metrics. The text data was analysed using the following methods. Content analysis was used to develop an understanding of the concept of stress management by identifying key themes, concepts, and patterns in the participants’ responses. To identify areas of focus, frequency analysis was used to examine the frequency of certain keywords or phrases related to stress management. Finally, we used comparative analysis to examine how different demographic groups differ in attitudes towards managing stress.

4 Results The study sample consisted of 59 participants, of which 48 were male and 11 were female. The participants had a cumulative academic average of 3.99. The participants were enrolled in various engineering specializations, including electric engineering (n = 5), land surveying engineering (n = 15), mechanical engineering (n = 7), IT engineering (n = 26), mechatronic engineering (n = 1), industrial engineering-informatics (n = 1), technical management (n = 2), and safety engineering (n = 2). The average academic achievement across the specializations ranged from 3.59 to 4.36. The data revealed that 45% of female students performed above average, while only 25% of male students performed similarly. In terms of residence, 7% of the students lived in the capital, 25% in a county seat, 31% in a city, and 37% in a village. 4.1 The Causes, Nature, and Identification of Student Stress Stress is a universal phenomenon that impacts people in all aspects of their lives. This study investigated students’ immediate associations with the word ‘stress’. Anxiety (n = 23), school (n = 11), pressure (n = 10), work (n = 8), and problems (n = 8) are the corpus’s most common words linked with stress. Figure 1 shows the most common responses to the term stress. This shows that stress is ubiquitous in academic and workrelated environments and is frequently associated with pressure and anxiety. The results showed that, as evidenced by the strong negative correlation between depression and work (r = −0.79, p = 0.0064), when students heard the word stress, they primarily associated it with negative emotions related to work. In contrast, the word challenging had a strong positive correlation with school (r = 0.836, p = 0.0025), indicating that students associated stress with positive feelings associated with coping with difficulties in school. In addition, the word conflict was strongly correlated with anxiety (r = 0.851, p = 0.001755), indicating that students associated stress with situations of internal anxiety. Finally, the word school positively correlated with discomfort (r =

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Fig. 1. The most common responses to the term stress [Source: Authors’ construction]

0.836, p = 0.0025), suggesting that stress was also associated with negative schoolrelated feelings. These findings highlight the complexity and diversity of the concepts that students directly associated with stress. 4.2 Stress Exploration: Defining, Sourcing and Categorising Different Types Sources of stress were categorised as school/exams, personal, time management, family/friends, work, finances, and health. These stressors were further classified as either acute or chronic, with the two categories almost equally distributed. Female students reported slightly more chronic stress (52%), while the corresponding figure for males was 44%. For acute stress, the gender trend was reversed. An examination of the stresscausing factors by gender also revealed notable differences. The categories of stressors are grouped by gender in Fig. 2 and the responses are marked according to gender.

Fig. 2. Categories of stress according to gender [Source: Authors’ construction]

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A higher proportion of stress-related differences in favour of male students were found around work. Specifically, respondents highlighted stressors in relation to group work, communication with colleagues, excessive workload, working time, hard workdays, work and study balance, job insecurity and lack of self-confidence. Correlations between students’ academic averages and stressors were identified in further analysis. The result and the analysis of this can be seen in Fig. 3, where the average values of the students were compared with the factors that caused the stress.

Fig. 3. Students’ averages were compared with the factors causing stress. [Source: Authors’ construction]

Notably, 12% and 12% of respondents cited financial stress and health-related stress, respectively, above the averages of 8% and 2% for students performing below average. Conversely, for students with above-average performance, the causes of stress related to school and exams received an above-average response (34%). This compares with an average of 26%. In contrast, work, financial and family stressors were under-reported in this group. These results suggest that the student’s academic performance level may influence the importance of certain stressors, with variations being observed in the different areas of stressors. 4.3 Manifestations of Student Stress The physical, emotional, and behavioural symptoms commonly observed as manifestations of stress in students were analysed in depth in this study. The participants were asked to give an example of a stressful situation they had experienced and then describe why it was difficult. They were also asked to reflect on the physical reactions they experienced during stressful situations, the range of emotions they experienced, thoughts

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occupying their minds and behavioural responses. This comprehensive study provided valuable information about the different aspects of stress experienced by students and highlighted the complex interaction of physiological, emotional, and cognitive factors in response to stress. Analysing the answers to the set of questions, the following can be noted: the document containing the answers to the set of questions given by 59 students contains 3,666 words with 953 unique word forms. The resulting corpus has a vocabulary density of 0.260. This indicates a moderate level of lexical diversity. Furthermore, the document’s readability index is 10.659, indicating a relatively comprehensible writing style. The average number of words in a sentence is 29.3. This indicates the presence of longer and more complex sentence structures. Several keywords emerged from the analysis of the students’ texts describing stressful situations. The most common words were “exam”, “time”, “fear” and “situation”. Figure 4 shows the most frequent words related to the stress situation described during the content analysis of the text.

Fig. 4. Frequency of words related to the stressing situation described [Source: Authors’ construction]

These findings provide an insight into the predominant thoughts and emotional reactions experienced by the students when they are confronted with a stressful situation. Reflecting the cognitive load imposed by these stressors, the presence of words such as ‘exam’ and ‘time’ suggests a preoccupation with academic demands and time pressures. In addition, the inclusion of the word ‘anxiety’ indicates an experience of fear and apprehension, while the term ‘situation’ implies a recognition of the challenging circumstances that contribute to their stress. The findings suggest that the student’s mind is focused on academic pressure and time pressures, accompanied by emotional reactions of fear and apprehension in response to stressful situations. Significant correlations between different variables were found in the analysis of the data. Specifically, a strong positive correlation was found between feeling ‘confused and time’, r = 0.843 (p = 0.0022). There is also an important positive correlation between feeling that there is no time at all (lack – time), with r = 0.813 (p = 0.0043). Furthermore, with r = 0.764 (p = 0.0101), a significant positive correlation was found between ‘confusion and anxiety’. Additional results indicated a moderate positive correlation between

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‘frustration and time’ perception (r = 0.736, p = 0.0153) and between ‘anxiety and fear’ (r = 0.727, p = 0.017). Finally, with r = −0.642 (p = 0.044), there was a significant negative correlation between ‘disorientated and nervous’. These findings highlight the interrelations and associations between the variables examined and provide a perspective on the complex dynamics of emotional experiences and their links to cognitive and temporal perceptions. To explore the recurring phrases in relation to gender and emotional experiences around stress management, a content analysis was conducted. A visual representation of the results of these analyses is shown in Fig. 5.

Fig. 5. Examining repeated phrases related to gender and emotion [Source: Authors’ construction]

Distinct patterns between women and men emerged from the results. For women, the most common words were ‘sadness’, ‘scared’, ‘anxiety’, ‘fear’ and ‘anger’, indicating a range of negative emotions often associated with stress. In contrast, males showed phrases reflecting internalised feelings and a sense of emotional turmoil, such as ‘inside’, ‘despair’, ‘shame’ and ‘fear’. These findings suggest that women may be more likely to experience and express overt emotional responses, while men may be more likely to internalise their stress and manifest it through inner struggles and negative self-perceptions. By identifying specific emotional states experienced in the context of stress management, the analysis provides insight into understanding gender dynamics in the perception and management of stress. When analysing the text, it was possible to identify prominent contextual expressions and common collocations which tended to occur close to certain words. The most common collocations include ‘I - can’t, ‘I’m - nervous’, ‘fear - sweating’, ‘lot - stress’, ‘exam - time’, ‘fear - failure’ and ‘nervous - sweating’. These collocations provide insight into how words and their contextualisation relate to stress management. The phrase ‘I can’t’ refers to feeling helpless or unable to cope with stressors, potentially indicating a lack of control and a sense of powerlessness. The collocation ‘I’m nervous’ is indicative of the close link between nervousness and personal identity, a reaction that is often the trigger for a stressful situation. The collocation ‘fear – sweating’ suggests that anxiety triggers a physiological response in the form of sweating, indicating the activation of the body’s stress response. The collocation ‘lot – stress’ refers to a significant or excessive amount of stress that students are bound to have to deal with on a day-to-day basis. Furthermore, the terms ‘exam – time’ and ‘fear – failure’ represent the relationship between stress and academic contexts, with anxiety being a significant stressor in their case. Finally, ‘nervous – sweating’ suggests that nervousness causes physical symptoms like sweating, strengthening the link between emotional states and physical responses to stressful situations.

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Fig. 6. Distribution of identified categories by gender [Source: Authors’ construction]

Several categories were identified in the analysis of students’ responses to the specific stress situation given. The most common category was ‘perfectionism’, with a frequency of 13 responses, indicating that students struggled with high self-imposed standards and the need for excellence. Another prominent category was ‘academic pressure’, with 10 responses. This highlighted the stress associated with academic expectations and performance. Anxiety about potential judgement and performance followed closely with 9 responses, indicating anxiety about judging and pressure to perform well. ‘Time management’ was identified as a significant challenge by 8 respondents, suggesting that difficulties in managing time effectively may relate to both study and work or managing both together. ‘Fear of communication and insecurity in social interactions’ was a concern for 7 participants. This reflects anxiety and discomfort in social settings, in a new work relationship, or even when participating in group work. The category ‘lack of control’ was mentioned by 4 students, highlighting frustration and stress because of a perceived lack of autonomy, which was mostly in the context of family life, and household sharing with parents/partners. In addition, 3 respondents mentioned ‘lack of interest in current studies’ and ‘long-term well-being’ as a source of stress, indicating a concern, uncertainty, and lack of interest in current studies, which also suggests a less positive perspective. 2 students considered ‘financial difficulties’ important. These findings highlight the specific difficulties that students face regarding stress and provide valuable information for focusing stress management on areas that might require support. Figure 6 shows the distribution of these categories between male and female students when the categories identified are examined by gender. The analysis revealed that the categories ‘time management’, ‘lack of interest in current academic activities’ and ‘financial difficulty’ were more prominent stressors for male students. On the other hand, female students showed a higher frequency of stress

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in ‘communication anxiety’, ‘social interaction uncertainty’ and ‘future long-term wellbeing’. The findings indicate that gender can affect the specific stress factors faced by students. These findings suggest that gender differences may influence the specific stressors experienced by undergraduates. Knowledge of these gender differences may be valuable in adapting stress management approaches and support strategies to meet the specific needs and challenges of both men and women undergraduates. Several responses were observed when analysing the behavioural patterns of the participants under stress. The frequency of behaviours used or occurring in coping with stress is shown in Fig. 7.

Fig. 7. The frequency of the behaviour under stress [Source: Authors’ construction]

The most common pattern was withdrawal, suggesting they seek solitude as a coping strategy in stressful situations. Mild confusion and uncertainty were frequently reported, indicating temporary confusion or a high degree of uncertainty about how to deal with the given stressful situation, there being no tangible coping strategy in the student’s practice. Intermittent aggression, indicating occasional outbursts of anger under stress, high levels of anger and its inappropriate manifestations, was observed in a significant number of individuals. However, a significant proportion of the participants demonstrated a problem-solving mindset, showing a proactive approach to dealing with stressrelated challenges, i.e., managing the solution or striving for the solution comes to the fore in the students’ lives, even under pressure. Calming down, increased irritability, social withdrawal, sleep disturbances and nail-biting were also identified as stress-related behaviours. Individuals’ typical problems indicate difficulties in coping with hardships, and tools or practices are not available to solve them, indicating a lack of resources. These findings shed light on how individuals respond to stress. They also highlight the importance of recognising and addressing these behaviours in stress management interventions.

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4.4 Indicators of Stress: Visible Signs The research is concerned with the perceptible signs that can be identified by others when stress is perceived to be present. 29% of respondents said they did not think others noticed, while 71% said they were noticed and reported by those around them. The gender categorisation of typical symptoms is shown in Fig. 8.

Fig. 8. Signs of stress others can recognise by gender [Source: Authors’ construction]

The most characteristic sign of stress is sudden silence and the appearance of a bad or negative mood for more than half of the respondents. Characteristics such as aggressiveness, twitching eyes, flushed face, changing voice and trembling are more common among males. Female students are more likely to report changes in body language in stressful situations. Based on the findings, a significant majority of participants (71%) reported that their stress was perceived by others. This is an indication that stress is often manifest in observable behaviours and physical signs. The sample size does not allow for generalisation, but it does suggest that recognition of gender differences may help us to understand the different ways in which stress is expressed and the potential influence of gender on stress-related behaviours. Identifying these signs may enable timely support and intervention to help individuals and those around them.

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5 Discussion and Conclusion Stress is universal, affecting people in all areas of life. The purpose of this study was the assessment of participants’ attitudes and experiences with stress management by means of an online form. Content analysis, frequency analysis and comparative analysis were used to analyse the data. The research included looking at what associations students had made when they heard the word ‘stress’, to make connections and deduce causes. There are correlations between academic averages and stressors. This suggests that academic success may influence the importance of stressors. The study also examined behavioural, emotional, and physical signs of stress. Deadlines and academic pressure, accompanied by emotional reactions of anxiety and fear, are the focus of students’ attention. According to the dynamics of stress perception and coping, women are more likely to experience and express overt emotional reactions than men. Students must cope with a wide range of stressors, including being perfectionists, stressed about their studies, afraid of being judged, anxious about managing their time, afraid to communicate, feeling out of control, lack of interest in their studies and financial problems. Understanding gender differences can help you choose stress management techniques, as students may face different stressors depending on their gender. According to the study, stress often manifests itself as observable behavioural changes and physical symptoms, with 71% of participants saying they can tell when they are stressed. Gender differences may be helpful in our understanding of the many ways in which stress is mediated and the behaviours associated with stress. Future research aims to continue to assess students’ emotion regulation, the presence of the importance of self-awareness in stress management, and the manifestation of the role of students’ emotion regulation in stress management.

References 1. Takács, R., Takács, S., T Kárász, J., Horváth, Z., Oláh, A.: Exploring coping strategies of different generations of students starting university. Front. Psychol. 12 (2021). https://doi. org/10.3389/fpsyg.2021.740569 2. Arnold, E.: Empowerment oriented communication strategies to reduce stress. In: Arnold, E., Boggs, K.U. (eds.) Interpersonal Relationship Professional Communication Skills for Nurses, 7th edn., pp. 309–330. Elsevier, St. Louis (2015) 3. Garcia-Dia, M.J., DiNapoli, J.M., Garcia-Ona, L., Jakubowski, R., O’Flaherty, D.: Concept analysis: resilience. Arch. Psychiatr. Nurs. 27, 264–270 (2013). https://doi.org/10.1016/j. apnu.2013.07.003 4. Scoloveno, R.: A concept analysis of the phenomenon of resilience. J. Nurs. Care 5, 353–355 (2016) 5. Wilks, S.E., Spivey, C.A.: Resilience in undergraduate social work students: social support and adjustment to academic stress. Soc. Work. Educ. 29(3), 276–288 (2010). https://doi.org/ 10.1080/02615470902912243 6. Çapan, B.E., Arıcıo˘glu, A.: Forgiveness as predictor of psychological resiliency. Int. J. Educ. Res. 5(4), 70–82 (2014). https://doi.org/10.19160/e-ijer.05325 7. Hayes, D.M., Eddy, J.M., Hayes, D.M., Eddy, J.M.: Stress management education: a life skills approach for health promotion professionals. Wellness Perspect. 2(4), 9–11 (1985)

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8. Frydenberg, E.: Coping competencies: what to teach and when. Theory Pract. 43(1), 14–22 (2004) 9. Bogáth, Á.: A stressz és a hallgatók egymás közötti társas támogatás kapcsolatának vizsgálata az Óbudai Egyetemen egy kérd˝oíves kutatás alapján (Investigating the relationship between stress and peer support at Óbuda University based on a questionnaire survey). In: Vállalkozásfejlesztés a XXI. században 2022/2. kötet Globális reakciók, lokális akciók a gazdaság rezilienciájának er˝osítéséhez (Business Development in the 21st Century 2022 Volume 2 Global Responses, Local Actions to Strengthen the Resilience of the Economy) (2022). https://bit.ly/3MN6wZA 10. Urbán, R.: Az egészségpszichológia alapjai (Basics of health psychology). Elte Eötvös Kiadó, Budapest (2017) 11. Lazányi, K.: A társas támogatás szerepe és jelent˝osége a fels˝ooktatásban a diákszervezeti tagság kapcsán (The role and importance of peer support in higher education in relation to student union membership). In: Vállalkozásfejlesztés a XXI. században (Business Development in the 21st Century), Budapest (2011)

What is Attractive, Efficient and Has Appeal? Comparing Different Types of Peer Tutoring in the Course Basics of Fluid Mechanics Konrad E. R. Boettcher(B)

and Sabrina Grünendahl

TU Dortmund University, 44227 Dortmund, Germany [email protected]

Abstract. This article is about the peer tutorial in the course Basics of Fluid Mechanics in Biochemical and Chemical Engineering. The tutorial takes place in groups with two tutors each (dyad). Four different types of tutors were selected: a student of a higher semester with good performance, which serves as a comparison group as this type is usually chosen, a student attending the course for the first time in the standard period of study, a student who had already failed the exam several times, and each session alternating students from the tutees. The dyads were formed with one student of the conventional type. The comparison dimensions are effectivity, efficiency, and appeal. It was observed that each unconventional design has specific advantages, but no particular disadvantages compared to the comparison group. Especially for efficiency this is remarkable, since the better clarification and increased discussions in the tutorial lead to less open questions, which have to be clarified in the office hours with the teachers. This overcompensates for the additional instructional effort to the tutors. The best exam results were achieved by the group with the failed tutor. The current student as tutor led to a massively increased exam writing rate, which reduced procrastination of the tutees. The effect sizes are not particularly large, which may be due to the time period studied at the beginning of the Corona pandemic. As at least small advantages without disadvantages were identified, this work recommends the testing of such unconventional tutorial designs. Keywords: peer tutoring · collaborative learning · fluid mechanics · engineering education

1 Introduction The introduction deals with influences on the learning success of pupils, an overview of teaching fluid mechanics and peer tutoring is given, from which research questions are derived. In the methods chapter, the student sample is discussed, the types of peer tutoring designed, and the data collection for evaluation. The results are presented and discussed in the following sections regarding effectiveness, efficiency and appeal with the limitations. Recommendations and further research efforts are derived. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 350–362, 2024. https://doi.org/10.1007/978-3-031-53022-7_36

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1.1 Influencing Factors In Hattie’s study, various factors influencing school teaching were considered from over 800 studies and published in 2009. Since then, the number of influencing factors has been increased to 322 [1]. The effect size d can be used to estimate which influencing factor is beneficial for learning success [2]. Indicative values for the effect size from [3] are shown in Table 1. The changeover point for distinguishing what has a significant effect (so-called hinge-point) is approximately d = 0.4, with larger values suggesting a greater influence. Negative values result, for example, from moving (d = −0.34) or television consumption (d = −0.18), and screen time (d = −0.29). The range extends from anger (d = −0.83) to teacher estimates of achievements, which may be interpreted as a teacher being an individual learning coach for the specific needs and abilities of the individual student (d = 1.46). Many teaching methods are hardly feasible for the very large groups at universities, whereby the classic lecture with d = - 0.18 should be subjected to increased critical reflection. Although the Hattie study refers to the school classroom and does not distinguish between different levels of complexity or addressed cognitive levels like Bloom’s taxonomy [4] or the SOLO taxonomy [5], it still provides valuable information about appropriate and inappropriate methods. Especially through the implementation of proper methods in the school classroom, such methods will become the learning reality of first-year students. Table 1. Rules of thumb for effect size d [3] d

0.01

0.20

0.50

0.80

1.20

2.00

Effect size

Very small

Small

Medium

Large

Very large

Huge

1.2 Peer-Tutoring A common definition of tutoring is that “people from similar social groupings who are not professional teachers helping each other to learn and learning themselves by teaching” [6]. In peer tutoring, an intermediate level is inserted between the academic instructor (teacher) and the learners (tutees), which at a university consists of students (tutors). Peer-tutoring is treated to be an effective way to improve teaching. In many engineering courses in Germany, tutorials are offered in addition to a lecture and exercise. Student tutors lead the tutorials. These tutors are supposed to impart the knowledge to the students due to the lower hierarchical distance and the same “language”. According to the Hattie study, the effect size of peer tutoring at schools is d = 0.53, which is above the hinge point of 0.4, and is therefore considered to be an effective educational method. There are different typologies for peer tutoring away from subject content. Distinguishing factors according to [6] are for example: Objectives. E.g. differences in reducing drop-out or increasing learning access. Contact constellation. Number of tutees and tutors can differ, where 2 tutors (dyads) are particularly intensive. Other differences arise in the time or location of the tutorials.

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Year of study of tutors and tutees. The tutors can be cross-type, i.e. students of a higher semester or even post-graduates or tutors can be of the same semester. Role continuity. Tutors and tutees can always the same or interchange (so-called reciprocal teaching). Tutor characteristics. Are the tutors the best, average or underachieving students? If the best, tutors don’t learn much, are lack stimulation, and their benefit may not be as significant. This may be negligible if the tutors are students of a higher semester. According to [6], cross-type small-group tutoring is common with good published results. For same-year dyadic fixed-role tutoring, fewer results have been published. Less good results were usually found and the danger of “the blind leading the blind” was seen [6]. They also report that same-year reciprocal peer tutoring is superior to seminar or individual learning. The results of the study [7, 8] show that reciprocal peer tutoring leads to greater learning success, greater satisfaction, and reduced feelings of stress compared to other treatment and control groups. In dyadic cross-year fixed-role peer tutoring the tutors are students of a higher semester. A review on dyads in peer tutoring [9] from kindergarten to university recommends peer tutoring for math-related subjects (d = 1.16 vs. d = 0.36 for other subjects), samegender dyads (d = 0.85 vs. d = 0.39), structured tutorials (d = 0.80 vs. d = 0.40 for unstructured), and same-year non-reciprocal peer tutoring (d = 0.64) rather than crossyear peer tutoring (d = 0.34). [10] investigated one-to-one cross-year fixed role tutoring: tutors held ring sessions throughout the whole academic year in weekly 90-min tutoring sessions held at a specific location and time. Thus, student tutors implemented a total of twenty tutoring sessions for tutees. They found moderate effect sizes. Positive effects were also obtained with peer tutoring and blended learning in the SARS-CoV2 pandemic [11]. In fluid mechanics, online peer tutoring was found to be slightly better by students compared to on-site tutorials. Remote experiments and VR simulations were also used [12]. [13] concludes in his review that metacognitive training benefits from peer tutoring in higher education and that peer tutoring does not necessarily lead to greater academic achievement gains or deeper learning. But faculty recognize and value other pedagogical benefits such as fostering students’ critical thinking, learning autonomy, motivation, and collaboration and communication skills. 1.3 Research Question We want to compare different types of tutors. The addressed research questions (RQ) are listed and coded in Table 2. The dimensions of the investigation refer to [14]. The RQs could be answered quantitatively or subjectively and will be a matter of further research. As the living situation of students has changed in recent years in the wake of the pandemic, rising living costs and the Bologna Process, the question of efficiency on the part of the students is also decisive: How much time do students need to achieve the intended learning goals with the learning materials and teaching-learning situations?

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Table 2. Addressed research questions Code

Research question

RQ1

Which statement results to effectiveness? How well the instruction works and the learning goals are achieved [14]

RQ2

Which statement results to efficiency? How much time/cost needed the instruction itself and its development [14]

RQ3

Which statement results to appeal? How much did the students enjoyed the instruction which can be used as an indication on motivation [14]

RQ4

What are the advantages and disadvantages of the mixed dyads?

2 Method 2.1 Sample of Students and Tutorials Fluid mechanics is a basic subject in many undergraduate engineering courses. It deals with the motion of fluids and gases under various forces such as friction, centrifugal force, pressure or inertial force. Since engineers are interested in the optimization of existing or new processes, the consideration is mathematical in the sense of the continuum theory. Although fluid mechanical processes have a considerable influence in everyday life and in industry, such examples or experiments are usually not suitable for gaining an insight into the underlying fluid physics [15], since the flow variables such as pressure or the velocity vector are invisible and can only be measured at single points. Visible, however, are the effects of a flow, like the force on an airfoil. If teaching is based on frameworks such as EQR or HQR (European/Higher Education Qualifications Framework) and thus tries to address learning goals of higher cognitive taxonomy levels (Bloom’s level creation or SOLO level multistructural or extended abstract understanding), many students face great challenges. This can generate high failure rates and thus anxiety, which has a negative impact on learning (d = −0.36). As a basic course, it is usually taught between the third and fifth semester and usually consists of a lecture (d = −0.18), a hall exercise, experiments, and a tutorial (d = 0.53). Usually students are chosen as tutors who have performed best in the written exam. This paper is about investigating the peer tutorials in the course basics of fluid mechanics 1 in the third semester of undergraduate studies in Biochemical and Chemical Engineering at TU Dortmund University. Teaching is consistently improved, such as outcome-based education (d = 0.97), AR [16], VR (d = 0.54) [17–19], tutorials with small experiments [12] or the use of RWS-based tasks on digital twins for the working world 4.0 [20] or cross-reality laboratories [21]. There are about 200 students in the lecture and exercise in 2019/20, eight groups of on-site student-led tutorials with eight tutors and each tutorial group has 20–30 tutees. There are about 15 dates each for lecture, exercise and the tutorials. Each tutorial group is led by two tutors (dyads) and each tutor leads two tutorials for 90 min. The students try to solve problem-based tasks in small groups (small-group learning d = 0.47) or together like in a group puzzle (cooperative vs. individualistic

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learning, d = 0.53). Some tutorials are organized as station learning (spaced vs. mass practice, d = 0.65), conduct small-scale real (tactile stimulation, d = 0.58) and VR (d = 0.54) experiments and setting appropriately challenging goals and supporting materials (appropriately challenging goals, d = 0.59) etc., supported by the tutors. The passing rate is about 70% so there are approximately 40% tutees of higher semesters who did not have passed the exam yet. The tutorial studied in this paper consists of a dyad in order to be able to serve more students due to a lack of space (so attributed to efficiency). This is exploited here to compensate for specific possible advantages and disadvantages of the selected tutors. 2.2 Types of Tutors Type A – conventional tutor: a student of a higher semester who has passed the exam quite well. The tutors get paid and usually act several years as a tutor. Assumed advantages include a great deal of expertise and thus accurate responses, as well as being a role model for tutees. Assumed disadvantages are a hierarchical distance, different levels of knowledge and the rather extrinsic motivation (payment). Type B – current semester tutor: a student of the current third semester who attends to the fluid mechanics course the first time. The tutor will be the same for the whole semester and will be paid as well as the other tutors. Advantages are knowledge and skills on par with tutees, expert formation within study groups for exam preparation, positive peer influence (d = 0.53) and no procrastination (d = −0.50). Assumed disadvantages are difficulties in finding such a tutor, a lack of an overall view, a lack of expert knowledge and thus a greater time requirement. Type C – failed exam tutor: a student of a higher semester who has already failed the exam at least one time. In our case the student failed already two times and has to use the last chance in passing the exam fluid mechanics. Assumed advantages are an intrinsic motivation (surface motivation and approach d = −0.13) and knowledge from exams, which is why an improved passing rate is expected. The hierarchy should be reduced, because the tutor is not an overachiever but also had to get to know the depths of the study (i.e. no question is too stupid). Tutees notice that teachers support all students and do not write off students (teachers not labeling students, d = 0.61). Assumed disadvantages are a lack of expertise, different levels of knowledge, acceptance problems of the tutees, and more time needed by the teachers. Advantages for the tutor are reducing anxiety (d = 0.42) and a second/third chance program (d = 0.53). Procrastination (d = −0.50) is prevented by the weekly tutorials.

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Type D – alternating tutors: on the end of each session, two of the tutees will be assigned as assistant tutors for the next session. They can volunteer and take part in the instruction meeting with the normal tutors. During the tutorial two tutors of type A follow the type D tutors on step to help and correct them only if wrong or necessary. Advantages are the elimination of hierarchies, the positive peer influence (d = 0.53) and the equal level of knowledge between tutors and tutees. The learning groups of the tutees are infested with experts, active learning takes place for the assistant tutors, and procrastination is prevented (procrastination d = −0.50). Here, the main concern was finding assistant tutors. To avert any disadvantages due to non-functional tutor type selection, tutor types were mixed in the dyads. Table 3 summarizes the a priori assumed (dis)advantages.

Table 3. Assumed effects of tutorial dyad design with 0 (like comparison type AA), + better and - worse than comparison type AA. Item

AA

AB

AC

DD-(AA)

3 groups

2 groups

2 groups

1 group

Expertise

0

–

–

0

Exam preparation

0

0

++

–

Motivation

0

+

++

+

Role model

0

+

+

++

Learning group

0

+

+

++

Same level of knowledge

0

+

–

++

Hierarchy

0

+

++

++

Procrastination (tutors)

0

++

++

++

Learning effect on tutees

0

+

+

++

Tutors Acquisition

0

–

+

– –

Effectiveness

0

+

+

++

Efficiency

0

– –

– –

– –

Appeal

0

+

+

– –

2.3 Evaluation Method However, this paper investigates whether well-versed students from a higher semester are actually better able to convey the subject content to the tutees. So, we want to address the (i) effectivity, (ii) efficiency, and (iii) appeal. In the following Table 4, the data collections conducted are presented and coded.

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K. E. R. Boettcher and S. Grünendahl Table 4. Evaluation methods

Code Method E1

Evaluations of each tutorial at the end of the course to evaluate appeal, perceived efficiency, and effectivity: an evaluation sheet was handed out to all tutees at the last session of the tutorials. The survey consists of several quantitative questions and an open qualitative question regarding additional remarks

E2

Number of students at the last session of each group to evaluate appeal objectively

E3

Recorded effort during the semester and the exam preparation period by the teachers. This is to evaluate the efficiency regarding the workload of the scientific employees as non-standard tutors could cause more workload for instruction or repairing not-well conducted tutorials. Therefore, we collected data in the weekly tutorial meetings and all students attending to a consultation hour are asked about their tutorial and the needed time is recorded

E4

Results of the exam for comparison. This is to evaluate the effectivity objectively. In the exam the students could volunteeringly mark the tutorial they attended

3 Results It was surprisingly simple to acquire enough students for tutors of type D, although only the tutors of type A, B, and C are paid. The tutor of type B found this to be a great chance to pass the exam (which was the last allowed attempt) and to get somewhat rid of money problems students usually have. Without advertising we found a student for type C who was intrinsically interested in fluid mechanics and realized that getting paid for learning what he is interested in is not the worst deal. To find students of type D the teachers entered the first tutorial and explained the sense. In the following tables the best rating is colored green and the poorest rating red. As there are not that many students in each group (esp. in group AC) the quantitative results should not be treated as a precise measurement but as an indicator. 3.1 Effectivity Several results from E1 are given in Table 5. Here the learning effect perceived by the students is examined with the handed in evaluation sheets N. The learning effect is rated best in AC and worst in the conventional type AA. The connection with course content and exam preparation was rated best in DD-AA and the connection with course was rated worst in AA.

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Table 5. Perceived effectivity of the tutorial types (1 very good. 6 very poor) from E1 Tutorial type

N

AA: conventional

19

Clear learning success 2.42

Exam preparation 2.00

Connection to course 2.26

AB: current student

52

2.29

2.06

1.90

AC: failed student

12

1.83

1.86

2.08

AA-DD: reciprocal students

21

2.05

1.64

1.75

Due to the SARS-CoV2 pandemic many students did not attend in the exam, see Table 6. But remarkably all tutors of type B achieved the best achievable grade, as we tested this type one semester earlier without evaluating anything. The tutor of type C passed with a mediocre grade and was happy. All tutors of type D passed the exam. The best mean result was achieved by the group led by the failed student AC. We compare the effect size to the group of students not attending a tutorial. Only the tutors have d = 0.97. Table 6. Results for the effectivity of the types gained from exam E4

Tutees visited AA: conventional

N N registered attended 34 19

proportion 55.9 %

Mean result / re- Effect quired to pass size d 105.0 % 0.26

AB: current student

26

18

69.2 %

104.8 %

0.28

AC: failed student

17

9

52.9 %

112.0 %

0.43

AA-DD: reciprocal students 0-0: no tutorial

11

6

54.5 %

106.2 %

0.38

28

12

42.9 %

95.5 %

-

3.2 Efficiency The efficiency results from the total costs and total time required per tutee and tutors B, C, and D. The total costs were the same in each group as there are two paid tutors in each group. Different results are obtained for total time (E3). This is lowest due to the formation of experts within the students in type D-D (ref. Table 7) followed by type A-C. since presumably opinions were already given due to the exam experience which directly identify relevant or irrelevant questions which explains a low level of seeking out tutors to clarify surface learning-related issues. 3.3 Appeal It is difficult to measure the appeal of the tutorials based on registration figures as the tutorials are held at different times in relation to the timetables. Tuesdays for example

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Type

N

A-A: conventional

19

Total time spent/tutees 7.3 min

Interaction with students 1.95

Interaction with tutors 1.89

A-B: current student

52

5.8 min

1.87

1.63

A-C: failed student

12

4.4 min

2.00

1.50

D-D: alternating students

21

4.0 min

1.81

2.00

are certainly more frequented during a gap hour than Fridays at 8 am or 7 pm. An insight is provided by the quota of students who participated until the end. This perseverance rate (E2) and different average scores (E3) are shown in Table 8. Most students were lost in the conventional tutorial (type A-A). Here the students were also bored the most and the promotion of cooperation was by far the best in type A-D. Table 8. Results for the appeal of the types (1 very good to 6 very bad) Type

N

AA: conventional

19

Perseverance rate 34 %

Boredom in tu- promotion of cotorial operation 17 % 2.11

AB: current student

52

40 %

8%

2.27

AC: failed student

12

78 %

2%

1.50

AA-DD: alternating students

21

71 %

6%

2.01

In the qualitative question there were three mentions that the DD type is a great idea and two mentions, that the tutorial made a lot of fun. In AB there were two times the mentions: great. All the other mentions are not related to the tutorial types. 3.4 Limitations Effects due to the different schedule of the tutorials cannot be taken into account, but they do have an influence. For example, students may not be ready at 8 am or may be exhausted by 8 pm. Strenuous, boring courses before the tutorial can have a tiring effect. This effect is counteracted by the fact that some students attend a different tutorial than they registered for, but students who are faithful to the rules tend not to do so. The evaluations were not carried out for the registered tutorial but for the attended tutorial. Some dates are in a free intermediate time slot of the third semester and others in a free intermediate slot of the fifth semester, so that there is an unequal distribution with regard to repeaters and possibly lower-performing students. The latter attend the tutorial less frequently and were concentrated in tutorial AC. In addition, the students who are in a higher semester are less exposed to the potential shame of being taught by students of

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the same semester who are significantly further along or better. Since A, B, and C tutors offer two tutorials, the tutorial taught first results in further preparation for the second tutorial. Here, all tutorial results were averaged across all appointments. The onset of the Corona pandemic has a negative impact on the informativeness of the exam results for effectiveness. Up to now, many tutorials have taken place in the online format, which prevents further investigations as online and on-site is a new variable. Also, significant smaller numbers of students makes a new investigation difficult.

4 Discussion 4.1 Effectivity The perceived learning effect is the poorest in the conventional type AA (ref. Table 5). A current student as tutor (AB) gives the tutees a better picture of how the tutorial relates to the learning objectives and subject matter of the course. This is even more pronounced with alternating assistant tutors (DD). From this follows the perceived quality of the exam preparation. The alternating-students type results in a particularly good exam preparation for the assistant tutors, which, through the back-up tutors (AA) accompanying them, continues to enable all tutees to prepare well for the exam. Through the tips of the dyad AC and the intrinsic focus on exam-relevant content, the greatest perceived learning effect results here. The number of registrations for the exam was very low due to the pandemic and all students probably had - due to the first known cases in the neighboring city on the day before the exam - other thoughts than Basics of Fluid Mechanics. A particularly large number of withdrawals (Table 6) came from the group of students who did not attend a tutorial. Maybe they were missing a role model. They also achieved the worst results with 92.5% of the necessary points to pass. In terms of registration proportion, all types were very similar, with the exception of the current student (AB with ca 70% vs ca 55%). This may be related to the role model getting its tutees to write the exam. The results of the dyad-AC group are the best, probably due to the also out of self-interest of the tutor treated and practiced exam strategies, what corresponds to the best perceived rating of learning success. The effect sizes are maybe due to the pandemic in the range small to medium. The tutors themselves have between large and very large as effect sizes. Nevertheless, the numerical values are not statistically precise due to the low number of students but an indication. 4.2 Efficiency The conventional dyad AA led surprisingly to the largest expenditure of time. Although these tutors did not need any additional explanations, most of the questions and time demands came from their groups. Interactions with tutors and tutees from E1 are seen as another indicator of efficiency and can be used to explain the finding regarding total time as the more students discuss, the more questions get clarified. Appropriately, dyad DD-AA improves interactions with students of the same semester (since they are also the tutors) and the smallest interaction with the real tutors AA which are also present but only interact to help or correct wrong statements. In type AC it is the other way around, since

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here there is the least interaction with the students and the most with the tutor, possibly because the students dare to formulate questions that are not perceived as particularly intelligent. Type AB leads to better results in both interactions with tutors and students as the control group AA. In type AC. The inhibition threshold for perceived stupid questions is significantly lowered. Conventional tutors (AA) are the least favourable in these categories as perceived by students. It is remarkable that the group size of AC and AD is not much larger than in AA. This means that the extra time spent for preparation is not vanishing due to a division with a great number of tutees. 4.3 Appeal The perseverance rate of the tutees was highest in the AC type, where there was also the least boredom (2%) and collaboration was promoted the most (grade 1.50). In the conventional type AA, the persistence rate was less than half as high, at 34% instead of 78%, but the proportion of boredom in the tutorial was more than eight times as high, at 17% (see Table 3). This can be interpreted that the exam-failed tutor can motivate the tutees also from own experiences reported, like e.g. that parts of tutorial problems were in the exam in a modified form and the tutor did not recognize it, but this is recognizable, if one does not compare the sketches of tasks but the assumptions with learned procedures. Type DD-AA surprisingly has a similarly good perseverance rate and a third of boredom. This is presumably due to the changing tutors, since here tutees always interact with different assistant tutors and these often also do not have an overall view, which also here does allow not particularly intelligent questions and stimulates discussions. In this type, the tutorial type itself was also praised in the free text of E1.

5 Conclusion We recommend to mix the types of tutors and to offer several types of tutorials as the heterogeneous mixture of students has different needs. Especially in the age of the green transition with at best half of the process engineers needed for transition, no student should be left behind. Type C can help not well-performing students to get back in track. Type D is interesting in the combination with gamification. The preliminary results of effectivity, efficiency and appeal are promising and support and the findings of the Hattie study about the peer-tutoring to be an efficient method. Each tutorial type has different advantages. Type AB leads to a higher participation rate, which counteracts the procrastination of tutees and thus an extension of study time. Increased interactions with tutors and thus a reduction in hierarchy were also observed. The failed tutor leads to the best exam results, by far the best values for appeal and very good values for effectiveness. The alternating tutors lead to the lowest time requirement (best efficiency) and to the best perceived exam preparation. In none of the three types AB, AC, DD-AA special disadvantages were observed. It is certainly clear that the effect sizes are not great and hardly differ from each other. But as each type of tutorial has advantages in effectivity, effectiveness and appeal compared to the conventional design, all types should be offered. The advantages should be communicated to the tutees when choosing the tutorial group, to enable a targeted selection of learning types. The observed

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effects of the tutorial group design is given in Table 9. Better results than expected are printed in green, poorer results in red. Table 9. Identified effects of tutorial dyad design with 0 (like comparison type AA), + better and - worse than comparison type AA.

Dimension Effectiveness

AA

AB

AC

DD-AA

0

++

++

+

Efficiency

0

++

+

++

Appeal

0

++

+

++

The tutorials are currently being held again increasingly in a face-to-face or hybrid format. This enables a new approach to comparing the tutorial groups, including the evaluation of the exams. For this purpose, the combination with a gamification approach is being tested, in which it should be even easier to find different tutors for the tutorials in the DD-AA mode. Acknowledgment. The work is partly included in the project CrossLab - flexibly combinable cross-reality labs in university teaching: future-proof competence development for a learning and working 4.0 funded by the Foundation Innovation in der Hochschullehre.

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11. Aznam, N., Perdana, R., Jumadi, J., Nurcahyo, H., Wiyatmo, Y.: The implementation of blended learning and peer tutor strategies in pandemic era. In: Advances in Social Science, Education and Humanities Research, vol. 541. Proceedings of the 6th International Seminar on Science Education (2020) 12. Boettcher, K., Grünendahl, S.: Perception of collaborative student-led tutorials with laboratory experiments in e-learning. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds.) ICL 2022, vol. 633, pp. 110–122. Springer, Cham (2022). https://doi.org/10.1007/978-3-031-26876-2_11 13. Stigmar, M.: Peer-to-peer teaching in higher education: a critical literature review. Mentoring Tutoring Partnership Learn. 24(2), 124–136 (2016) 14. Reigeluth, C.M.: What is instructional-design theory and how is it changing. In: InstructionalDesign Theories and Models: A New Paradigm of Instructional Theory, vol. 2, pp. 5–29 (1999) 15. Boettcher, K.E.R., Behr, A.S., Boettcher, D.J.: Virtuelle Realität des Unsichtbaren – Verständnisfördernde Visualisierung und Interaktivierung strömungsmechanischer Phänomene. In: Labore in der Hochschullehre: Labordidaktik, Digitalisierung, Organisation, pp. 159–173 (2020) 16. Boettcher, K., et al.: Methodology for real-time sensor measurement based augmented reality laboratory experiment in a wind tunnel. In: Auer, M.E., Langmann, R., Tsiatsos, T. (eds.) Open Science in Engineering, REV 2023. LNNS, vol. 763, pp. 477–489. Springer, Cham (2023). https://doi.org/10.1007/978-3-031-42467-0_44 17. Boettcher, K., Behr, A., Terkowsky, C.: Development methodology for immersive home laboratories in virtual reality – visualizing arbitrary data in virtual reality. Int. J. Biomed. Online Eng. 18(14), 114–132 (2022). Special Issue: Online-Labs in Education 18. Boettcher, K.E.R., Behr, A.S.: Using virtual reality for teaching the derivation of conservation laws in fluid mechanics. Int. J. Eng. Pedagogy 11, 42–57 (2021) 19. Boettcher, K.E.R., Behr, A.S.: Usage of a virtual environment to improve the teaching of fluid mechanics. Int. J. Online Biomed. Eng. (iJOE) 16(14), 54–68 (2020) 20. Boettcher, K., Terkowsky, C., Schade, M., Brandner, S., Grünendahl, S., Pasaliu, B.: Developing a real-world scenario to foster learning and working 4.0 – on using a digital twin of a jet pump experiment in process engineering laboratory education. Eur. J. Eng. Educ. (EJEE) 48(5), 949–971 (2023) 21. Felder, R. M., Brent, R.: Teaching and learning STEM: a practical guide. John Wiley & Sons (2016)

Using the Findings of the Empirical Study Conducted Among Generation Z Students in Technical Teacher Training Katalin Kanczné Nagy(B)

, Rita Kattein-Pornói , and Péter Szandi-Varga

Department of Technical Education, Budapest University of Technology and Economics, Budapest 1111, Hungary {kanczne.nagy.katalin,kattein-pornoi.rita, szandi-varga.peter}@gtk.bme.hu

Abstract. The purpose of our presentation is to provide insight to the characteristics of students studying in vocational training in Hungary. Our basic finding is that Generation Z students have different attitudes and expectations than their teachers. People born between 1996 and 2012 are considered members of Generation Z. Some of the members of this generation are still in school, and some are already young adults. Children of the digital age grew up in the online world, in a cultural space defined by social media. They used smartphones and tablets in their teenage years. They spend several hours a day using smart devices, and their media consumption is based on smartphones. Generation Z is apostrophized in the literature as the “lost generation” because they spend most of their time in “multitasking” mode, the clear consequence of which is a decrease in attentionconcentration [1]. However, the digital world does not only affect cognitive abilities, but also influences personality development. The narcissistic distortion of personality is a characteristic problem of generation Z [2]. Various computer games and media materials found on the Internet lead to the relativity of moral values, the deformity of the formation of self-image, and the lack of empathy. Research has established that the emotional intelligence of students of Generation Z is less developed compared to previous generations. This is worrying because “soft skills” are playing an increasingly important role in labor market expectations [3]. Keywords: Generation Z · technical teacher training · Sensation Seeking Scale

1 Introduction Studies on generations are published more frequently nowadays, whether in the written press, published books or online platforms. The concept of generation is defined by Steigervald [4] as follows: “Generations are groups of people born at roughly the same time, with many of the members sharing the same qualities, values, habits and similar worldviews due to their similar childhood socialization”. Steigervald distinguishes © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 363–378, 2024. https://doi.org/10.1007/978-3-031-53022-7_37

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between age peculiarities and generation characteristics. He defines the similar thinking and behaviour of the given generation as a generational mark. Nemes [5] stresses that it is worth examining a given generation in a complex manner, that is, not only in a moment of time, but in parallel with the progress of time. She emphasizes that the attitudes, values and behaviours of the members of a generation may be different depending on the social, economic and historical situation in which they were raised. The authors agree that our generational affiliation cannot be categorized strictly. “Generational experiences are a kind of trends that influence, vary, and expand the behaviour, attitudes, and thinking of the whole society. It would be a mistake to limit all this based on our year of birth” [4]. The success of teaching depends on how well the teacher knows the motivations of the students, and the reasons behind their behaviour and decisions. Generational behaviour as a trend affects everyone. However, it is also important to take into account the social, economic and political events that are decisive in the life of a generation and affect society as a whole. Overall, we can say that even though general characteristics can be defined for a generation, we must take into account that the life of the individual is influenced by several factors. “The attitudes, values and behaviours of the members of a generation may differ depending on the time of birth and the environment in which someone was raised, that is, the specific (social, economic and historical) conditions that affected them during their formative years” [5].

2 Approach Generation Z students have different attitudes and expectations than their teachers. Teachers are in a difficult situation for several reasons: on the one hand, they studied in an “age” in which the educational institution was a sanctuary of knowledge and had unconditional respect for their teachers. They learned from books and from intellectual conversations. They closely followed the lectures in their academic programme. This era is over now. “We are heading towards an era where the experience of reading in depth is slow and, therefore, perhaps a little dull compared to the way the Internet catches our attention by flooding us with stimuli” [6]. 2.1 Characteristics of Generation Z Generation Z consists of people born between 1996 and 2012. Some of the members are still in school while some others are already young adults. Born as children of the digital age, they have grown up in the online world, in a cultural space defined by social media. As teenagers, they already used smartphones and tablets. They spend several hours a day using smart devices, and their media consumption occurs primarily via their smartphones. Generation Z is referred to as the “lost generation” in the literature. What led to this not-so-positive label? The members of Generation Z spend most of their time in “multitasking” mode, which clearly results in reduced concentration of their attention [1]. However, the digital world affects not only cognitive abilities but also personality development. The narcissistic distortion of personality is a typical problem of Generation

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Z [2]. Various computer games and media content on the Internet lead to the relativity of moral values, deformity during the formation of one’s self-image and the lack of empathy. Research has found that the emotional intelligence of Generation Z students is underdeveloped compared to previous generations. This is worrying also because soft skills, which are based on emotions, play an increasingly prominent role among the expectations of the labour market [3]. In their 2014 study focusing on Generation Y and Z thinking, Tör˝ocsik, Sz˝ucs and Kehl [7] make the following important findings about Generation Z. This age group only accepts credible people and things. Everything is re-evaluated, questioned, criticized. They belong to cliques, which unite them in their appearance and thinking, but they also want to show their uniqueness. Pleasure and enjoyment are of utmost importance to them. For Generation Z, the patterns that are so important in their childhood, come not from the family nest and not from the child’s environment, but from the characters of the manipulated world of the media. They are the first global generation because they speak a global language and watch the same movies (Netflix), and the same processes, trends and events affect their daily lives [3]. However, excessive visuality obscures their judgment and makes them easier to control [8]. Although the online space at first glance paints a friendlier picture than the unpredictable, uncertain reality, facing reality is essential for entering adult life. 2.2 Difficulties in Teaching Today, it is almost impossible to say what knowledge base employees will need in the future. At the same time, several authors emphasize that the problem of competencies that help us adapt to change should be considered as a key issue, as students should be prepared to solve problems that are unknown even to us [6, 9, 10]. Thus, the following competencies have gained prominence and need to be developed during teaching: problem-solving ability, creative thinking, critical thinking, self-awareness, resilience, empathy and cooperation [5]. Gyarmathy [9] describes the complexity of the task facing teachers as follows: “The task of the 21st-century educator is to promote the acceptance of uncertainty through the autonomy and harmony of students. To be able to do this, teachers themselves must change in this direction”. How can we tune in to the members of Generation Z, in this accelerated, valuerelative world of the 21st century? The emergence and widespread use of the Internet and various technological tools have led to significant challenges for teachers. Setting limits in the limitless world of Generation Z students is a difficult task. Teachers have to adapt to the situation and need appropriate methods. 2.3 The Importance of Contextual Understanding of Students In order to find, develop and apply the appropriate methods, it is necessary to get to know the students in context. This context encompasses all the consequences that arise between man and man, man and the environment in the present and in the past. Connection is characterized by dynamism and attachment to one another, and the stronger or weaker threads of importance that are visible or invisible. Contextual studying of students is

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an approach in which we acknowledge that the student lives in the network of their environment and relationships, and we try to understand it. However, getting to know the students in context is not only the result of continuous observation, in which, after a while, the behaviour characteristics of each student are drawn as an image in front of the teacher. Actually, the educator must relate this picture to countless factors in order to not only see but also understand students’ behaviour, and as a result think over, plan and carry out his own activities. To do that, you need pedagogical and psychological knowledge. Also decisive is the teacher’s view and pedagogical belief derived from personal and school experiences, which significantly affect their thinking, often even without being aware of it. However, when they encounter new requirements and methods, their personal beliefs are expressed explicitly [11]. 2.4 The Role of Psychometrics in Recognition The realization that people differ in their behaviour, basic personality traits and cognitive abilities goes back thousands of years. Although psychological testing first appeared in the 20th century, there are already historical records that the psychological fitness of the officials of the Chinese Empire was tested every 3 years in 2200 BC [12, 13]. Scientific explanations of individual differences gained momentum in the 1800s [14]. With the generalization of mass education in the early 1900s, there was a focus on measuring intelligence. Alfred Binet and Theophile Simon published the first such test in 1905. The degree of intellectual abilities was based on correctly solved tasks, with the help of which the mental age of the students could be determined. A carefully crafted and reliable American adaptation of their procedure was developed by Stanford University professor Lewis Termann, who published the results of the test in 1916. He coined the acronym IQ from the English term intelligence quotient. In 1939, David Wechslert created an intelligence test that not only included verbal tasks, but also socalled performance tasks, thus facilitating a more refined characterization of intellectual abilities. In addition to the methods developed to reveal general mental abilities, several measurement procedures have appeared since the 1920s that focused on revealing personality traits. The first objective personality test was the Woodworth Personal Data Sheet, which attempted to query the questions from a psychiatric interview in the form of a standardized self-test. The so-called projective tests were created to eliminate the disadvantages of the test. The most common projective measurement procedures are the Rorschach Test developed by the Swiss psychiatrist Herman Rorschach in the 1920s, the Thematic Apperception Test (TAT) published by the American authors Murray and Morgan in 1935, and the Szondi Test developed by the Hungarian Lipót Szondi in the late 1930s [15]. 2.5 Experience Seeking Scale Questionnaire Sensory experience seeking was developed as a personality trait by Zuckerman in 1964. The first version contained 19 items, and the fifth version, which is still used today, contains 40. Of the 40 pairs of statements, the test subject must decide which of the statements

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is true for them from the pairs. The content of the questions include change, unusual, unexpected, unbridled, impulsive, open-minded, risk-taking. The measure includes 4 subscales, which are Thrill and Adventure Seeking (TAS) Experience Seeking (ES); Disinhibition (Dis); and Boredom Susceptibility (BS) [16]. The results are independent of age. The style of experiences seeking stabilizes around the age of 16–20 and then persists permanently. Those with high SS scores are egocentric extroverts, who consider others their audience, and use their relationships to emphasize their autonomy. They are nonconformists, risk-takers, and asocial in the sense that they are not driven by the needs of others or their social conventions, but only by their own needs. Clinically, it is a condition close to manic-psychopathic character disorder, although the latter primarily carries unscrupulous and experience-seeking traits rather than adventure-seeking. Nonetheless, a high SS score is not an abnormal trait. Neither high nor low values are associated with mental disorders and are not causative factors of such disorders [16, 17]. In addition to the above, high SS persons are usually characterized by emotional orientation (positive, playful affects) and receptive openness to experience and unusual situations. Stimulus seeking individuals need more stimulation to feel good and to perform optimally in a task situation. These people love challenges and adventures in all areas of life. Stimulus seeking persons are constantly looking for new, complex, varied, exciting experiences that raise the arousal level. At the same time, sensory experience seeking can also be associated with alcohol consumption, smoking, drug use and participation in risky activities [18]. Studies on high-risk sports have consistently shown a positive correlation between participation in risky sports and experience seeking [19]. In addition, experience seeking has become an important explanatory factor of many deviant forms of behaviour such as alcoholism, drug use, and crime [20, 21]. Csehi with other autors used the questionnaire in the research of the dropout cause of university students [22–24]. Based on the above, the Experience Seeking Scale questionnaire has proven to be suitable for broadening the contextual knowledge of Generation Z students with a psychometric tool.

3 Outcomes Our research was carried among full-time students of vocational training institutions in Hungary. The scope of full-time vocational training is determined according to the database of the Central Statistical Office as follows: • Vocational schools and skills development schools • Vocational training schools (vocational schools and the outgoing secondary vocational schools) • Polytechnics, vocational grammar schools (polytechnics, outgoing vocational grammar schools and vocational grammar schools according to Nkt.) [25]. After contacting the Vocational Training Centres, the questionnaire was sent to the students of the relevant institutions. The research sample is thus nationwide, so that every member of the basic population had a chance to be included in the sample. The data was

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collected between 6 October and 19 November 2022, and the number of respondents was 1552. One of the aspects of data filtering was the time allocated for filling. It took an average of 14 min to answer the questionnaire. After determining the extreme values of the distribution, the time results of 8 s ≤ and ≥ 20 s were taken into account. Another aspect was the completeness of the answers and the correctness of the filling. After verifying the data, 1515 responses remained to be evaluated. Based on the educational data of the KSH for the academic year 2022–2023, 232,653 students participated in full-time education in vocational training (KSH, 2022). The research sample, therefore, accounts for 0.65% of the total population. The framework for the coverage of the sample was provided by the regional data of full-time students of the vocational training institutions of the Central Statistical Office [26] for the 2021–2022 academic year. 50.7% of the respondents are men and 49.3% were women. The students are full-time students. Based on their age distribution, most of them are between 15 and 16 years old. 3.1 Results of the Subscales The averages of the subscales shows that the students’ sensory stimulus seeking was the highest (53.66% and 53.38%) in the Experience Seeking and the Thrill and Adventure subscales and it was the lowest (33.36%) in the Boredom Susceptibility subscale (Fig. 1).

Fig. 1. Mean and standard deviation of sensory stimulus seeking on the four subscales

When looking at sensory experience seeking in terms of gender distribution, the largest difference is on the Disinhibition subscale, and0,1817 the smallest differences are on the Experience Seeking subscale.

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A study of sensory excitement search by age showed that more than half of the students in all age groups were thrill seekers on the Thrill and Adventure subscale. The highest proportion was found among the 19-year-old age group (56.60%). The average of the Experience Seeking subscale is also above 50%. The most intensive is among 16-year-olds (56.10%). On the Disinhibition subscale, less than half of the students surveyed are thrill seekers, except for the 21–25 age group, where the average frequency is 54.10%. Analysing the data of the Boredom Susceptibility subscale, it can be seen that about a third of the students avoid boring situations. Mostly 14-year-olds (34.60%) and 19-year-olds (34.50%) (Fig. 2).

Fig. 2. Averages of thrill seeking on the 4 subscales by age

The standard deviation values on all 4 subscales are the smallest among the 21– 25 year-old age group (σ = 0.1046, σ = 0.1828, σ = 0.1596, σ = 0.116), which shows that the greatest agreement on the assessment of exciting and challenging situations is in this age group. On the Thrill and Adventure subscale, the highest standard deviation is in the opinion of 14-year-olds (σ = 0.1653), on the Experience Seeking subscale, it is in the opinion of 20-year-olds (σ = 0.2332), on the Disinhibition subscale, it is in the opinion of 15-year-olds (σ = 0.2404), and on the Boredom Susceptibility subscale, it is in the opinion of 19-year-olds (σ = 0.1794), indicating that there is the lowest agreement among students in these age groups (Fig. 3).

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Fig. 3. Standard deviation values on the 4 subscales by age

3.1.1 Thrill and Adventure Subscale The search for fast and dangerous sports and activities divides students considerably. Overall, with regards to the assessment of challenges meaning extreme activities, just over half of the respondents were looking for these situations (53%) and almost half of them were avoiding those (47%). Within the subscale, three sets of statements divide the students the most (Table 1). Table 1. The most opposing choices on the Thrill and Adventure subscale A statement on thrill and adventure seeking

Proportion of choice

A statement on thrill and adventure avoiding

Proportion of choice

I’d love to learn to water ski

54%

I’d rather not start water skiing

46%

I would like to sail far away at sea on a light but well-built sailboat

56.3%

Sailing far away on a 43.7% light sailboat is reckless

I think I could really enjoy a quick downhill ski ride on a steep mountain slope

56.6%

Skiing down a steep mountain slope is a great way to find yourself in a cast

43.4%

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The biggest consensus was on the following pair of statements. 71.8% of students agree that it is good to seek excitement in frightening situations (Table 2). Table 2. The most agreeable choice on the Thrill and Adventure subscale A statement on thrill and adventure seeking

Proportion of choice A statement on thrill Proportion of choice and adventure avoiding

Sometimes I like to do 71.80% things that are a little scary

Intelligent people avoid 28.20% dangerous activities

3.1.2 Experience Seeking Subscale On the Experience Seeking subscale, which indicates openness to new experiences that excite the senses or the mind, desire for travel and a non-conforming lifestyle, the rate of experience seekers is 43.26%, and experiences are avoided by 53.66%. Among all the respondents, four pairs of statements divided the students the most (Table 3). Table 3. The most opposing choices on the Experience Seeking subscale Experience seeking statement

Proportion of choice Experience avoiding statement

Proportion of choice

I like to be cheerful

49.20%

My experience is that 50.80% stimulants (e.g. energy drinks, alcohol or drugs) do not work well for me

I like watching erotic scenes in movies

54.80%

I think there are too many erotic scenes in movies

45.20%

The secret to a good 60.30% house party is to always have your glass full

Heavy drinking usually 39.70% spoils house parties, as some become too loud and violent

I like wild house parties 39.50% where nothing is forbidden

I prefer quiet gatherings 60.50% where you can have a good conversation

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The greatest consensus among all students is about the following pair of statements (Table 4). Table 4. The most agreeable choices on the Experience Seeking subscale Experience seeking statement

Proportion of choice Experience avoiding statement

Proportion of choice

I like to have new, 87.00% exciting experiences, even if they are a little scary, unusual or illegal

I’m not interested in 13.00% new experiences just for their own sake

I can imagine myself traveling around the world with a lot of money in my pocket

Even if I had the money, 26.90% I wouldn’t be living carelessly

73.10%

3.1.3 Disinhibition Subscale The Disinhibition subscale measures how pleasing the students are to the disruptive situations, the attraction to unconventional, not really safe situations. The strongest factor on the subscale is immersion in drug and sex adventures. 55.66% of the students are disinhibited, and 44.34% are seeking security. The following three pairs of statements divided the students the most, two of them with the same ratio but in the opposite direction (Table 5). Table 5. The most opposing choices on the Disinhibition subscale Statement expressing disinhibition

Proportion of choice Statement expressing safety seeking

I like to make friends with not really ordinary people

50.60%

I like friends who stand 49.40% with two feet on the ground

I would like to travel 44.30% without having to plan the route in advance or study the schedule

Before I travel, I like to 55.70% carefully plan the route in advance and study the schedule

In modern painting, I often see conflicting colours and irregular shapes beautiful

In my opinion, the 44.30% essence of good art is the symmetry of forms, purity and harmony of colours

55.70%

Proportion of choice

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The biggest consensus was shown about the following pairs of statements (Table 6). Table 6. The most agreeable choices on the Disinhibition subscale Statement expressing disinhibition

Proportion of choice

Statement expressing Proportion of choice safety seeking

I love the natural scent 15.30% of the human body

I don’t like body odor 84.70%

I’d like to try one of those mind-altering, hallucinogenic drugs

18.10%

I’d rather not try anything that might have a strange or dangerous effect

81.90%

I have smoked weed or would like to try it

20.90%

I would never try drugs

79.10%

3.1.4 Boredom Susceptibility Subscale The results of the total sample on the Boredom Susceptibility subscale show that 33.36% of the students do not tolerate boring situations well and 66.64% tolerate boring situations. Within the dimension, four pairs of statements divided the students to a large extent (Table 7). Table 7. The most opposing choices on the Boredom Susceptibility subscale Statement expressing boredom tolerance

Proportion of choice Statement expressing avoiding boredom

I can see something interesting in almost everyone I talk to

50.00%

I don’t have the 50.00% patience for people who are slow or boring

I don’t mind knowing 52.00% what’s going to happen in a movie or a play

I don’t usually enjoy a 48.00% movie or a play in which I know the story in advance

The biggest crime in social contact is rudeness

The biggest crime in social contact is being boring

57.90%

I don’t like people who 60.50% take pleasure in hurting others

Proportion of choice

42.10%

I like people who are 39.50% honest about what they think, even if it hurts at times

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Within the Boredom Susceptibility dimension, the biggest consensus among the students is on the following statements (Table 8). Table 8. The most agreeable choices on the Boredom Susceptibility subscale Statement expressing boredom tolerance

Proportion of choice Statement expressing avoiding boredom

Proportion of choice

I like the comfortable 93.60% familiarity of old friends

I’m bored if I have to see the same old faces

6.40%

There are movies that I 92.50% like to see twice or even three times

I would never watch a 7.50% movie I’ve seen before

4 Conclusion The findings of the study should be used in several ways: 1. What information did we learn about Generation Z students? 2. What pedagogical conclusions can we draw from this? 3. How can we incorporate this into teacher training? 4.1 Conclusions on the Sensory Experience Seeking of Generation Z The students of Generation Z tolerate boredom the best. There are movies that they like to see twice or even three times. They like the comfortable familiarity of old friends. They like to watch travel images or videos at home, whether on Facebook or Instagram. They don’t mind knowing what’s going to happen in a movie or a play. They like friends who are reliable and predictable. They like to spend their time at home in familiar surroundings. They believe the biggest crime in social contact is rudeness. In addition, they don’t like people who say or do things just to scare or excite others, and they don’t like people who take pleasure in hurting others. They prefer experiences, excitement and adventure. They like to have new, exciting experiences, even if they are a little scary or unusual. They can imagine themselves traveling around the world with a lot of money in their pocket. Sometimes they like to do things that are a little scary. They would like to try windsurfing, skydiving, bungee jumping, water skiing. They would enjoy a quick downhill ski ride on a steep mountain slope and would like to sail far away at sea on a light but well-built sailboat. In addition, they think the secret to a good house party is to always have your glass full. They think it’s advisable for everyone to have the right amount of sexual experience before marriage and they enjoy watching sex scenes in movies. Most of them are not characterised by disinhibition, but 20.9% have tried or would like to use marijuana, and 18.1% would like to learn about hallucinogens. Sensory experiences are more sought after by male students than by female students: they chose stimulus-seeking statements in 100% of the cases on the Thrill and Adventure

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subscale, in 90% on the Experience Seeking subscale, in 50% on the Disinhibition subscale, and in 70% on the Boredom Susceptibility subscale. 4.2 Pedagogical Conclusions Interpersonal relationships are important to students. They like to spend time with their friends, with people they like, and they like group activities. The school can strengthen this if it wants to be not only a place of learning, but also a place where there are regular events for which students can prepare together and participate in every stage, from planning to implementation. It is necessary to create a climate in which ideas and opinions can be expressed and each participant accepts the other. This requires a great deal of openness from teachers. The students also appreciate the security of stability. Stability in personal relationships and in the physical environment. There are several stages in the training process of students in technical training. The school is no longer the only scene of the theoretical and practical preparation of students, but there are also various physically distant venues of practical training: factories, workshop halls, institutions, laboratories, plants, etc. So students meet and learn from a lot of people. In order to develop and maintain their sense of security, it is important that the people involved in their training participate in teaching with a clear authority defined in advance, and that the instructors are constantly in contact with students to be able to deal with their issues, thus supporting their development. The findings of the study show that students do not like any form of violent behaviour. They strive to maintain a balanced relationship with others. Here, we can feel some contradiction when we consider that in high schools, students’ inappropriate behaviour towards each other and their teachers is often an issue. However, in the vast majority of cases, due to the busy daily routines, the underlying causes remain unexplored. The results of the study show that more time and attention should be spent on this area. Students are generally susceptible to events that provide experiences. They are ready to step out of their comfort zone and try new activities that are not part of their everyday life. Sensitivity to experiences can be employed in the course of teaching by using new methods, sensory tools, and various forms of learning organization. This requires continuous professional renewal and the sharing of best practices. However, when students are having fun, they tend to turn to extreme things. They consider alcohol consumption as something necessary for them to feel good. One-fifth of the students surveyed said they had used or would use drugs. This shows that addressing this issues is a high-priority task for the school. Prevention programmes should be intensified in schools, and professionals should be involved in the prevention and management of conflicts in schools. Teachers need information to know who to contact if they feel they face a drug problem. In addition, teachers need many opportunities to be able to talk to their students. The connections established during conversations is the cornerstone of contextual cognition.

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4.3 Conclusions on Developing the Competence of Engineering Teachers Our candidates should be prepared for the importance of contextual cognition. They need to understand that they can be successful in their teaching career if they rely not only on the knowledge gained during their training, but if they constantly expand and renew it. They need to recognize the power of being personal. The importance of connecting with students in their class. They need to seek to develop this and face difficulties and emerging issues with courage and attempt to find solutions. The educators of the Department of Technical Pedagogy at the Faculty of Economic and Social Sciences of the Budapest University of Technology and Economics try to shape the students’ attitudes by using the knowledge built into the material of the lectures, and by using the situation games, project tasks, discussions and conversations used in the seminars. As a result of our curriculum developments, we have created and continue to create courses with the most up-to-date pedagogical, psychological and methodological knowhow, reflecting on the challenges that arise in practice. In addition to classroom courses, we are also constantly developing online courses, the popularity of which shows that the virtual form of learning is enjoyable and varied for the students. During the school practice teaching sessions, we first familiarize our teacher candidates with the institutional environment, the school’s diverse social network, and its activities outside the teaching hours. They then conduct classroom observations, which are processed together with their school mentors and university instructors. The mentors of the vocational schools and the instructors of the department work in close professional cooperation. There are regular discussions, the sharing of best practices and the personalized handling of students’ problems. We believe that school culture is expressed in the curriculum, teaching and evaluation process. The most important factor in educational development is to inspire students to learn, that is, to create and maintain motivation. We can achieve success in teaching by striving for a balanced use of appropriate methods. To achieve this balance, teachers need to play four important roles: motivating, liberating, expecting and empowering roles. Good teachers adapt the appropriate technique and strategy according to the given needs and opportunities. A good teacher is equipped with a wide range of skills and techniques, from which they can select and use the right one. “The key to improving performance is to recognize that teaching and learning are about connection. Students need teachers who can connect with them. And above all, they need teachers who believe in them.” [27].

References 1. Carr, N.: Hogyan változtatja meg agyunkat az internet? HVG Könyvek Kiadó, Budapest (2019) 2. Tari, A.: Z generáció. Tericum Kiadó, Budapest (2011) 3. Pais, E.R.: Alapvetések a Z generáció tudomány kommunikációjához. Pécsi Tudományegyetem, Pécs (2013). https://ktk.pte.hu/sites/ktk.pte.hu/files/images/szervezet/intezetek/mti/ pais_alapvetesek_a_z_generacio_tudomany-kommunikaciojahoz_-_tanulmany_2013.pdf. Accessed 15 Sept 2022

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4. Steigervald, K.: Generációk harca - Hogyan értsük meg egymást? Partvonal Kiadó, Budapest (2020) 5. Nemes, O.: Generációs mítoszok - Hogyan készüljünk fel a jöv˝o kihívásaira? HVG Könyvek Kiadó, Budapest (2019) 6. Tari, A.: Online illúziók - offline valóság, p. 139. Tericum Kiadó, Budapest (2019) 7. Tör˝ocsik, M., Sz˝ucs, K., Kehl, D.: Generációs gondolkodás. A Z és az Y generáció életstílus csoportjai. Marketing & Menedzsment, 2014/II. különszám, pp. 3–15 (2014) 8. Tari, A.: Bátor generációk. Tericum Kiadó, Budapest (2017) 9. Gyarmathy Éva: Az infokommunikációs társadalom generációi. OFOE, Budapest (2020) 10. Módné Takács, J., Pogátsnik, M., Kersánszki, T.: Improving soft skills and motivation with gamification in engineering education. In: Auer, M.E., Hortsch, H., Michler, O., Köhler, T. (eds.) ICL 2021, vol. 389, pp. 823–834. Springer, Cham (2022). https://doi.org/10.1007/9783-030-93904-5_81 11. Kojanitz, L.: Mennyire nyitottak a pedagógusok új módszertani megoldások alkalmazására? Új Pedagógiai Szemle, vol. 7–8 (2019). ISSN: 1788-2400. https://folyoiratok.oh.gov.hu/ujpedagogiai-szemle/mennyire-nyitottak-a-pedagogusok-uj-modszertani-megoldasok-alkalm azasara. Accessed 24 Mar 2023 12. DuBois, P.H.: The History of Psychological Testing. Allyn & Bacon, Boston (1970) 13. Bowman, M.L.: Testing individual differences in ancient China. Am. Psychol. 44, 576–578 (1989) 14. Brookes, M.: Extreme Measures: The Dark Visions and Bright Ideas of Francis Galton. Blumsbury Publishing (2004) 15. Rózsa, S., Hevesi, K.: A pszichológiai mérés történeti gyökerei és a mérés problémája a pszichológiában. In: Rózsa, S., Nagybányai, N.O., Oláh, A. (eds.) Bölcsész Konzorcium, Budapest, MEK-05536 (2006). https://mek.oszk.hu/05500/05536 16. Zuckerman, M., Eysenck, S., Eysenck, H.J.: Sensation seeking in England and America: cross-cultural age and sex comparisons. J. Consult. Clin. Psychol. 46, 139–149 (1978) 17. Zuckerman, M., Kolin, E.A., Price, L., Zoob, I.: Development of a sensation-seeking scale. J. Consult. Clin. Psychol. 28(6), 477–482 (1964) 18. Zuckerman, M.: Behavioral Expressions and Biosocial Bases of Sensation Seeking. Cambridge University Press, Cambridge (1994) 19. Zarevski, P., Marusic, I., Zolotic, S., Bunjevac, T., Vukosav, Z.: Contribution of Arnett’s inventory of sensation seeking and Zuckerman’s sensation seeking scale to the differentiation of athletes engaged in high and low risk sports. Pers. Individ. Differ. 25, 763–768 (1998) 20. Martins, S.S., Storr, C.L., Alexandre, P.K., Chilcoat, H.D.: Adolescent ecstasy and other drug use in the National Survey of Parents and Youth: the role of sensation-seeking, parental monitoring and peer’s drug use. Addict. Behav. 33, 919–933 (2008) 21. Stephenson, M.T., Velez, L.F., Chalela, P., Ramirez, A., Hoyle, R.H.: The reliability and validity of the Brief Sensation Seeking Scale (BSSS-8) with young adult Latino workers: implications for tobacco and alcohol disparity research. Soc. Study Addict. 102, 79–91 (2007) 22. Kanczné Nagy, K., Csehiová, A.: Sensation seeking scale - results of a teacher research. Opus et Educatio 8(1), 46–53 (2021). ISSN: 2064-9908. szakmai folyóirat, Budapest, Budapesti M˝uszaki és Gazdaságtudományi Egyetem 23. Kanczné Nagy, K., Csehiová, A.: The role of socialization, social relation and sensation from the perspective of teacher candidates. AD ALTA J. Interdisc. Res. 11(2), 112–115 (2021). ISSN: 1804-7890. ISSN (online): 2464-6733 24. Csehiová, A., Kanczné Nagy, K., Tóth-Bakos, A.: Experience education to alleviate fears of educator candidates in their university studies. AD ALTA J. Interdisc. Res. 10(2), 170–175 (2020). ISSN: 1804-7890. ISSN (online): 2464-6733

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Active Learning Strategies for the Electrical Engineering Degree Program at the Universidad De La República, Uruguay Ximena Otegui1(B)

, Karina Curione2

, and Marina Míguez1

1 Faculty of Engineering, Universidad de la República, JH y Reissig 565, Montevideo, Uruguay

[email protected] 2 Faculty of Psychology, Universidad de la República, T. Narvaja 1674, Montevideo, Uruguay

Abstract. The research focuses on examining teaching proposals that promote active learning (AL) in the Electrical Engineering degree program (EEDP) at the Faculty of Engineering (FI) of Universidad de la República. It aims to identify and characterize these proposals, their strengths and weaknesses, and explore opportunities for their development and sustainability. This work is part of an ongoing doctoral thesis on innovative teaching strategies for engineering education. Six EEDP courses were analyzed using texts provided by teachers, non-participant classroom observations, and interviews with teachers and students. The research questions focus on the goals and characteristics of the implemented AL methodologies, strengths and weaknesses perceived by teachers, and positive and negative aspects highlighted by students. The findings revealed shared features, such as enhancing competencies, strategies, and skills, and promoting student interaction through collaborative learning. Teachers and students appreciated these proposals, with teachers emphasizing the importance of institutional support and forming teaching teams for development and sustainability. Students recognized the challenges involved while valuing the opportunity to apply knowledge in practical contexts. The enduring experiences were recognized by an appropriate teacherstudent ratio and required significant dedication from both parties. Latin American public universities face obstacles in transforming teaching practices due to limited resources related to student numbers. Thus, strategic curriculum incorporating AL initiatives at specific stages becomes crucial. This planning fosters relevant skills development, strengthens student-teacher relationships, and reduces dropout rates. Keywords: Active Learning · Electric Engineering · Teaching Methods

1 Introduction The Faculty of Engineering (FI) is part of the Universidad de la República (Udelar), which is the main public university in the country and provides free and open access to its degrees. In this context, the faculty faces several challenges, including the continuous growth of student enrollment and the heterogeneity in knowledge and skills with which students begin their university studies. Direct and negative consequences from this are high dropout rates, slow transition through the institution, and lower-than- expected graduation rates [1–3]. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 379–390, 2024. https://doi.org/10.1007/978-3-031-53022-7_38

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One of the ways in which the FI proposes to tackle this problem is through teaching methodologies. Resolutions of the FI Directive Council, composed of teachers, students, and graduates, demonstrate institutional interest and support for promoting active learning (AL) methodologies [4]. These decisions align with the central guidelines of Udelar, which approved a degree ordinance in 2011, a document that provides a general orientation for teaching, explicitly promoting AL methodologies [5]. Furthermore, Udelar offers competitive grants to finance the implementation of educational innovations, encouraging teaching teams to transform their courses by including AL methodologies. Several teaching teams from FI have applied and have received funding for the development of their proposals [6]. Despite these actions, implementing AL at a general level presents difficulties for FI, as reported to be the case in other universities around the world, especially in engineering disciplines [7, 8]. This paper presents a portion of an ongoing doctoral thesis in education entitled “Exploring Innovative Teaching Strategies for Engineering Education: Insights from the Faculty of Engineering at Universidad de la República”. The analysis and results in this paper focus on the Electrical Engineering degree program (EEDP), while the doctoral work also includes the Computer Science and Civil Engineering programs. The EEDP is of particular interest as it has managed to develop and, above all, maintain various AL proposals for students at different stages of the degree program (beginning, middle, and end). The EEDP, which has a duration of 5 years divided into 10 terms, is the second most popular program at FI regarding student enrollment, with an average of 230 new students per year and 1,800 active students. Over nearly two decades, as part of accreditation and self-evaluation processes, the EEDP has implemented different teaching improvement initiatives. For this contribution, six experiences from the EEDP are selected. These experiences are offered at different stages of the program, from the 1st to the 8th term, and have been identified by institutional references as proposals that promote AL. We provide a comprehensive overview of these courses, examining the alignment between their development and the AL proposals. This analysis is based on various sources, including documents in which teachers present their proposals, non-participant class observations, interviews with the responsible teachers for each course, and interviews with students who took the courses during the observation period. The purpose is to contribute to the understanding of the transformation of teaching methodologies to promote AL in engineering. We are interested in identifying the practices that can be implemented in the context of FI, as well as the main facilitating and hindering elements for their development. This work does not include a deep analysis of each course but focuses on providing a cross-sectional view of the degree program, an overview of the main characteristics of these courses by integrating information from different sources to enrich the analysis and have a more comprehensive understanding of the development of AL at FI.

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2 Theoretical Framework In engineering education (EE), it is crucial to develop complex problem-solving skills, generate solutions that encompass global, cultural, social, environmental, and economic factors, effectively communicate with diverse audiences, recognize ethical responsibilities, make informed judgments, collaborate in teams, conduct experiments, analyze and interpret data, employ engineering judgment to conclude, and acquire and apply new knowledge using appropriate learning strategies [9, 10]. Numerous studies highlight that student-centered teaching methodologies are instrumental in promoting the development of these skills [11–14]. Since Bonwell & Eison [15] published their work on AL, there has been emphasis on different aspects of AL and its implementation in EE. Drawing from Freeman [16], AL engages students in the learning process through activities and/or class discussions, emphasizing higher-order thinking and often involving group work. AL is recognized as an effective teaching methodology that impacts knowledge, skills, and attitudes, particularly through experiential learning, creativity, and teamwork [17, 18]. There are various approaches to implementing AL in EE [11, 19], and conceptually, there is a lack of clarity and consensus [20–22]. For this study, the contributions of the following authors are of significant value for analyzing and understanding AL in the engineering field: the proposed categories by Hartikainen [22], the working definition and framework presented by Lombardi [21], and the ICAP framework by Chi [23]. These works acknowledge the complexity of analyzing the development of AL proposals and highlight the importance of considering multiple elements. Classroom observations serve as a valuable tool for analysis, providing insights into how teachers implement AL principles in class. In this regard, Idsardi [24] emphasizes the need to evaluate the specific implementation of AL practices, as it is not solely the activities themselves that promote learning but also the constructivist elements that utilize students’ prior knowledge to scaffold their learning. [24] describes various evidence-based AL practices along a continuum of effort required to implement them when transitioning from traditional lecture-based courses, using levels I to IV. This work contributes to characterizing and analyzing AL proposals when put into practice. Classroom observations serve different purposes, and in the context of this investigation, they are utilized for research objectives. Various observation protocols consider different dimensions of interest in visualizing what occurs in a class identified in advance as active [25]. For this study, the ALCOT, TDOP, and TDOP + protocols [26–28] were used as a basis. An ad hoc observation protocol was developed within the doctoral research framework. Teachers’ reflections on the challenges and benefits of AL in their courses, as well as their goals and achievements, is another crucial element to consider in the analysis. In connection with this, it is vital to identify the key teaching competencies required for promoting AL in EE and explore how these competencies can be developed [29]. Additionally, gathering student opinions on the value and challenges of AL proposals provides another perspective and contributes to assessing consistency. Informed insights into student behaviors and opinions regarding AL help mitigate resistance and design better AL environments [7, 8, 14].

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3 Research Goals and Methodology The research goals for the EEDP at the FI within the framework of this work are as follows: i) to identify and characterize teaching proposals that promote AL at different stages of the career, and ii) to identify strengths and weaknesses for the development and sustainability of these proposals. The research questions (RQs) guiding the analysis are as follows: RQ1: What are the main goals of the proposals? RQ2: What are the main characteristics of the implemented AL methodologies? RQ3: What are the main strengths and weaknesses identified by the responsible teachers after implementation? RQ4: What are the main positive and negative characteristics highlighted by the students who took these courses? This study adopts a qualitative approach aiming to identify, characterize, and analyze the transformation of teaching methodologies for the promotion of AL in the EEDP at the FI. It is part of a larger project that includes the three main programs at the FI, intending to analyze their experiences to learn from them and promote AL in other degree programs. The findings will provide valuable insights for a better understanding of the phenomenon within the FI. In the context of the doctoral thesis work, the period of interest in which the proposals are developed starts in 2012. This choice is based on the significance of two milestones that occurred during this time. Firstly, in 2012, the Udelar degree ordinance was implemented [5], which marked the first-time promotion of AL methodologies for the entire university. This ordinance played a crucial role in fostering the adoption of AL approaches. Secondly, in 2016, the FI Directive Council passed a resolution [4] that further promoted the development and implementation of AL within the institution. These two milestones highlight the growing recognition and support for AL in EE at both the university and institutional levels. The data collection for this study took place during 2022–2023. The identification of courses with AL methodologies was based on consultations with qualified references such as degree and institute directors of the EEDP, as well as the analysis of educational innovation proposals in competitive grants during the specified period. Six courses were purposefully selected for this study, spanning from the 1st to the 8th term of the EEDP curriculum. The analysis of each course relies on the following data sources: i) texts presented by teachers with the AL proposals, ii) non-participant classroom observations, iii) interviews conducted with both the responsible teachers of the courses and the students who participated in the observed editions. The analysis process is facilitated by the use of the MAXQDA software package [30] which enables systematic organization, categorization, and analysis of data. This software allows for the triangulation of information derived from texts, classroom observations, and interviews with teachers and students, thereby enhancing the comprehensiveness of the analysis. Text Presented by Teachers. The qualitative analysis of the texts was conducted in the 1st term of 2022. It involved segmenting, coding, and categorizing relevant units of meaning for this study [30]; only the results related to the objectives sought with the proposals are presented here. The responsible teachers for each proposal were informed about the work that must be done and provided documentation in cases where access through other means was not possible.

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Classroom Observations (CO). These were conducted during 3 terms in 2022 and 2023. For each course, observations were carried out at different times, using an ad hoc observation protocol, covering classes with different characteristics. The CO took place in classes that included the AL proposal. For example, in Course 3 (C3), which includes lectures (T) and practice sessions (P) the AL proposal is implemented in T, so the observations were conducted there (Table 1). The number of CO conducted per course ranged from 3 to 7 (Table 1), aiming to cover the diversity of proposals implemented in each course. If the course followed a weekly repetitive schedule, at least 3 observations were made. If the responsible teacher informed us that there was greater diversity in the proposed activities for each class, additional observations were conducted. Authorization was requested from each course’s responsible teacher, and the classes to be attended were communicated in advance. The dimensions addressed in the ad hoc protocol include the six dimensions of TDOP [27]: teaching methods, pedagogical strategies, cognitive demand, student-teacher interactions, student engagement, and instructional technology. This study presents characteristics of teaching methods and student-teacher interactions that emerged from the CO. Student Interviews. Voluntary participation, upon a request by the Moodle platform of each course, resulted in conducting interviews at the end of the term using a semistructured protocol. The main dimensions were related to characterizing the course, highlighting positive and negative aspects, assessing specific characteristics of the course, identifying main learnings and challenges, and comparing it with other courses within the program that had different proposals. The interviews were recorded and analyzed with the support of MAXQDA. In addition to gaining insight into the students’ opinions, the aim was to identify consistency between the observed classes and their perceptions. Teacher Interviews. Interviews were conducted with the responsible teachers of each observed course after the term ended. A semi-structured interview protocol was utilized. The interviews were recorded and analyzed with the support of MAXQDA. The protocol consisted of three sections that explored the teacher’s connection to the proposal and its development over time, with an emphasis on the elements that facilitate or hinder its implementation; the students, their participation in the course, the challenges, and contributions they identified; their role as a teacher and their professional development through participating in this AL proposal, including challenges and learnings. All responsible teachers were interviewed. For this work, the results focus on identifying common characteristics among the six courses. Triangulation of data sources from students, teachers, and our own observations was employed to answer the research questions (RQs). The descriptive characteristics of the six courses are presented in Table 1, identified with the letter C and a number from 1 to 6. For each course, the following information is provided: i) the term in the curriculum in which it is offered; ii) the weekly student workload expressed in credits (1 credit equivalent to 15 h of weekly work over 15 weeks, including class attendance and homework); iii) whether it is a mandatory (M) or optional (O) course for EEDP; iv) the core content: electric engineering basic problem-solving (bps), experimental physics (expPhy), circuit theory (CircTh), electronics (Elect), electric engineering tech problem-solving (techps), innovation and creativity (I&C); v) the

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course format: lab workshop (LW), lab (L), theoretical (T), practical (P), workshop (W); vi) the course format where the AL proposal was implemented; vii) students per course in the edition included in the study (Students/course); viii) average number of students per class in which observations were conducted (Student/class).; ix) number of students per workgroup in the observed classes (Student/wkgr); x) number of CO conducted; xi) number of students interviewed (Int.Students). Table 1. General characteristics of each course. C1

C2

C3

C4

C5

C6

Term

1st

3rd

4th

5th

6th

8th

Credits

10

5

8

11

8

8

M/O

O

M

M

M

M

O

Core content

bps

expPhy

CircTh

Elect

techps

I&C

Course format

LW

L

T,P

T,P,WL

WL

W

Course format with AL

LW

L

T

WL

WL

W

Student/course

13

208

78

70

70

16

Students/class

13

12

40

20

35

16

Students/ wkgr

2–3

2

3–4

3–4

2–3

5–6

CO conducted

3

7

3

4

7

4

Int. Students

3

11

6

5

13

3

4 Results and Discussion Common characteristics can be identified in the six EEDP courses where AL methodologies are implemented. Consistency between classroom activities, teacher interviews and student interviews was found through triangulation of data sources. 4.1 RQ1: What Are the Main Goals of the Proposals? From the analyzed texts presented by teachers with the AL proposal, it can be seen that all of them share common goals. These goals primarily focus on emphasizing the improvement of competences, strategies, and skills, as well as fostering student motivation and promoting student interaction. Four out of the six courses (C1, C2, C4, and C5) were submitted to and received competitive grants from Udelar between 2012 and 2018. In the five proposals where identified problems are explicitly mentioned as a justification for including AL, the main shared concern is that current teaching methodologies, which are primarily lecture-based, are inadequate for developing the skills considered relevant in the field. The aim is to strengthen group work, create spaces for interaction between teachers and students, and

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generate interest in the EEDP by offering courses with activities that include hands-on learning experiences. The results of our analysis align with Hartikainen’s [22] characterization of AL and the arguments justifying its implementation. The most used arguments include empirical research-based justifications or taken-for- granted assumptions for superior learning and working life expectations. The general characteristics of AL included in each proposal serve as a guide for classroom observations, which will be described in the following section. 4.2 RQ2: What are the Main Characteristics of the Implemented AL Methodologies? All the teachers were very receptive and supportive of conducting CO, showing interest in contributing to the research and being aware of the results. The observation process enabled us to identify the characteristics of AL across all the proposals, finding consistency between what the teachers presented in the documents that gave rise to them and what was implemented in the classes. The focus was on the spaces where these proposals were being implemented in the courses. The CO revealed common AL characteristics shared by most of the courses (Table 2): collaborative learning and teamwork were fostered through small group work with fixed members both inside and outside the class; hands-on workspaces or lab activities were provided; problem-solving and project-based learning were incorporated throughout the course; activities aimed at developing professional skills were included, and formative assessment was utilized. During the classes, there was a clear emphasis on student engagement and active participation, with a greater number of classroom spaces dedicated to student activities rather than teacher presentations. Group work was prioritized, providing ample time for interaction. Additionally, five out of the six courses included specific instances of student presentations in class. Assessment was integrated into the course development, utilizing formative and continuous assessment methods that varied in depth across each course. The teachers assumed the role of learning guides, creating spaces for the improvement of competences, strategies, and skills, and promoting student interaction, which is consistent with the goals stated in the AL proposals. Using the levels proposed by Idsardi [24], the CO allowed us to identify classes that aligned with level III (Instructor shares essential/selected content. Students represent, contemplate, or revise the content in new ways) and level IV (Instructor creates an environment in which students examine and construct concepts. Students are responsible for generating knowledge in groups) (Table 2). A positive and conducive classroom climate was perceived, characterized by a close relationship between students and teachers, emphasizing friendly interaction, active participation, and a supportive learning environment. The Lombardi framework [21] provided a valuable reference for our observations, and we found that all the observed courses align with its construction-of-understanding ecosystem.

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X. Otegui et al. Table 2. Main characteristics of proposals for each course based on CO. C1

C2

C3 *

C4

C5

C6

Collaborative Learning/Teamwork

*

*

*

*

*

Teamwork with fixed members in/out classroom

*

*

*

*

*

Hands-on/Lab activities

*

*

*

*

Problem-solving

*

Project-based-learning

*

Activities related to professional performance

*

*

* *

Formative assessment

*

*

Students’ presentations on class

*

*

Identified level I to IV on CO

IV

III/IV

* III

* III/IV

*

*

*

*

*

*

*

*

IV

III/IV

It is worth noting that in all the observed instances, the teacher-student ratio was adequate for conducting AL activities. The largest course, C2, with 200 students per edition, distributed its students into classes of 12 to 15, ensuring an appropriate context for AL implementation. The classroom observations revealed that while the six courses shared common characteristics in their AL proposals, each course had its unique features and placed emphasis on different aspects. This diversity enriches the students’ educational journey, allowing them to experience a variety of AL approaches each semester. For example, C1 and C5 share a similar hands-on approach, but as one is offered at the beginning of the program and the other in the middle, they present different emphases and challenges. This diversity offers students in the EEDP a varied AL experience, with each course making a unique contribution to their educational development, which is seen as a positive aspect in providing diverse AL proposals. 4.3 RQ3: What are the Main Strengths and Weaknesses Identified by the Responsible Teachers After Their Implementation? The responsible teachers of the observed courses were interviewed to identify the main strengths and weaknesses after implementing AL methodologies. In all cases, the observations included classes in which they actively participated. These teachers firmly believe in the benefits of AL and have no reservations about engaging in its development. Four of them have been involved in the proposal since its inception. They are all committed to the ongoing development and sustainability of these courses within the program. Despite acknowledging the challenges involved, they express positive evaluations of the experiences. Except for C3, which had only one edition at the time, the rest have had five or more editions implementing AL. The teachers recognize that their courses differ from others in the program, offering a distinctive didactic approach that contributes to students’ education. To facilitate the development of these proposals, the teachers emphasize the

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importance of institutional support, the formation of teaching teams, and a high level of dedication to implementation and continuous assessment of learning. The teachers highlight the formation and stability of teaching teams as a key facilitator for the continuity and development of these proposals. They aim to ensure that the transition of teachers occurs gradually, allowing newcomers to fully understand and immerse themselves in the proposal, as these courses are not typical and require a comprehensive understanding of their goals. One of the challenges is ensuring that the course is not associated with a single individual but rather recognized as part of the program, supported by a team of teachers. In terms of institutional support, particularly from the EEDP, it is crucial for the sustainability of these courses. The program’s recognition and allocation of human and material resources are essential. Only one course currently faces consolidation issues related to human resources, while the rest have managed to establish themselves by allocating their funds from the program, institute, or their own teacher’s resources. All teachers identify the proximity to students and the establishment of a strong bond as a characteristic of these courses. However, the majority also indicate that they can foster this close relationship with students in other courses as well. The high level of dedication to implementation and continuous assessment of learning poses challenges for these proposals. 4.4 RQ4: What are the Main Positive and Negative Characteristics Highlighted by the Students Who Took Them? Students hold a positive perception of the courses and appreciate their distinct characteristics. They acknowledge that these courses differ from the rest, which challenges them to adapt their usual strategies. Students express concerns about the increased workload required throughout the semester. However, they generally view the experiences positively and highlight several benefits. They appreciate the closer relationship established with the teachers and the opportunity to develop skills, competencies, and strategies that are not typically addressed in their degree program. Additionally, they value content integration and practical application of theoretical aspects. Students express a desire for more structured spaces for teacher presentations to organize better and prioritize the course material. When discussing negative aspects, they acknowledge the challenges and difficulties associated with implementing all the proposed activities. These identified characteristics also serve as obstacles, but students still value the opportunity to put them into practice.

5 Conclusions From the analysis of results for six EEDP courses at the FI that implement AL methodologies, it is concluded that they share common characteristics focused on the improvement of competencies, strategies, and skills, and on student interaction. These proposals are based on collaborative learning and teamwork; they focus on project-based learning and problem-solving. They receive positive evaluations in general

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from teachers and students. Teachers highlight the relevance of institutional support and the formation of teaching teams to ensure their development and sustainability. Students value the space given for the development of skills and competencies, the integration of contents, and their practical application; they warn about the workload involved in these proposals, as well as demanding the inclusion of more structured teaching exhibition spaces. Classroom observations show that teaching practices include AL methodologies, and that assessment is continuous and integrated into the development of the course. A positive and appropriate climate is observed. It should be noted that the experiences that have managed to endure and are recognized by institutional references are characterized by having an adequate ratio between the number of teachers and students, as well as requiring a high level of dedication from both. In public universities in Latin America, the tension between the number of students and human and material resources is one of the main challenges when it comes to transforming teaching. Therefore, it is essential to organize the curriculum in a strategic way to include AL initiatives at specific moments that enhance the development of relevant skills and competencies, strengthen the links between students and teachers, and consequently, contribute to reducing dropout. In this way, initiatives could be successful not only where there are teachers interested in their development, but in the global context of the FI. Acknowledgments. We would like to express our gratitude to all the teachers from the FI (Udelar) who participated, for their generosity in sharing documents, observation spaces, and their valuable time for exchanges, as well as for encouraging this research work. Additionally, we extend our appreciation to all the students who voluntarily participated in the interviews.

References 1. Enrich, H.: Desempeño estudiantil en la Facultad de Ingeniería. InterCambios. Dilemas y Transiciones de la Educación Superior 2(1), 41–47 (2015) 2. Fiori, N., Ramírez, R.: Desafiliación en la Udelar 2007–2012: Trayectorias y perfiles. InterCambios. Dilemas y Transiciones de la Educación Superior 2(1), 78–89 (2015) 3. Unidad de Enseñanza, Facultad de Ingeniería. Informe Avance estudiantil en las carreras de grado ingenieriles 1997–2022 (2023). https://www.fing.edu.uy/owncloud/index.php/s/flM u7fyFQwgwgVg. Accessed 01 Jun 2023 4. Universidad de la República, Facultad de Ingeniería. Resolución del Consejo de Facultad de Ingeniería 15 de noviembre de 2016 (2016). http://www.expe.edu.uy/expe/resoluci. nsf/5c5cdc5d27c50e8903256f3500602d70/62a8cd692d4e629c03258067005c7a1f?OpenDo cument. Accessed 01 Jun 2023 5. Universidad de la República. Ordenanza de Grado (2011). https://dgjuridica.udelar.edu.uy/ wp-content/uploads/2021/10/Ordenanza-215.pdf. Accessed 01 Jun 2023 6. Otegui, X., Curione, K., Míguez, M.: Innovaciones educativas en Facultad de Ingeniería: sistematización de proyectos 2011–2020. InterCambios. Dilemas y transiciones de la Educación Superior 10(1), 147–158 (2023) 7. Tharayil, S., et al.: Strategies to mitigate student resistance to active learning. Int. J. STEM Educ. 5(1), 1–16 (2018). https://doi.org/10.1186/s40594-018-0102-y

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Enhancing Sustainability Product Development and Creativity in Education: The Impact of Educational Robotics and Design Thinking on Student Learning Georg Jäggle1(B) , Wilfried Lepuschitz2 , Munir Merdan2 , and Markus Vincze1 1 ACIN Institute of Automation and Control, Vienna University of Technology, Vienna, Austria

{jaeggle,vincze}@acin.tuwien.ac.at 2 Bee Produced GmbH, Vienna, Austria {wilfried.lepuschitz,munir.merdan}@beeproduced.com

Abstract. This study examines the impact of educational robotics activities with a design thinking approach on students’ learning outcomes, environmental awareness, and self-efficacy in problem-solving. The research is based on a mixedmethods approach, incorporating quantitative data from surveys and qualitative data from working sheets and photos of students’ prototypes. The study involved 92 students who participated in a three-hour workshop using the C4STEM framework and the 5-step plan for educational robotics activities. The findings indicate that the educational robotics activities facilitated students’ learning about sustainability, recycling, and product development. The design thinking approach, handson experiences, and collaborative problem-solving enhanced students’ creativity and critical thinking skills. The students demonstrated a strong understanding of the connection between sustainability and robotics, developing innovative prototypes with sustainable components. Moreover, the workshop had a positive impact on students’ environmental awareness, as they gained knowledge about e-waste and recycling. The results also revealed increased students’ self-efficacy in using robots for problem-solving. The study highlights the significance of integrating robotics into education to promote 21st-century skills. By incorporating design thinking and sustainability principles, educators can foster students’ environmental consciousness and equip them with the necessary skills to address sustainable development goals. Keywords: Educational robotics activity · sustainable product development · design thinking approach · environmental awareness · sustainable development goals

1 Introduction The sale of electrical and electronic equipment is permanently increasing. Accordingly, e-waste has already become the fastest-growing waste stream in the world [1] [PACE 2021], which is expected to double by 2045 on current trends [2]. Globally, only 17.4% © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 391–402, 2024. https://doi.org/10.1007/978-3-031-53022-7_39

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of e-waste produced was collected and recycled in 2019, according to UN calculations [3]. Most of the uncollected e-waste ends up in residual waste and then in landfills, is stored in basements, incinerated, or even transported to developing countries. Due to optimising the life cycles of products, components and materials, the concept of circular economy has been seen as increasingly relevant in recent years in addressing the ewaste problem [4]. The application of the circular economy in electronics is crucial to achieving key Sustainable Development Goals (SDGs), such as reducing diseases from air, water and soil pollution (SDG Goal 3.9) or waste generation (SDG Goal 12.5) [5]. Design thinking encourages creative thinking, helps to develop empathy, promotes action-oriented behaviour, improves meta-cognitive awareness, contributes to problemsolving skills and stimulates students’ imagination [6]. Active learning, including discussion, interviews, and prototyping, can help students develop critical thinking, problemsolving, and communication skills. Interacting with others enables the students to build their motivation and social skills [7]. This study aims to evaluate the impact of educational robotics activities with a design thinking approach. The hypothesis is that the educational robotics activities with a specific pedagogical design influence the students positively in their environmental awareness and get to know recycling culture and the understanding of ecological design and development processes. The evaluation will answer the following research questions. What did students learn in educational robotics activities with a design thinking approach? What did students learn about sustainability? How strong is their self-efficacy expectation of using robots for problem-solving? Robotics in education fosters fourcentury skills and increases the interest in STEM, but with a specific pedagogical design, it encourages environmental awareness to reach sustainable development goals. The particular pedagogical design is because the interdisciplinary approach with technology and design thinking can help to think in new ways and develop innovative sustainable products with robots. The goal is to change students’ mindsets and to develop transferable skills for solving the SDGs. Section two explains the theoretical framework of the educational robotics activities with a design thinking approach regarding the 5-step plan and the didactical design based on the C4STEm framework. Section three includes the research methodology, the research questions and the objectives. Section four explains the design of the educational robotics activity. Section five includes the results of the study and answers the research questions from section three. The last section gives a conclusion and outlook.

2 Theoretical Framework This chapter presents the theoretical framework from the design thinking approach to the five step-plan for educational robotics activities designed with the C4STEM framework. 2.1 Design Thinking Approach with the 5-step Plan To be successful in today’s highly technological and globally competitive world, a person needs to develop and use a different set of skills than before [8]. Important skills in this regard are creative as well as critical thinking [9]. Design thinking is generally

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defined as an analytical and creative process that involves a person in opportunities for experimentation, model building and prototyping, feedback gathering and redesign [10]. Product development is defined as “the transformation of a market opportunity and a set of assumptions about product technology into a product available for sale.“ [11]. There are many experts and managers are involved in the development of a product, especially when it has the complexity of an automobile [12]. In complexity, service robots are not different from automobiles. Their development requires the integration of highly dependent single robotic components like navigation, manipulation or humanrobot interaction, which are complex and involve multiple disciplines [13]. An innovative and successful product depends on the product development process [14]. There are different product development processes; this context is related to the product development process related to the design thinking process (ideation, prototyping, testing, and refinement). Product design has traditionally been seen as one aspect of the product development process or even just as an excellent wrapping around the product. However, it has become an essential key to successful innovation [15]. The best learning experiences happen when people are actively involved in designing and creating things [16]. These activities are combined with a design thinking process and solving sustainable development goals problems, increase students’ self-efficacy and develop skills for creating a robotic solution with sustainable components. Designing and building prototypes with robots in the industry takes time and the effort of many experts in an interdisciplinary field. At the educational robotics activity, students develop prototypes to generate useful feedback, learn about the strengths and weaknesses of students’ ideas, and share their ideas with others. The final outcome of the designing process can be an artefact with the material but also without a material, such as a poem, a theory or an experiment [17]. The finishing of a prototype into a final product is not important. The innovative ideas in the context of robotics are the benefit. This process of developing prototypes is guided by the 5-step plan [18]. This plan empowers students to assume the role of robotic product developers. It starts with a big picture and then focuses on details. The first step is to name robot tasks and define the robot tasks, and answer the question, “For whom is the robot?”; “Which problems will the robot solve?”. The second step is named human-robot interaction and discusses the point of how students interact with the robot. Does the robot interact with speech, buttons, touch screen or other components? The next step is named robot morphology and answers the question, “How would the robot look like? Which kind of materials were used? Does the robot look like an animal (zoomorphic) or similar to a human (anthropomorphic)?” The robots’ role will be discussed in the fourth step, which is named robot behaviour. Would the students like a robot as a service robot or a partner? As a tutor, pet, protector or absolutely different? The last step, robot parts, is to talk about the necessary robot components. The system of all robots can be reduced to the following three components. All robots have sensors, a processor and actors. This step focuses on the relevant things of robots and underlines the common understanding of robots. A robot needs for example a microphone, electronic or mechanical parts, touch sensors, speakers and more. The 5-step plan is designed as a working sheet and handed out to all students. The experimentation and building of prototypes were fostered with the constructivist approach. This approach motivates students to learn with their experiences. This

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motivation is further enhanced by working with robots in educational robotics activities. The educational robotics activities were mostly challenges or competitions classified as navigational contes, duels, crusades, line followers, micro mouse or climbing contests [19]. Since the 1960s, robotics has been used as a digital educational technology for the practice of mathematics and robot programming [20]. In science and technology learning activities, students’ interest in robot construction and programming is high [21]. Interest in applying robotics in educational activities has increased [22]. Educational robotics activities are similar characteristics, in which the central role in the learning process is played by the student [23]. Educational robotics activities commonly involve the planning, development and programming of robots, which are usually built from robotics kits (e.g. Thymio) [24]. These arguments conclude that educational robotics is a learning tool that offers an attractive learning environment for students and attracts them to learn [25]. In this study the students built prototypes with robots in educational robotics activities with the robot kit called Thymio. 2.2 The C4STEM Framework The interest in robotics has greatly increased with the advancement of modern technology, and with it, the interest in robotics educational activities [26, 27]. Educational robotics helps students become active learners and create new knowledge and developmental skills by engaging them in activities that involve building and controlling robots using programming tools [23]. Students translate complex concepts into a more concrete, real-world understanding through hands-on experimentation with mechanical and scientific principles [28]. Previous studies have shown that educational robotics has a positive impact on student’s motivation [29], problem-solving skills and collaboration [30]. Robotics has also been effectively used for industrial purposes to increase productivity, and at the same time, the interest in using robotics in educational activities has also increased in recent years. Educational robotics is a learning tool which creates an attractive learning environment for students and attracts them to learning [25]. The educational robotics activity is designed with the C4STEM framework [31]. The theoretical background of the framework is based on the constructionism approach, AVIVA-Model and problem-based learning. The AVIVA model is a five-phase didactic design. It incorporates both constructivist and instructional approaches to promote problem solving, as well as the constructivist approach to learning. The AVIVA model involves a stepby-step process leading to a ‘construction phase’, which facilitates learning by doing and learning by ‘trial and error’, and finally an analysis of the new knowledge or competences together with the other students [32]. The constructionism [20] approach is based on constructivism [33], which conveys the theory that the students learn through experience related to ‘learning-by-doing’. The purpose of the approach is to increase the self-efficacy of solving problems in the robotic field. If students believe that they have the necessary ability and self-monitoring capacity to solve problems, then they are more motivated to work on the tasks [34]. The educational robotics equipment is a mobile robot with the name Thymio [35]. The robot is gender-neutral and in a white box with a playground to add the construction with possible Lego brix (see Fig. 1). The next section explains the research design with the research methodology and research questions.

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Fig. 1. The educational robotics equipment Thymio

3 Research Design Ninety-two students participated in an educational robotics activity for three hours. The evaluation is based on a mixed method approach with quantitative data from the survey and qualitative data from working sheets and photos of the developed robots. The analysis of the data is done with a triangulation methodology. The survey was made of questionnaires with metadata about gender and age, and a 5-Likert scale gives answers about students’ robotics self-efficacy and learning about sustainability. A 5-Likert scale provides a neutral point, such as “neither agree”, that respondents can choose if they do not have a strong opinion on a question. This scale provides more nuance and allows respondents to express their opinion more accurately.[36]. In this context, the students filled out the questionnaires after the educational robotics workshop and the data were analyzed with SPSS 26. The robotics self-efficacy was evaluated with ten items from the robotics self-efficacy scale [37]. The open question answers what the students learnt during the educational robotics activity and were also answered after the educational robotics, and the answers were analyzed with MAXQDA 2022. The artefacts of working sheets answer the students’ perceptions of robots and what problems the robots can solve. This research design provided results according to the following research question: RQ1: What did students learn in educational robotics activities with a design thinking approach? RQ2: What did students learn about sustainability? RQ3: How strong is their self-efficacy expectation of using robots for problem-solving? RQ4: Which marks did the students give the workshop?

4 Design of the Educational Robotics Activity The design is based on the C4STEM framework, which was explained in Sect. 2.2. All educational robotics activities took place in a seminar room at the technical university of Vienna. The workshop started with an introduction about the work and projects of the scientific group with robots and their impact on society. The participants got an overview of the hall workshop. The next part is a lecture about sustainable product development, e-waste problems in Austria and worldwide, the among of resources in e-waste and their value as secondary raw materials like gold, silver, copper and other materials. What can students actively do to save the world from e-waste? The answer was found with a discussion with the plenum and input from the tutor. In the end, some points are concluded, like electrical equipment use as long as possible and better repair than buying new, buying used goods and the end, disposing of the e-waste properly. After this discussion, we come to the conclusion that solving the e-waste problem starts with

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product development. The tutors presented the cradle-to-cradle [38] approach, customeroriented, design for dismantling, design for recycling and design for disassembly, the role of robots in these topics and product life-cycle [39]. But to get an innovative product for innovative solutions, students have to think freely, use their creativity and have to work in teams. The students developed in a short time a new idea with the design thinking approach. The design thinking process is an iterative process starting with a development phase and ending with a refined phase. A hands-on activity with personal experience based on the constructionism approach brings the best effect in learning. Thus, the students learnt that the design thinking process has no bad or worst ideas, we work appreciatively together, and everybody is creative. The students worked with a scissor, tape, pipe cleaners, stickers, different kinds of papers and wooden sticks. The first hands-on activity task starts with the development of glasses in three minutes. After this session, the students refined the glasses with a special feature for a scientist in the timeslot of two minutes. The students shared their results with the others in the plenum. The next step is to understand the components of a robot regarding an automation system with sensors, control and actors. The students got a robot called Thymio and discovered the functions of a robot with hands-on activity named push a button. The robot shew different behaviours with different colours. The students learn that different colours are different programs, and these programs control the sensors and actors differently. An example is that the robot with the colour green had a is friendly behaviour. If the front sensors get a signal from an object (e.g. a hand), the actors (e.g. wheels) move forward to hold the distance close to the hand. In the end, the robot followed the hand and moved forward and backwards to keep the distance constant from the object. The students learnt with learning-by-doing and recognise that the robot had five different colours, although three different programs with five different behaviours. After this task the students had to solve a problem with three different requirements as a team. The specifications were a particular user, a specific place and an extra condition. (e.g. for your sister or brother at home and the robot must have wheels.) The students started solving problem regarding the 5 step plan. The innovative solution had to developed with the background of sustainable product development. After approximately twenty-five minutes the students present there results and answer following questions. For whom is the robot?; How do you communicate or interact with the robot?; Which kind of materials are necessary for the robot?; How shall the robot behaviour?; Which components are essential for building it?; How did you implement sustainable product development with your robot? Every group had three to five minutes for their presentation and got afterwards a feedback from the plenum. The results and prototypes are seen in the next section.

5 Results This section presents the results of the study about the effect of educational robotics activity with a design-thinking approach be students’ learning and robotics self-efficacy. The number of participants in the workshop was ninety-one students. The questionnaires were answered by sixty-one students, with 16.7% being girls and 83.3% being boys. The age range of the students was 16 to 19 years. The students gave the workshop a mark

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with a mean of 1.9. Twenty-one working sheets and hundred photos were analyzed to find out the effect on learning and fostering creativity skills. Sixty-one questionnaires were evaluated to filter out students’ learning during the workshop. Learning about sustainability and the quality of the workshop was given marks by the students. The effects of robotics self-efficacy after the workshop were filled out by twenty students. The open question about students’ learning was answered by sixty-one students. Figure 2 shows the result with all words in a word cloud. A bigger number of words are written in bigger letters than a smaller number of words. The biggest words are recycling, e-waste, sustainable, robotics and product development. The answers to the open question were coded and identified six categories. These categories are recycling, robots, sustainability, product development, e-waste and creativity. These categories (seen in Fig. 3) match with the results from Fig. 2 and answers the research question RQ1: What did students learn in educational robotics activities with a design thinking approach?

Fig. 2. Word cloud with the answers to the open question

Fig. 3. Students’ learning in categories

The students learnt most about recycling, robots and sustainability. But also about product development, e-waste and creativity. This knowledge is a good basis for understanding the connection between sustainability, recycling and product development for robots in order to subsequently develop your own innovative solution in this field. The innovative and creative prototypes from the students are like mock-ups. They consist of a robot (Thymio) covered with a mantle template on which different features, sensors or actuators can be attached or drawn. The students presented their ideas in a short presentation, like an elevator pitch. The students responded to the open questions that they learnt quickly to implement ideas and creativity; this can be attributed to the design thinking approach. This result is underlined in Fig. 5, which shows several innovative prototypes from students, which underline the creativity process of the students (Fig. 4). The students created their own problem and case scenario. The robots solved tasks like defending kids, cleaning and disinfecting bathrooms, collecting metal at a waste place, defending the universe, helping kids to feel not alone, helping forgetful people, providing medical support for the patient in a hospital or helping babies to fall asleep. Most of the robots are supporters, servants, assistants or friends. The sustainable components are repairable, changeable, sustainable materials or used refurbished accus. The innovative prototype was confirmed from the results of learning during the workshops.

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Fig. 4. Innovative prototypes

The questionnaires included three statements about learning sustainability with 5Likert scale, 5 corresponded to Strongly agree and value 1 to Strongly disagree. It answers the research question RQ2: What did students learn about sustainability? The statement was, ‘The workshop gave me new sustainable ideas.‘ (S1), ‘I learned something about e-waste in the workshop.‘ (S2) and ‘I know more about recycling after the workshop.‘ (S3). The results of the survey are seen in Fig. 2 from sixty-one students (n = 61).

Fig. 5. Students’ learning about sustainability during the workshop

The results of the survey about learning about sustainability show with the descriptive statistic by S1 a mean of 4.31 with a standard deviation of 0.765, by S2 a mean of 4.85 with a standard deviation of 0.401 and by S3 a mean of 4.46 with a standard deviation of 0.765. The highest mean was at statement S2, and it can be interpreted that most students agreed that they learnt some about e-waste, followed by more knowledge about recycling after this workshop and got new ideas about sustainable ideas. This result underlines the result from the open questions in Fig. 3. The results of the robotics self-efficacy score answer the research question RQ3: How strong is their self-efficacy expectation of using robots for problem-solving? It shows that the mean of twenty students (n = 20) was 32.5, with a standard deviation of 7.94. This result is slightly higher than the means by another study with 31.71 (n = 124) [38]. The comparison of the robotics self-efficacy with another study shows that the result is average, thus confirming the effect of the C4STEM framework and working with robots for increasing students’ self-efficacy and makers for the future. The research question RQ4: “Which marks did the students give the workshop?” is answered with the question which kind of mark did you will give the workshop. The students gave the workshop a 1.9 mark in the mean. These results confirm work with

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students based on the C4STEM framework combined with the design thinking approach. The following section includes a conclusion and gives an outlook on future work.

6 Conclusion and Outlook In conclusion, the study has highlighted the importance of educational robotics activities with a design thinking approach in promoting students’ learning, environmental awareness, and problem-solving skills. The findings demonstrated that students benefited from hands-on experiences, creative thinking, and collaboration, leading to increased knowledge about sustainability, recycling, and product development. The use of the C4STEM framework and the 5-step plan provided a structured and effective way to engage students in the design process and develop innovative solutions. The positive impact of educational robotics activities suggests that integrating robotics into education can be a valuable tool for fostering 21st-century skills and promoting interest in STEM subjects. By combining technology with design thinking and sustainability principles, educators can empower students to think critically, solve complex problems, and contribute to achieving sustainable development goals. The study also revealed that students’ self-efficacy in using robots for problem-solving was strengthened, further emphasizing the potential of educational robotics in building students’ confidence and competence in technological fields. Furthermore, ongoing research and innovation in educational robotics can lead to the development of more advanced and customizable robotics kits and platforms. These advancements can offer enhanced learning experiences and greater opportunities for students to engage in real-world problem-solving and interdisciplinary projects. By continuously refining and expanding the educational robotics curriculum, educators can keep pace with the evolving needs of the digital era and equip students with the skills and mindset required for a sustainable and technologically-driven future. In summary, educational robotics activities with a design thinking approach hold tremendous potential for shaping the learning experiences of students and preparing them to address global challenges. By fostering creativity, critical thinking, and environmental awareness, these activities can contribute to creating a generation of responsible and innovative problem solvers who are equipped to drive positive change in the world. Acknowledgement. The authors acknowledge the financial support of the Sparkling Science 2.0 programme, an initiative of the Federal Ministry of Education, Science and Research with the project number SPSC_01_141.

References 1. PACE, Circular Economy Action Agenda: Electronics (2021). Zugegriffen: 22. März 2023. Verfügbar unter: https://pacecircular.org/sites/default/files/2021-02/action-agenda-ele ctronics-feb2021_FINAL.pdf 2. Parajuly, K., Fitzpatrick, C., Muldoon, O., Kuehr, R.: Behavioral change for the circular economy: a review with focus on electronic waste management in the EU. Resour., Conserv. Recycling: X, 6, 100035 (2020). https://doi.org/10.1016/j.rcrx.2020.100035

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20. Papert, S.: Mindstorms: Children, Computers, and Powerful Ideas. Basic Books, New York (1980) 21. Alimisis, D.: Robotics in education & education in robotics: shifting focus from technology to pedagogy. In: gehalten auf der Proceedings of the 3rd International Conference on Robotics in Education, pp. 7–14 (2012) 22. Eguchi, A.: RoboCupJunior for promoting STEM education, 21st century skills, and technological advancement through robotics competition. Robot. Auton. Syst. 75, 692–699 (2016). https://doi.org/10.1016/j.robot.2015.05.013 23. Alimisis, D., Kynigos, C.: Constructionism and robotics in education. In: Teacher Education on Robotic-Enhanced Constructivist Pedagogical Methods, pp. 11–26 (2009) 24. Martin, F., Mikhak, B., Resnick, M., Silverman, B., Berg, R.: To mindstorms and beyond: evolution of a construction kit for magical machines. Robot kids: Explor. New Technol. Learn., 9–33 (2000) 25. Eguchi, A.: Educational robotics for promoting 21st century skills. J. Autom. Mobile Robot. Intell. Syst. 8(1), 5–11 (2014) 26. Benitti, F.B.V.: Exploring the educational potential of robotics in schools: a systematic review. Comput. Educ. 58(3), 978–988 (2012) 27. Davcev, K., Koceska, N., Koceski, S.: A review of robotic kits used for education purposes. In: gehalten auf der International Conference on Information Technology and Development of Education –ITRO, Zrenjanin, Serbia, pp. 152–155 (2019). Zugegriffen 20 Juli 2020. Verfügbar unter: http://eprints.ugd.edu.mk/22322/ 28. Nourbakhsh, I.R., et al.: The robotic autonomy mobile robotics course: robot design, curriculum design and educational assessment. Auton. Robots 18(1), 103–127 (2005). https://doi. org/10.1023/B:AURO.0000047303.20624.02 29. Fagin, B., Merkle, L.: Measuring the effectiveness of robots in teaching computer science. ACM SIGCSE Bull. 35(1), 307–311 (2003). https://doi.org/10.1145/792548.611994 30. Robinson, M.: Robotics-driven activities: can they improve middle school science learning? Bull. Sci. Technol. Soc. 25(1), 73–84 (2005). https://doi.org/10.1177/0270467604271244 31. Jäggle, G., Vincze, M.: A conceptual framework for educational robotics activities C4STEM: a virtual educational robotics workshop. In: Handbook of Research on Using Educational Robotics to Facilitate Student Learning (2021). www.igi-global.com/chapter/a-conceptual-fra mework-for-educational-robotics-activities-c4stem/267671. Zugegriffen 22 Dezember 2020 32. Jäggle, G., Lammer, L., Hieber, H., Vincze, M.: Technological literacy through outreach with educational robotics. In: Merdan, M., Lepuschitz, W., Koppensteiner, G., Balogh, R., Obdržálek, D. (eds.) Robotics in Education: Current Research and Innovations, pp. 114–125. Springer International Publishing, Cham (2020). https://doi.org/10.1007/978-3-030-269456_11 33. Piaget, J.: The construction of reality in the child. In: The Construction of reality in the child. New York, NY, US: Basic Books, S. xiii, 386 (1954). https://doi.org/10.1037/11168-000 34. Sharp, C., Pocklington, K., Weindling, D.: Study support and the development of the selfregulated learner. Educ. Res. 44(1), 29–41 (2002). https://doi.org/10.1080/001318801101 07333 35. Riedo, F., Rétornaz, P., Bergeron, L., Nyffeler, N., Mondada, F.: A two years informal learning experience using the Thymio robot. In: Rückert, U., Joaquin, S., Felix, W. (eds.) Advances in Autonomous Mini Robots, pp. 37–48. Springer Berlin Heidelberg, Berlin, Heidelberg (2012). https://doi.org/10.1007/978-3-642-27482-4_7 36. Emerson, R.W.: Likert scales. J. Vis. Impairment Blindness Bd. 111(5), 488 (2017). https:// doi.org/10.1177/0145482X1711100511 37. Jäggle, G., Lammer, L., Jan-Ove, W., Markus, V.: Towards a robotics self-efficacy test in educational robotics. In: Proceedings of the 2020 Constructionism Conference, Dublin: Open Access, pp. 537–550 (2020)

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University Teachers – Their Careers and Education Jana Trabalíková(B) and Lucia Hrebeˇnárová Žilina University, Univerzitná 8215/1, 010 26 Žilina, Slovak Republic {jana.trabalikova,lucia.hrebenarova}@uniza.sk

Abstract. The issue of higher education quality echoes across numerous universities. This quality is contingent on – among other things – the competencies of university teachers. How do they, as graduates of engineering degrees, shape these competencies from the beginning of their career at the university? This question is partially answered by the enclosed analysis of qualitative research results conducted among the teachers of the University of Žilina. Research participants have provided a retrospective commentary on the early stages of their careers, regarding three specific spheres. The first is the sphere of expertise and its utilization in education, then the pedagogical aspect of the teaching process, and lastly the sphere of the student-teacher relationship. The research results allowed for a better understanding of the educational needs of university teachers with technical and economic orientation regarding the improvement of their pedagogical activities. Based on these results, the portfolio of topics in the engineering pedagogy course for novice university teachers at the University of Žilina has been broadened and the additional questions for further interviews have been created. Keywords: University Teachers · Engineering Pedagogy · Professional Career · Pedagogical Activities

1 University Teachers with Technical and Economic Orientation at UNIZA 1.1 Pedagogical Activities of University Teachers and Their Education What outcome is engineering education trying to achieve? This question is proposed by Maillardet (2004, p. 27), who states that the UK engineering Higher Education system was not producing sufficient engineering graduates with the required skills and attributes. He continues by introducing a comprehensive set of abilities, which can be applied to all engineering disciplines and poses a certain challenge for university teachers. In relation to the definition of requirements aimed at the teacher, the unified approach of fourteen Dutch universities has a high potential. They provide the university teaching qualification as proof of didactic competence for lecturers in academic higher education (Groot & Kouwenaar, 2018). At the University of Žilina (UNIZA), the quality of education is viewed within the context of possible contribution from university teachers themselves, or the level of their professional pedagogical competencies. Pedagogical activities at a © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 403–412, 2024. https://doi.org/10.1007/978-3-031-53022-7_40

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higher education institution require a high level of expertise from each university teacher (Vašutová, 2005, p. 73). For this reason, there is a long-term need for continuing education of university teachers in the field of higher education pedagogy. In accordance with UNIZA’s technical and economic specialization, this field has been covered by the term engineering pedagogy (engineering education (Mobarak, Wu & Hossain, 2016); engineering teaching (Calman, 2018; Crawley et al., 2014)). The focus is brought on the support of university teachers, whose pedagogical activities deal with the education of university students in engineering programmes, while the teachers themselves are graduates of engineering degrees (Trabalíková & Hrebeˇnárová, 2022b, p. 313). Based on our experience can be said, that if such education is to contribute to the quality of pedagogical activities of university teachers with technical and economic orientation, it is necessary to abide by one of the most prominent criteria of adult education, i. e. the opportunity of immediate practical “usage” of knowledge (Hrebeˇnárová & Trabalíková, 2018, p. 114). From our point of view, a systematic search for answers on how to implement this idea from the very beginning and in the best possible form has been helpful for the setup of a comprehensive education system that has been created (Trabalíková & Hrebeˇnárová, 2022a). Each year, during the Adaptation Education for novice university teachers course, we adjustably set the objectives and content of education. This process takes place after the analysis of the level of teachers’ self-perception regarding the selected professional competencies and their educational needs (Trabalíková, 2021). During one academic year, we found an interesting disproportion among novice university teachers. While the level of self-as-sessment was on a scale between 4–5 (on a scale from “1 – don’t know at all” to “5 – know very well”); the level of usefulness of being educated is on a scale between 3–4 in monitored areas (Trabalíková, 2022, p. 260). However, we also encounter the oppo-site results with experienced university teachers. Thus, for a number of reasons, we wanted to understand as best we could the evolution of their approach to student teaching in the context of their professional careers. Experiences gained at our workplace were used even in 2021 when the Ministry of Education, Science, Research and Sport of the Slovak Republic specified the requirement for developing standards/recommendations for university teachers’ competency profiles. It was necessary to work out the support system and its development in the field of higher education provision within the context of the 1.5ESG 2015 standard. Because of their outputs, we, as project partners, were provided with several inspirational insights on education. One such example is Norway – here, the current legislation provides that all novice university teachers are required to undergo a minimum of 200 h of teacher training within the first two years of their employment at the university. Furthermore, in Denmark, the decree issued by the Ministry of Education and Science obliges higher education institutions not only to ensure that their teachers acquire the necessary pedagogical competencies (within the first two years of their teaching practice) but also to continuously maintain and develop them. In Sweden, on the other hand, higher education institutions no longer have to demand pedagogical qualifications from their teachers. Nonetheless, higher education institutions have decided to pursue the activities of Centres for University Pedagogy and to continually use the existing structures and human resources to improve educational processes (Strakoš & Pleschová, 2022).

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A comprehensive analysis has confirmed the need for systematic support for university teachers’ training also at UNIZA. We are, of course, aware of the uniqueness of the environment, context, and historical background of the perception of support for the continuing education of university teachers in the aforementioned countries in comparison to Slovakia. However, the existing standards and support system can motivate the teachers to further professional development. When developing the required standards for higher education institutions in the Slovak Republic, a Career Framework for Teaching in Higher Education was established within the project. Discussions during its establishment showed a need for a clear, concise, and precise definition of the requirements in a way that would be easily readable and understandable even for technically oriented university teachers. These requirements should be a motivation for self-development and self-reflection. 1.2 The Current New System of Education of University Teachers with Technical and Economic Orientation in the Field of Their Pedagogical Activities at UNIZA Since the mid-nineties, the possibility to obtain a pedagogical qualification called Additional Pedagogical Studies was quite common among UNIZA graduates of technical and economic fields of study. This way, they acquired the qualification to teach at secondary schools. In 2001, we used this study and the IGIP model as the basis for an engineering pedagogy course adapted to the needs of teachers working at UNIZA. This course was in the form of hybrid learning, the learning materials met the standards for self-study, while the online platform was LMS Moodle. These parameters rendered this programme unique. Thirty-nine university teachers from six university faculties took part in the pilot one-year course comprising 254 h. For the final thesis, the graduates mostly chose the topic of didactic writing and its correct structure (40%). Feedback from the completed education emphasized the practicality and purposeful orientation on the particularities of individual study fields. For the first time, the recommendation to incorporate education as compulsory training for novice university teachers was proposed not only by participants but also by the university management. Since then, we have searched for and tried out various forms of technical education, as well as its funding. The result of this search is the approved system of continuing education at the University of Žilina. It is an optimal scenario whose baseline is not dependent on project funds. It is regulated by the internal regulation of the university called “Professional Development of the UNIZA University Teachers”. This way, the university provides its teachers with access to life-long education and encourages them to take the initiative to improve their qualifications and develop their skills. It regards the role of university teachers in terms of a highly skilled and very diverse profession. This very diversity is emphasized by the described profile of the university teacher. Its aim is to accentuate the necessity to develop not only the professional and subjectspecific competencies – the development of which is natural for all university teachers with a technical or economic orientation – but also the other competencies that make up its dynamic profile. The system of continuing education is comprised of three key fields, comprehensively developing the personality of the university teacher – technical

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education focused on the development of the aforementioned professional and subjectspecific competency, language education, and continuing education in the field of higher education pedagogy (Hrebeˇnárová & Trabalíková, 2022a). Here, it defines the adaptation education for novice university teachers up to five years of practice (including threeyear doctoral studies) and developing education for other teachers and specialist staff and assistants participating in the teaching process. Our philosophy of continuing teacher education was confirmed by the adoption of the Standards for the Internal System and Standards for Study Programmes set by the Slovak Accreditation Agency for Higher Education in 2020. More specifically, the SAAHE Standards for the Internal System state, that the examiners are familiar with existing testing and examination methods of verifying the achievement of learning outcomes, and the methods of testing and assessing student’s performance and that they are supported in developing their skills in this field (SAAHE, Standards for the Internal System, 2020, 4). SAAHE Standards for Study Programmes state that the teaching staff develops their professional, language, pedagogical, digital, and transferable skills (SAAHE, Standards for Study Program, 2020, 6).

2 Research 2.1 Description of the Methodology The objective of the qualitative research was to ascertain the development of the university teachers’ approach regarding the teaching of students in the course of their careers. Semi-structured interviews were conducted with teachers at the university. In this paper, we present the first two interviews, based on which other interviews were modified. Interviews were conducted by lecturers of the Adaptation Education programme. Based on the responses, we defined the areas of support for novice university teachers missing in the course. The participants were UNIZA university teachers with technical and economic orientation with no pedagogical training. The field of research was restricted to their pedagogical activity. The representative participants were chosen with the assumption, that they will provide us with abundant and authentic data. They were also linked by shared professional experience in different scopes of practice. This enabled us to examine the professional path of university teachers in a more comprehensive way. Moreover, we could groom novice teachers within the context of their professional future from the very beginning of their careers. We have conducted an in-depth, semi-structured interview, although only to the extent that allows thematic concentration. Inquired participants answered questions about their professional development as university teachers from the beginning of their careers up to the present day. We have approached teachers – experts, viewed by Švaˇríˇcek (2007, p. 337) as qualified, highly-experienced, and first-quality teachers, authorities in their respective professions. It should be noted that the qualification requirement for the practice of pedagogical activity does not apply to university teachers. Via designated questions, the participants have chronologically reconstructed some of the events of their professional practice. Each respondent was also given a space to express his/her subjective perspective, opinions as well as arguments.

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Analysis. The recordings of the interview were transcribed into written form. The statements of given participants were analysed, and the significant ones, directly linked with the investigated phenomenon (horizontalization), were identified and subsequently grouped into themes (clusters). Qualitative content analysis was applied. Categories under code were marked. Subsequently, we have returned to them. We generalized the responses of both respondents.

2.2 Data Interpretation and Research Findings Based on the interviews, the partial findings are presented here in two main parts: A. “before” and B. “now”. A. “before”: perception of student teaching at the beginning of the career: When you started as a PhD student, what role did teaching activities play in this? What was the strongest motivation for you to become a university teacher? How do you remember your entry into this profession in the context of teaching? When you started as a PhD student, what role did teaching activities play in this? What was the strongest motivation for you to become a university teacher? The responses gathered from the teachers reveal various motives. Circumstances have played a certain role (family, finances…), as well as coincidence (to some extent), observed ability to aptly explain given subject matter, bordering a certain inclination towards the teaching profession: … it was just a coincidence, so to say,… I was interested in teaching even at primary and secondary school… (UT1- university teacher 1). … my classmates showed me a level of respect from the very beginning because I was able to explain the subject matter to them. I reckon I have the ability… (UT1). … I was in the job market and saw the advertisement for a vacancy for a teacher in the department… (UT2 – university teacher 2). However, their comments also show that the primary role could be played by their interest in the field or research. Later, they found out that teaching is a necessary part and went along with it: … One of the members of the committee said that yes, I do possess the knowledge – however, I should focus on the way of delivering this knowledge to students… (UT1). … I was motivated by curiosity, as well as by enjoyment of research activity… And I have always enjoyed the pedagogical activity, which was a plus, but that wasn’t what motivated me… (UT2). How do you remember your entry into this profession in the context of teaching? The word “mentor” is used throughout the interviews. Teaching was more of an intuitive than a conscious process. Initially, there was a strong focus on mastering the content of the curriculum. They perceived it similarly in the vicinity and they even see it now among the young teachers. However, there were also several critical comments about the level of their skills (at least some of them): … Since my colleagues were also my mentors, I have shown them substantial respect and regard… (UT1). … Very good, I was an assistant to one professor… he was a respected figure and he took me under his wing… if I didn’t understand something, he offered some advice

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and was very kind to me. Of course, sometimes it was hard… By the time I mastered and understood everything… After three years, it was time for me to start with lectures… (UT2). … Well, I don’t think I have consciously thought about pedagogical activity, and I think young teachers today do the same. For me, it was important to be able to answer ques-tions, that may have arisen… I didn’t ponder over the process or phases of education… (UT2). … We weren’t – I wasn’t – so conscious. I knew there was something missing. There are many things one solves intuitively, but I didn’t have that inner urge… (UT1). … Now that I recall, some materials and presentational skills or stuff like that weren’t always ideal… (UT2). B. “now”: a description of your approach at the beginning from a retrospective point of view. Approach to teaching after a long-term teaching experience. What positives do you find in your teaching activities? In the course of time – what did you gradually deem unnecessary and turned away from? What negatives do you find in your teaching activities? What positives do you find in your teaching activities? Their comments regarded the quality of the teacher-student relationship, which, being young teachers, they sensitively perceived: … The students deemed our relationship and my approach to them as acceptable. One thing I needed to learn, however, was that everybody is different… (UT1). …I needed to prove my knowledge so the students didn’t doubt me, and I needed to fit into the given time slot. Later, when I started giving lectures, I began to understand the subject matter better, and my relationship with students improved. I don’t think there were any major conflicts… (UT2). In the course of time – what did you gradually deem unnecessary and turned away from? In the comments, they describe a shift in their mindset about transmissive teaching to ideas about giving students more responsibility for their own learning. They also mention the teacher’s perspective on infallibility: … it will explain some theory, students are asked to fill in something, it’s like an interactive manual of some sort… And when we conducted seminars in this way, I found myself thinking: what is the point of this? I am just repeating things the students already have in their notebooks, and, after all, they know how to read, they can do it on their own in far less time… (UT1). … to deal with infallibility, the idea that a teacher should always be right, or that he/she should never admit they do not know something… (UT2). What negatives do you find in your teaching activities? The freedom when preparing the subject was challenging but also motivating. They describe a lack of support in the preparation of teaching from their colleagues. They realise that from the very beginning, they had to cope with the demands on content, pedagogical, but also social aspects of teaching more or less on their own. … I had a really miserable curriculum synopsis for lectures and no requirements stating what should I cover during our seminars. Missing communication with the lecturer. That was something I have certainly missed… (UT1).

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… in the first half of the term, I was assigned to work with one of my colleagues, so I went with her to her seminars. However, there was no guidance. This is what you should be looking out for, this is how you should lead them, these are the important things to emphasize, so the students would understand… None of that. When it comes to the professional and pedagogical aspects of teaching, there was nothing I didn’t struggle with… (UT2). … Sometimes, young age can be a hindrance when working with students… I don’t know, whether I lacked their respect, or something else… (UT1). The teachers’ retrospective view suggests that even now, some very powerful moments are still embedded in their memory. Retrospectively, they are aware of some deficiencies they have encountered as novice teachers. They had to gain some tacit knowledge and experience, a broader perspective. They needed to observe their surroundings and spend some time in the profession in order to get familiar with it and realize how to make a qualitative shift in student teaching. In this regard, it should be noted that the university may provide training opportunities for teachers, but the teachers themselves need to answer the questions: Do I strive for improvement? If so, how, in what way? What am I to do to achieve it? We consider self-reflection on one’s own work, teaching, and its impact on students’ learning outcomes to be the key element in improving the quality of university teachers’ education. During the structured interviews with both the university management and the teachers with several years of experience regarding their professional lives, we found out that intuitive self-reflection was the key step to professional development. Therefore, in the current course of UNIZA Adaptation Education, we emphasize the conscious selfreflection of novice teachers’ teaching process, which has been absent up to now. The output of the course is the planning, preparation, and implementation of activating lessons and their evaluation in continual communication with the tutor. The objective is to use the equipment repeatedly, describe and analyse key elements, evaluate or re-evaluate, explain, make decisions, and determine the next strategy. Professional self-reflection of teachers (whether novice or experienced) is a necessary condition not only for their professional growth, and pedagogical competency but also for their human responsibility in maintaining the necessary level of authenticity (Slavík & Siˇnor, 1993, p. 156). 2.3 Discussion The research shows that university teachers describe their beginnings roughly in three spheres. The first group of statements or comments is related to expertise and its utilization in education. The second one is connected with the pedagogical aspect of the teaching process itself, and the third one covers the student-teacher relationship. The statements suggest that developing one’s identity as a teacher is intuitive. Therefore, it is not systematic, or analytical (see Švaˇríˇcek, 2014, p. 349). As far as the first sphere is concerned, the teachers have started with the transmissive approach and coping with the fact, that they cannot possibly possess all the knowledge in the field they teach – especially at the beginning of their careers. As far as the second sphere is concerned, they retrospectively critically evaluate their approach to teaching. They search for “added value” in education, and ponder, what the students can handle individually. Additionally, they reflect on the role of the teacher in students’ individual

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learning. The third sphere (relationships) is characterised by the initial uncertainty and the gradual acquisition of experience. They describe the support provided by colleagues, as well as the lack thereof. The accounts of the teachers who took part in our research describe the individual stages of teachers’ improvement in their ability to teach, as stated by Kugel (1993, p. 315), i. e. based on his informal observations and conversations with colleagues and students. This author claims that each teacher passes the “focus on self” phase, then through the “focus on subject” phase, and ends in the “focus on student” phase. The last phase involves the process of perceiving students as receptive, students as active, and students as independent. Based on the answers, we have modified the Adaptation Education course. We have included, for example, topics on the development of teaching content and the preparation of student materials, presentations and problem-based lectures, teacher-student communication, as well as personal and professional development. We draw the attention of novice teachers, so they would lead their students not only towards participation but towards active independence as well. We are aware, that even teachers need to grow. This process cannot be hastened – on the contrary, it needs sufficient time (Švec, 2005, p. 75). After all, a teacher’s process of acquiring pedagogical knowledge is effective only when it draws on his/her experience. Therefore, during the Adaptation Education course, we are able to naturally, continuously, and at least partially prepare the teachers for their gradual identification with the complexity of their roles: the teacher as an information provider, as a role model, as a facilitator, as assessor, as a planner and as a resource developer (Harden & Crosby, 2000, p. 336). Simultaneously, we are able to respect the dynamics of the professional identity of university teachers in terms of a gradual approach to the ideal (Haamer, Leep & Reva, 2012, p. 116). Understanding the dynamics of the development of a teacher’s professional identity will help to understand how to support university teachers through various activities. Our research adds to the topic, which has been investigated on a smaller scale (Archer, 2008).

3 Conclusion It was claimed, that the “best” courses would be able to attract the “most able” students who, in turn, would produce the “best qualified” graduates. This is deeply flawed (Maillardet, 2004, 27). This is the reason why university teachers should strive to develop students’ ability to exercise key skills in the completion of engineering-related tasks; transform existing systems into conceptual models; these models into determinable models; use determinable models to obtain system specifications in terms of parametric values; to select optimum specifications and create physical models; to apply the results from physical models to create real target systems; to critically review real target system and personal performance because engineering is more than understanding science (Maillardet, 2004, p. 30). This calls for a professional approach and systematic work even when forming one’s identity as a teacher. The results were used to modify both the content and the teaching methods of the Adaptive Education programme. The changes are mainly related to the activation and effective learning of university teachers in the field of teaching and learning. The conclusion of the research was to focus more on the specifics of technical and economic

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subjects in Adaptation Education. This request is constantly emerging. We decided to use generally applicable methods and activating strategies for teaching technical and economic subjects, but we train these on specific topics based on the subject content of the current participants in the course. Based on the presented analysis, the following research interviews were expanded to encompass additional questions. Teachers were asked whether there were times when they thought they will fall into a routine – if so, what helped them to overcome their struggles, or how they improve themselves in the field of their pedagogical activity. We were interested in their philosophy of education, what type of teachers they are, and the problems they face. Their answers enable us to update the education in place.

References 1. Archer, L.: The new neoliberal subjects? Young/er academics’ constructions of professional identity. King’s College, London (2008) 2. Calman, C.S.: Successful science and engineering teaching. Springer, New York (2018). https://doi.org/10.1007/978-3-319-66140-7 3. Crawley, E.F., et al.: Rethinking Engineering Education. Springer, New York (2014). https:// doi.org/10.1007/978-3-319-05561-9 4. Groot, J., Kouwenaar, R.: Professionalisation of university lecturers. VSNU (2018). https:// www.universiteitenvannederland.nl/files/documenten/Professionalisation%20of%20univers ity%20lecturers.pdf. Accessed 17 May 2023 5. Haamer, A., Leep, L., Reva, E.: The dynamics of professional identity of university teachers: reflecting on the ideal university teacher. Stud Learn Soc. 2–3, 110–120 (2012) 6. Harden, R.M., Crosby, J.: The good teacher is more than a lecturer-the twelve roles of the teacher. Med. Teach. 22(4), 334–347 (2000) 7. Hrebeˇnárová, L., Trabalíková, J.: Prienik pedagogickej teórie a vzdelávacích potrieb vysokoškolských uˇciteˇlov technického a ekonomického zamerania. In: Kontexty podpory rozvoja uˇciteˇlstva, pp. 113–126. UMB, Banská Bystrica (2018) 8. Kugel, P.: How professors develop as teachers. Stud. High. Educ. 18(3), 315–328 (1999) 9. Maillardet, F.: What outcome is engineering education trying to achieve? In: Baillie, C., Moore, I. (eds.) Effective Learning & Teaching in Engineering, pp. 27–35. Routledge, Oxon (2004) 10. Mobarak, H.M., Wu, H., Hossain, M.: Effectvive teaching method for engineering education from student’s perspective. In: International conference on engineering and research. Western Sydney University, Sydney (2016) 11. SAAHE, https://saavs.sk/wp-content/uploads/2020/09/Standardy-pre-vnutorny-system-zab ezpecovania-kvality-2.pdf. Accessed 15 May 2023 12. SAAHE, https://saavs.sk/wp-content/uploads/2020/09/Standardy-pre-studijny-program2. pdf. Accessed 15 May 2023 13. Slavík, J., Siˇnor, S.: Kompetence uˇcitele v reflektování výuky. Pedagogika 43(2), 155–163 (1993) 14. Strakoš, J., Pleschová, G.: Struˇcná komparatívna analýza prístupov k tvorbe štandardov pedagogickej cˇ innosti VŠ uˇciteˇlov vo vybraných európskych krajinách. Univerzita Komenského, Bratislava (2022). Unpublished ˇ 15. Švaˇríˇcek, R.: Zkoumání konstrukce identity uˇcitele. In: Švaˇríˇcek, R., Šˇedová, K., et al. Kvalitativní výzkum v pedagogických vˇedách, pp. 335–355. Portál, Praha (2014) 16. Švec, V.: Pedagogické znalosti uˇcitele. ASPI, Praha (2005)

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17. Trabalíková, J., Hrebeˇnárová, L.: A vison of establishing a comprehensive system of university teacher education at university – a systematic search for answers. In: EDULEARN22, International conference on education and new learning technologies, pp. 4116–4123. IATED Academy, Barcelona (2022a) 18. Trabalíková, J., Hrebeˇnárová, L.: Vysokoškolský uˇciteˇl bez pedagogického vzdelania a jeho rozvoj v pedagogickej cˇ innosti. Pedagogická orientace 32(3), 313–334 (2022) 19. Trabalíková, J.: Role of lecturer in the education of university teachers and the fulfilling of their educational needs. In: Adamec, P., Šimánˇe, M., Miškelová, M. (eds.) Trends and competencies in vocational education, pp. 257–277. Sciemcee Publishing, London (2022) 20. Trabalíková, J.: Vzdelávanie vysokoškolských uˇciteˇlov na UNIZA: sebapercepcia uˇciteˇlov a užitoˇcnosˇt vzdelávania. In: ICOLLE 2021, Rozvoj kompetencí relevantních pro život a praxi v 21. Století, pp. 237–244. Mendelova univerzita, Brno (2021) 21. Vašutová, J.: Pedagogické vzdˇelávání vysokoškolských uˇcitel˚u jako aktuální potˇreba. AULA 13(3), 73–78 (2015)

A Study on the Mental Health of the Post-Pandemic Generation of Engineering Students to Ensure the Resilience of the Study Process Anna Vintere1(B)

and Ilze Balode2

1 Latvia University of Life Sciences and Technologies, 2 Liela Street, Jelgava, Latvia

[email protected]

2 R¯ıga Stradi¸nš University, 16 Dzirciema Street, Riga, Latvia

[email protected]

Abstract. Young people who were distance learners during the Covid-19 pandemic, who were deprived of the opportunity to socialize and overused information and communication technologies, have currently enrolled in universities. In addition to the sources of stress experienced by all first-year students, such as moving away from home, learning to live independently, developing new social networks, adjusting to new ways of learning, academic concerns, finances, worries about future prospects etc., the Covid-19 pandemic created many additional stressors, e.g., excessive use of information and communication technologies, restrictions on physical activity, social isolation, loneliness, pressure to learn independently, giving up the daily routine, insufficient social support, etc. Therefore, the objectives of this study are the following: to rate the emotional well-being and feelings of the first-year engineering students, identify difficulties faced by the first-year engineering students that affect mental health and what measures are needed to reduce mental health problems. To achieve the research objectives, a literature review, a survey of the first-year engineering students and focused interviews of academic staff were conducted. The results of this research show that reducing the workload, providing assistance in studies and opportunities for physical activities and sport could significantly improve the emotional well-being of students. The academic support is the most important to reduce the mental health problems of students and ensure the resilience of the study process. Keywords: Emotional well-being · mental health · pandemic

1 Introduction The Covid-19 pandemic forced students around the world to stay at home and study remotely. This led to less active lifestyles which, in turn, affected the stress and functional levels experienced by students. Young people who were distance learners during the Covid-19 pandemic, who were deprived of the opportunity to socialize and overused information and communication © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 413–420, 2024. https://doi.org/10.1007/978-3-031-53022-7_41

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technologies, have currently enrolled in universities. According to several studies, the psychological well-being of adolescents and young people during the pandemic and its consequences are pressing issues worldwide [1–5]: • Movement and physical activity are known to help humans as biological beings, especially young people, to process emotions and cope with stress. Sitting in front of the computer builds up anxiety, but does not relieve it, and in the end, it all leads to depression, low spirits and aggression; • The second reason is the polluted air in cities, unhealthy food; • Thirdly, during the pandemic, it was forbidden to socialize. However, it is very important for teenagers to have peers and communicate with other adults. If this is not provided, their development and mental health are affected. Good emotional health [6] indicates what a person feels, thinks and how he/she behaves. It is the ability to respond adequately both to success and to loss with as little exposure to stress as possible. Thoughts about ourselves, our own future and intended goals also point to the state of mental health. These are the conditions that must be considered to ensure the resilience of the study process. Therefore, the objectives of this study are the following: 1) to rate the emotional well-being and feelings of the first-year engineering students; 2) to identify difficulties faced by the first-year engineering students that affect mental health; 3) what is needed to reduce mental health problems.

2 Methodology of Research In order to meet the objectives of this study, the literature review on emotional wellbeing and mental health was carried out. Several researchers provided evidence that students are at increased risk of developing mental health problems due to a number of factors, including moving away from home, learning to live independently, developing new social networks, adjusting to new ways of learning, academic concerns, finances, worries about future prospects etc. [7–10], which result in an increase in the prevalence of self-harm among university students [11]. The COVID-19 pandemic created many additional sources of stress for young people. Loneliness [12], insufficient social support [13], pressure to learn independently, giving up the daily routine [14], etc. were factors that increased the already existing stress leading to mental health problems as well as eating disorders [15]. The empirical part of the study includes a survey of the first-year engineering students conducted at the authors’ university. The questionnaire was created based on the theoretical considerations mentioned above, as well as considering the authors’ observations. The invitation to complete the questionnaire was sent electronically to all first-year engineering students through the university’s e-learning system. In this article, calculations are performed with IBM SPSS Statistics 29.0.0.0. Spearman’s rank correlation was used to analyze correlations between two response sets. The Mann-Whitney U test was used to compare differences between two independent groups. The focused interviews of academic staff were also part of the empirical research.

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3 Research Results 3.1 Rating of Emotional Well-Being and Feeling of the First-Year Engineering Students The first-year engineering students were asked to evaluate their emotional well-being on the scale from 1 to 10, where 1- very bad, 10 – excellent. Answers were given by 79 students out of 81 students. Thus 6.3% rated their emotional well-being as very bad, but only 1.3% rated it as excellent (see Fig. 1).

Fig. 1. Rating of emotional well-being on the scale from 1 to 10 (1- very bad, 10 – excellent).

The median (interquartile range (IQR)) of students’ responses for emotional wellbeing is 5 (3 to 7). The next question was as follows: “Tick the feelings you have been having recently” where students could mark several of the given 9 answers and write down his/her own. Most students marked the answer “Tired” (90.9%), which was followed by “Anxious” (42.9%), “Angry” (28.6%), “Calm” (22.1%), “Happy” (18.2%), “Safe” (10.4%) and “Self-confident” (10.4%) (Table 1). Table 1. Frequency of feelings of the first-year engineering students. Feelings*

Responses (N)

Responses (%)

Percent of Cases

Angry Tired Happy Self-confident Safe Calm Anxious

22 70 14 8 8 17 33

12.8% 40.7% 8.1% 4.7% 4.7% 9.9% 19.2%

28.6% 90.9% 18.2% 10.4% 10.4% 22.1% 42.9%

* Dichotomy group tabulated at value 1.

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3.2 Difficulties Faced by First-Year Engineering Students That Affect Mental Health Students were asked to evaluate their sense of safety on the scale from 1 to 10, where 1- very bad, but 10 – excellent. Answers were given by 81 students. 2.53% of the respondents assessed the sense of security as very bad, but 11.1% as excellent (see Fig. 2). The median (IQR) of students’ responses to the question about feeling safe is 7 (5 out of 8).

Fig. 2. Rating of the sense of safety on the scale from 1 to 10 (1- very bad, 10 – excellent).

Spearman rank correlation between “emotional well-being” and “sense of safety” is 0.526 (p-value < 0.001), which indicates a moderately close correlation (Correlation coefficients whose magnitude are between 0.5 and 0.7 indicate variables which can be considered moderately correlated). Answers to the question “Do you experience bullying in your environment?” were provided by 81 students. 71.6% answered “No”, the answer “Yes” was given by 11.1%, and “I don’t know” was given by 17.3%. As regards students who gave the answer “Yes”, the median (IQR) of answers to the question “Evaluate your emotional well-being” is 4 (2 to 6.5), and the median (IQR) of answers to the question “Evaluate your sense of safety” is 5 (2 to 6.25). Concerning students who answered “No”, the median (IQR) for the question “Evaluate your emotional well-being” is 6 (3.37 to 7), and the median (IQR) for the question “Evaluate your sense of safety” is 6.50 (5 to 8.75). The Mann-Whitney U test was used to compare the distribution of answers to the questions “Evaluate your emotional well-being” and “Evaluate your sense of safety” for students who answered “No” and “Yes”. The distribution of answers to both questions in groups of students who experience bullying in their environment and who do not experience bullying differ statistically significantly (p-value < 0.001). Spearman rank correlation between “emotional well-being” and “sense of safety” for students who gave the answer “No” is 0.571 (p-value < 0.001) and who gave the answer “Yes” is 0.632 (p-value < 0.001), which indicates a moderately close correlation.

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The students were also asked a question “How do you feel about your workload?”. An equal amount of respondents provided the answers “It is adequate” and “It is too heavy”, that is, 48.1% for each of options. The answer “It could be heavier” was given by 3.7% of respondents. Concerning students who answered “It is adequate” about their workload, the median (IQR) of the answers to the question “Evaluate your emotional well-being” is 7 (5.25 to 8.75), and the median (IQR) of the answers to the question “Evaluate your sense of safety” is 8 (7 to 10). As regards students who answered “It is too heavy” about their workload, the median (IQR) of the answers to the question “Evaluate your emotional well-being” is 5 (2 to 6), and the median (IQR) of the answers to the question “Evaluate your sense of safety” is 6.50 (3.75 to 8). With the Mann-Whitney U test, we checked whether the distribution of answers to the questions about “emotional well-being” and “sense of safety” is the same in both groups of students (“It is adequate” and “It is too heavy”). The null hypothesis was rejected, and there were statistically significant differences in the distribution of answers between groups of students with different workloads (“It is adequate” and “It is too heavy”) in the answers to the questions about “emotional well-being” (p-value < 0.001) and “sense of safety” (p-value = 0.025). Spearman rank correlation between “emotional well-being” and “sense of safety” of students who gave the answer “It is adequate” is 0.595 (p-value < 0.001) and who gave the answer “It is too heavy” is 0.541 (p-value < 0.001), which indicates a moderately close correlation. It should be noted that correlation coefficients whose magnitude are between 0.5 and 0.7 indicate variables which can be considered moderately correlated. If the resulting P-value is small (P < 0.05), a statistically significant difference between the two samples can be accepted. As it was mentioned above, eating disorders are another consequence of the Covid19 pandemic. Answers to the question “Have your eating habits changed recently?” showed that the majority of students answered “I eat less because I don’t want” (42.0%) and “Nothing changed” (35.8%). This is followed by the answers “I eat more because I feel anxious” (12.3%), “Another answer” (8.6%) and “I eat only at school” (1.n2%) (see Fig. 3).

Fig. 3. Answers to the question “Have your eating habits changed recently?”.

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The results of the option “Another answer” show the following answers: “I often lose my appetite due to stress”, “I eat less because I am busy with my studies”, “I have started eating once a day”, “Evaluating my workload, I try to change my eating habits and times”, “Sometimes I eat and sometimes I don’t eat”, “After long-term treatment in medical institutions, my appetite has decreased” and “Either I eat too much or I don’t eat at all. It depends”. For students who answered “Nothing changed” to the question about eating habits, the median (IQR) for the question “Evaluate your emotional well-being” is 6.5 (5 to 8), and the median (IQR) for the question “Evaluate your sense of safety” is 8 (7 to 9). As regards students who answered “I eat less because I don’t want” to the question about eating habits, the median (IQR) of the answers to the question “Evaluate your emotional well-being” is 4 (2 to 6.25), and the median (IQR) of the answers to the question “Evaluate your sense of safety” is 6 (5 to 8). Concerning students who answered “I eat more because I feel anxious” to the question about eating habits, the median (IQR) of the answers to the question “Evaluate your emotional well-being” is 5 (3.5 to 7), and the median (IQR) of the answers to the question “Evaluate your sense of safety” is 5 (3.75 to 7.25). The results of the Mann-Whitney U test show that there are statistically significant differences in the distribution of answers between groups of students with different eating habits: regarding student groups (“I eat less because I don’t want” and “Nothing changed”), the analysis shows the distribution of answers to the question about emotional well-being (p-value < 0.001) and to the question about feeling safe (p-value = 0.004). 3.3 What is Needed to Reduce Mental Health Problems The question “What kind of help would be most useful to you right now?” required the students to mark several answers out of the given 8 (Table 2). The students marked “Help with studies” the most - 51.9%. This is followed by “Physical activity or sports” (49.4%) and “More time with friends” (38.3%), “Joint activities with the family” (23.5%), “Psychological counseling” (23.5%), “I need support, but I don’t know who” (19.8%), “No Table 2. Frequency of type of help. Kind of help*

Responses (N) Responses (%) Percent of Cases

More time with friends Physical activity or sports Psychological counseling Help with studies Joint activities with the family A conversation with an important adult outside the family I need support, but I don’t know who No support is needed at this time

31 40 19 42 19 8

16.5% 21.3% 10.1% 22.3% 10.1% 4.3%

38.3% 49.4% 23.5% 51.9% 23.5% 9.9%

16 13

8.5% 6.9%

19.8% 16.0%

* Dichotomy group tabulated at value 1.

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support is needed at this time” (16.0%), “A conversation with an important adult outside the family” (9.9%).

4 Conclusion Students responded more positively to the question “Evaluate your sense of safety on the scale from 1 to 10” compared to the question “Evaluate your emotional well-being on the scale from 1 to 10”. Emotional well-being had a lower rating than feeling safe. There was a moderately strong correlation between emotional well-being and the sense of security. An equal number of students assessed their workload as “It is adequate” and “It is too heavy”. Comparing the groups of students who described their workload as “It is adequate” and “It is too heavy”, it should be concluded that the ratings for the emotional well-being were lower than the ratings for the feeling of safety in both groups. The group of students who described the workload as “It is adequate” had a higher rating for both emotional well-being and the sense of security. Tiredness is one of the main problems of first-year students, which was noted by 90.9% of respondents. Almost half of the students (48.1%) evaluated their workload as “It is too heavy”. When asked what kind of help would be most useful right now, almost half of the students noted “Help with studies” (51.9%) and “Physical activity or sports” (49.4%). According to the results of the study, finding solutions for the problems such as reducing the workload, providing assistance in studies and providing opportunities for physical activities and sport in the university could significantly improve the emotional well-being of students. Based on the results of the focused interviews with the academic staff, remote learning during the pandemic period has resulted in insufficient basic knowledge among students, and has also greatly reduced students’ motivation to study. The main features mentioned by the teachers were that the students are disorganized and their activities unstructured. Both groups of respondents, i.e., 1st-year engineering students and academic staff, believed that academic support is the most important factor to reduce mental health problems of students and ensure the resilience of the study process.

References 1. Lukács, A.: The impact of physical activity on psychological well-being and perceived health status during corona virus pandemic in university students. J. King Saud Univ. – Sci. 33(6), 101531 (2021) 2. Ai, X., Yang, J., Lin, Z., Wan, X.: Mental health and the role of physical activity during the COVID-19 Pandemic. Front. Psychol. 12, 759987 (2021) 3. Shpakou, A., et al.: The impact of the COVID-19 pandemic on physical activity, life satisfaction, anxiety, stress perception and coping strategies in student-athletes: a comparison between Belarus and Poland–countries with a different approach of anti-pandemic measures. Front. Public Health 10, 1052744 (2022)

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4. Idris, F., Zulkipli, I.N., Abdul-Mumin, K.H., et al.: Academic experiences, physical and mental health impact of COVID-19 pandemic on students and lecturers in health care education. BMC Med. Educ. 21, 542 (2021) 5. Coakley, K.E., Lardier, D.T., Holladay, K.R., Amorim, F.T., Zuhl, M.N.: Physical activity behavior and mental health among university students during COVID-19 lockdown. Front. Sports Act. Living 3, 682175 (2021) 6. Peterson T.: Mental Health Definition: What Is Mental Health?, Healthy Place, https://www. healthyplace.com/other-info/mental-illness-overview/mental-health-definition-what-is-men tal-health. Accessed 21 July 2023 7. Campbell, F., Blank, L., Cantrell, A., et al.: Factors that influence mental health of university and college students in the UK: a systematic review. BMC Public Health 22, 1778 (2022) 8. Yikealo, D., Yemane, B., Karvinen, I.: The level of academic and environmental stress among college students: a case in the college of education. JSS 06, 40–57 (2018) 9. Heckman, S., Lim, H., Montalto, C.: Factors related to financial stress among college students. J Financ Ther 5, 19–39 (2014) 10. Tosevski, D.L., Milovancevic, M.P., Gajic, S.D.: Personality and psychopathology of University students. Curr. Opin. Psychiatry 23, 48–52 (2010) 11. Storrie, K., Ahern, K., Tuckett, A.: A systematic review: students with mental health problems - a growing problem. Int. J. Nurs. Pract. 16(1), 1–6 (2010) 12. Smith, B.J., Lim, M.H.: How the COVID-19 pandemic is focusing attention on loneliness and social isolation. Public Health Res Pract 30, 3022008 (2020) 13. Cohen, S.: Social relationships and health. Am. Psychol. 59, 676–684 (2004) 14. Grubic, N., Badovinac, S., Johri, A.M.: Student mental health in the midst of the COVID-19 pandemic: a call for further research and immediate solutions. Int. J. Soc. Psychiatry 66(5), 517–518 (2020) 15. England N.: Children and Young People with an Eating Disorder Waiting Times: NHS England, https://www.england.nhs.uk/statistics/statistical-work-areas/cyped-waiting-times/. Accessed 19 June 2023

Games in Engineering Education

Designing Educational Board Games of Global Anthropogenic Issues Through Interdisciplinary Collaboration Suzuki Kengo1(B)

, Urayama Syun-ichi1 , Hirai Yusuke1 , Yamaguchi Takuto2 , Ujiie Kiyokazu1 , and Akiyama Hajime1

1 University of Tsukuba, Tenno-dai 1-1-1, Tsukuba, Ibaraki, Japan

[email protected], {urayama.shunichi.gn, ujiie.kiyokazu.gf,akiyama.hajime.gp}@u.tsukuba.ac.jp, [email protected] 2 ARARE STUDIO Ltd, Tsukuba, Ibaraki, Japan [email protected]

Abstract. To contribute to the mitigation of global anthropogenic crises, engineering education needs to provide holistic views of these crises through collaborating with experts in various fields. This study designed three educational board games representing common structures among global anthropogenic issues and investigated their effects on the lessons learned by university students. Experts in Energy System Engineering, Virology, Philosophy of Education, Design Science, Agricultural Economics, and Law participated in this study. The 2nd, 3rd, and 4th authors of this study designed games named ‘Parasite Wars’, ‘The Dialogue with Future’, and ‘The House”. The concept of games, such as themes, roles and purposes of players, and lessons expected to be imparted to participants, largely differed among the games; each designer represented the same issues from very different perspectives. The results of test sessions with 60 students suggest that participants learned lessons relevant to the messages that the designers conveyed. Further, discussions and reviews for designing board games are useful to understand the perspectives and approaches of experts in other fields and reflect on the roles of their own disciplines in terms of sustainability education. Such interdisciplinary collaboration enables the design of educational content that complements diverse perspectives on global anthropogenic issues and has the potential to help promote a holistic view of such complex issues. Keywords: Game-based Learning · Interdisciplinary Collaboration · Anthropocene

1 Introduction In recent years, global-scale issues have been considered with ‘Anthropocene’ as a key phrase [1] in response to the occurrence of large-scale disasters around the world. The term ‘Anthropocene’ is used as a framework for rethinking the current human way © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 423–434, 2024. https://doi.org/10.1007/978-3-031-53022-7_42

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of life, which posits that humanity has left negative traces on the future earth after the industrial revolution. It leads us to an awareness of the need to consider the multi-layered difficulties that our global challenges entail, even at the roots of human life. To mitigate global anthropogenic crises such as biodiversity loss, chemical pollution, and climate change, future engineers need to understand the social, economic, and environmental impacts of their technological artifacts [2], which are caused by complex interactions between technology, society, and environment [3, 4]. Considering such circumstances, modern engineering education is expected to present a holistic view of global anthropogenic issues by incorporating social and environmental aspects of technological systems. Such interdisciplinary education can be achieved by combining appropriate teaching methods and collaboration with experts in different fields. Gamebased learning is a suitable method to teach both natural and social scientific aspects of target systems because gaming models can simultaneously represent the objective structures of target systems and the subjective experiences of stakeholders engaged in the target systems [5, 6]. Game-based learning has been adopted for engineering education dealing with sustainability-related issues such as material recycling [7], climate engineering [8], and energy supply systems [9]. However, most of the games examined in these studies were designed by experts in specific fields; there are few games that have been collaboratively designed by experts in multiple fields. The purpose of this paper is two-fold. The first is to design games representing global anthropogenic issues through the collaboration of experts from multiple disciplines. The second is to investigate the lessons learned by students that participated in these games. For these purposes, the authors developed a series of introductive seminars, designed three games, and held test sessions to evaluate their educational effects. This study intends to answer two research questions; namely, “Does the collaboration of experts in different fields enable the design of games that represent the common structures among global anthropogenic issues?”, and “Can game-based lessons help university students understand these structures?” These questions were assessed by reviewing the concepts of designed games and analyzing the results of test sessions and surveys of players conducted after these test sessions.

2 Designing Boardgames 2.1 Introductive Seminars A series of introductive seminars were designed to share the experiences of the first author in designing and evaluating educational games. This seminar series consisted of a free discussion, five lectures, and three game reviews. First, the authors confirmed the purpose of designing games to represent common structures among global anthropogenic issues considering spatial and temporal effects of human activities. The first lecture reviewed experimental studies in the field of social psychology, e.g. [10–12], which have adopted social dilemma games as a model of environmental issues. The second lecture reviewed a part of Salen & Zimmerman [13] to learn the principles of game design. The designers were told that the goal of designing a game is to indirectly design real experiences of participants by directly designing rules. The third lecture reviewed the study of game-based classes for energy systems education [9]; this study practically

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revealed that university students simultaneously learned the objective and subjective aspects of real issues. The fourth lecture reviewed the questionnaire survey investigated the relationship between altruistic behavior, preference for future scenarios, and personal attribution in Japan. The results suggest that elder generations tend to desire fair and circular economies while the younger generation tends to prefer diversity in individual values. The fifth lecture reviewed Greenblat [14] to teach the specific process of designing practical games; the lecture focused on the upstream processes of game design such as the setting of a purpose and development of a conceptual model. Apart from these lectures, the authors reviewed three commercial games, namely Monopoly, Pandemic, and The Crew. Monopoly is a competitive game whose purpose is to monopolize all wealth on the gameboard. This game provides a persuasive model as to how capitalism widens the gap between rich and poor. Pandemic is a cooperative game whose purpose is to develop medicines for serious diseases to save human beings in a global pandemic situation. The Crew is also a cooperative game representing collaborative work under the constraint of limited communication in space. 2.2 The Designed Games The authors designed three games; ‘Parasite Wars’, ‘Dialogue with Future’, and ‘The House’. The basic ideas of these games were submitted by the 2nd, 3rd, and 4th authors; hereinafter referred to as the ‘designers’. After the introductive seminars, the authors held 12 general meetings and some other occasional meetings to discuss the concept and to review the prototypes of the games. A summary of these games is provided in Table 1, and images of these games are shown in Fig. 1. Table 1. Three board games designed by the authors

Designer (Specialty)

Parasite Wars

Dialogue with Future

The House

Syun-ichi Urayama (Virology)

Yusuke Hirai (Philosophy of Education)

Takuto Yamaguchi (Design Science)

Type

Competitive

Cooperative

Cooperative

Theme

Tragedy of the Commons

Temporal conflict between generations

Differences in the perspectives of actors and observers

Role of Players

Virus species

Policymakers in Human residence and 2000, 2040, and 2080 household deity

Purpose

Maximize population

Maximize welfare

Players

4

3

3

Times

30 min

90 min

60 min

Keep house sustainable

Parasite Wars was designed by the second author, whose specialty is virology. Participants of the game play the roles of different virus species. The purpose of each species is

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to increase their population. However, the viruses need to parasitize hosts to survive, the number of viruses fed by one host is limited, and the population of hosts is also limited. Further, a host parasitized by a large number of viruses gradually becomes sick, finally resulting in their death. Therefore, if each species aggressively increases its population, the total population of all species will be decreased by the death of hosts. This conflict between private and public benefit is known as the Tragedy of the Commons, which is inherent in various global anthropogenic issues. Dialogue with Future was designed by the third author whose field of specialization is in the philosophy of education. Participants play roles of policymakers (PMs) in a virtual earth in A.D. 2000, 2040, and 2080. Their purpose is to cooperatively maximize the welfare of the world by developing civilization within environmental boundaries. Only the PMs in 2080 know the environmental limitations; PMs in 2000 and 2040 are given incentives to develop the population and economy. To avoid catastrophe, PMs in the later generations inform past generations of environmental limitations by using a “Time Travel Phone”. This fictitious technology, expressed by restricted communication using cards and short texts, can send short messages to the past. Past generations need to infer how to avoid catastrophe without abandoning economic growth based on these short messages. The designer intended to help participants understand that the developments of past generations are implicated in the increasing disadvantage of future generations, and humans must rely on uncertain information to recognize intergenerational conflicts of interest and to accumulate choices, and warnings from the future may not be the same as warnings from the present for decision-making in the present. (b)

(a)

(c)

Fig. 1. The games designed by the authors. (a) Parasite Wars (b) Dialogue with Future (c) The House.

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The House was designed by the fourth author whose specialty is Design Science. The game takes place in a house; participants play the roles of a human resident and two household deities. The house often suffers from disasters such as roof leaks, fires, and thefts. The purpose of the game is to cooperatively sustain the house. There are three indices of sustainability: money, experience, and disaster prevention. Participants decide which index is most important by themselves. Money is obtained by working, and experience and disaster prevention are obtained by consuming money. The human residents allocate their time to either work or consumption without information regarding disasters in the future. On the other hand, the household deities have information regarding these disasters and can control their sequences and timing to some extent. During a game, a human resident reincarnates as a household deity and vice versa; all participants play both roles. This game aims to remind players of the perspectives of actors and observers by sequentially playing the roles of human residents and household deities; these two perspectives must be combined to tackle global anthropogenic issues. The diversity in the designers’ specialties caused three conceptual differences between these games. The first is the theme of games. Parasite Wars represents common rules of life including humans induced from life science research by the second author. The story of the Dialogue with Future game was deduced from the contemplation of the third author about what should be learned by students. The allegory of the House was heuristically found by the fourth author. The second is the role of the participants. In Parasite Wars, all participants play the roles of virus species with the same purpose, abilities, and choices. This uniform role for players reflects the natural scientific view of the designer; this game aims that all participants observe the Tragedy of the Commons from the same standpoint. On the other hand, in the Dialogue with Future and The House, participants play asymmetric roles with different abilities and choices. Such asymmetricity reflects the humanistic and artistic views of the designers; these games intend to represent the difference in subjective realities between roles. The third is the purpose of the games. The purpose of Parasite Wars and the Dialogue with Future games are completely given so that all participants uniformly perceive their purpose. On the other hand, the purpose of The House is flexible; the participants independently decide the weights among three indices by themselves. The designer intended to generate discussions about “what shall we do?” among participants. 2.3 Test Sessions The purpose of the test sessions was to evaluate the lessons imparted by the designed games. These sessions were designed through the review of earlier studies that practically evaluated the educational effects of games about sustainability-related issues. Some of these studies adopted quantitative analysis based on Likert scale questionnaires [15–19], and others adopted qualitative analysis based on an open-text format [9, 20]. Based on the review, each designer organized three-hour-long test sessions consisting of gameplay, questionnaire surveys, discussions, and closing presentations for their own games. They also facilitated the test sessions for games they designed. The participants were 60 students at the University of Tsukuba who voluntarily applied to advertisements posted within the university. The distributions of the majors of the participants were as follows: 27 were engineering students, 12 were human sciences students, 8 were social sciences

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students, 8 were education students, 3 were natural sciences students, and 2 were medical students. The participants were allocated to the sessions for one of three games based on their available dates and schedules of designers. The number of participants that played Parasite Wars, Dialogue with Future, and The House was 29, 18, and 13, respectively. Participants were paid 3,000 JPY, approximately 20 Euros, in the form of Amazon gift cards. The procedures of the test sessions, which differed between the games, are explained in the next section.

3 Results of Test Sessions 3.1 Parasite Wars Session Format. The test session consisted of two gameplay sessions under different conditions, the first questionnaire, free discussions, a closing presentation, and a second questionnaire. In the first game session, there were only four virus species, each of which was played by one of the participants. In the second game, a fifth virus species, which competitively acted based on a predetermined algorithm, was introduced. This competitive virus species acts as a metaphor for a competitive player in the real world who always try to exploit their neighbors and nature. The message of the game designer is two-fold, presenting the following questions to participants: “How to avoid catastrophe under the conflict between private and public profit?” and “How we can handle neighbors who always prioritize their own profit?” These metaphors and messages were explained in the closing presentation. This paper details only a part of the questionnaire items due to space limitations. The participants were asked to answer these items in a Likert or Yes/No format and to explain the reason for their answers in an open-text format. Table 2 shows the summary of the quantitative results of these items. Table 2. Results of questionnaire for selected items: Parasite Wars. No Style

Contents

Results (n = 29)

Q1 Likert: 6 scale Did you experience situation under which competitions Mean: 5.5 of virus stress their hosts? (6: Strongly Agree, 1: S.D.: 0.68 Strongly Disagree) Q2 Likert: 6 scale Were your experiences different between the first and second gameplays? (6: Strongly Agree, 1: Strongly Disagree)

Mean: 4.5 S.D.: 0.93

Q3 Likert: 6 scale To what extent was competitive virus species hindering Mean: 4.3 for you?(6: Strongly Agree, 1: Strongly Disagree) S.D.: 1.28 Q4 Yes/No

Did gameplay and discussion affect your idea against human sustainability? (Yes or No)

Q5 Likert: 5 scale Please score the experiences of gameplay and discussions, max 5 and min 1

Yes: 25 No: 4 Mean: 4.3 S.D.: 0.53

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Lessons from Test Sessions. The average value of answers to Q1 was 5.5 (with 6 being the highest possible score); a large number of the participants recognized that the competition among virus species damaged the hosts. Some participants wrote that they recognized this dilemma because “Too many viruses weakened hosts.” or” Viruses were eradicated as a result of giving priority to competition”. The average value of answers to Q2 was 4.5 (with 6 being the highest possible score); more than half of the participants had different experiences in the first and second games. A portion of the students reported that the differences in experiences were caused by the competitive virus species as the designer intended. The average value of answers to Q3 was 4.3 (with 6 being the highest possible score); more than half of the participants felt that the competitive virus species hindered their activities. Some participants intended to avoid the competitive virus species while other participants tried to eliminate them. For Q4, 25 of 29 participants answered that the gameplay and the following discussion session affected their ideas regarding human sustainability. Many students answered that they felt that the game was realistic; some of them recognized the negative aspects of economic growth and competition, and others felt the difficulty in selecting sustainable pathways. The average value of answers to Q5 is 4.3 (with 5 being the highest possible score); a large portion of the participants positively evaluated the game.

3.2 Dialogue with Future Session Format. The test session consisted of the first gameplay, the first questionnaire, the second gameplay, the second questionnaire, and a closing presentation. The game was played twice with the same ruleset while the roles of players changed. The designer expected that participants would consider the meaning of their actions in relation to the previous and next generations, especially the influence of their current behaviors on future society. Unfortunately, the second questionnaire could not be conducted in almost all sessions because of a lack of time; the participants needed much longer time than predicted. Therefore, this paper reports the results of the first questionnaire. Similar to Sect. 3.1, only a part of results is shown due to space limitations. Lessons from Test Sessions. Figure 2 shows the list of questionnaire items and answers from participants; they were asked if they learned these contents using a 6-point Likert scale. The number of positive answers (ranked 4 to 6 by participants) exceeded these of negative answers (ranked 1 to 3) for all items; the participants appeared to learn something relevant to the intended message of the designer. However, there are three items where more than 20% of participants responded with negative answers: Q2, Q8, and Q10. In particular, Q2 and Q10 are strongly related to the theme of this game: temporal conflict over generations. This result suggests the difficulty in learning an abstract concept such as temporal conflict over generations, and the need for further development of sessions by improving the game itself and debriefing after gameplays. Apart from the items in Fig. 2, the participants were asked if they were able to understand the rules and their roles in the game using a 6-point Likert scale. The average values of answers were 4.9 and 5.1; participants understood the rules and their roles well. Further, participants were asked what they kept in mind when playing the given roles. The results show that the participants playing the PM in 2000 intended to develop a social

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foundation for future generations with few considerations for the environment; those who played the PM in 2040 tried to maximize social wealth under environmental restrictions; those who played the PM in 2080 continuously thought about which information should be sent to the past to avoid catastrophe. These results suggest that participants had a high level of understanding and awareness of their roles as per the designer’s intent. On the other hand, there are few participants who mentioned the importance of overcoming the information asymmetry between generations; the difference in the subjective realities among roles appeared to not to be recognized.

3.3 The House Session Format. The test session consisted of a gameplay session, questionnaires, and free discussions. The designer aimed to combine two controversial perspectives, these of actors and observers. In the context of global anthropogenic issues, the actors correspond to citizens and the observers correspond to professionals such as politicians or researchers. Citizens tend to forget to examine their lives from global viewpoints under the struggles of daily work and consumption. On the other hand, professionals often forget the real barriers for people to sustainably behave when objectively observing the world. The designer intended to combine the perspectives of actors and observers by sequentially playing the roles of human residents and household deities. The House put emphasis on discussions after gameplay because this game provides more qualitative

Fig. 2. Results of questionnaire: Dialogue with Future.

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lessons compared with other two games. The lessons learned from the sessions were evaluated from the answers to questionnaires with open-text formats shown in Table 3. Lessons from Test Sessions. According to the answers to Q1, 8 of 13 participants used the words “save”, “avoid”, or “prepare”; they thought that they should have prepared for future risks by foregoing consumption in the present. According to the answers to Q2, 9 of 13 participants regard money as the most important resource; more than half of them wrote that money is important to prevent disasters. They are aware of the need to assign their resources for the future based on long-term perspectives. According to the answers to Q3, 6 of 13 participants used the words “inform” or “propose”; and they discussed how professionals should improve their communications with citizens. Further, four participants pointed out that professionals should not forget the perspectives of citizens. The answers to Q4 varied widely. For example, a participant pointed out that citizens and specialists are different aspects of one entity. These results suggest that some of the participants were aware of differences in the perspectives of actors and observers. The answers to Q5 varied widely including terms such as money, property, happiness, creativity, health, connection, and balance. Observing the discussions after gameplay, there were few participants who, while they recognized the messages of the designer, intended to change their daily lives to a more sustainable mode. Table 3. List of questions: The House. Participants answered them in open-text. No Contents Q1 What did you become aware of in your life through the game? Q2 What did you feel most important among the money, experience, and the prevention of disasters? And why did you feel so? Q3 Please consider that the household deities represent professionals in the real world. What considerations should they give when proposing something to residents? Q4 Please consider that the human residents represent citizens in the real world. What do you think about the relationship between citizens and professionals? Q5 What is the most important thing in your life?

4 Discussions 4.1 Role of Game-Based Learning The results of the test sessions showed that the participants learned something relevant to global anthropogenic issues. However, the lessons learned by participants did not reach the level expected in advance. The participants of Parasite Wars seldom reported the concrete relationship between the game and real world. For Dialogue with Future, the results of questionnaires suggested how difficult it is to share the perspectives of the future and present generations. The participants of the House seldom intended to change their daily behavior while the designer aimed to encourage such changes.

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These gaps between intended and observed lessons are expected to be reduced by improving the debriefing process. In the case of Parasite Wars, discussions after gameplay should be given specific topics so that participants can link their experiences with realworld issues. Another idea is to assign reflective writings before discussions to organize their own ideas. Such improvements in debriefing are also applicable to the Dialogue with Future; participants should be given time to share their subjective experiences with others. To find times for such improvements, the design of games should be adjusted so that participants can finish a gameplay session within a shorter time. In particular, the game model of Dialogue with Future must be improved: participants often spent more than two hours for the first gameplay session. In the case of the House, the initial goal of learning might be too high; the virtual experiences in games appear not to be strong enough to directly change human behavior. Further, most students have few powers to alter society, contrary to the roles they played in the games. Considering that games are media to virtually experience others, game-based learning appears to be more suitable to share the subjective realities of participants than to directly change their behaviors. While this study mainly explained the general tendencies of questionnaire surveys, the answers to questionnaires varied among participants. These variations reflect the difference in the interpretations of challenging structures represented by games among participants. Similarly, in the real world, global anthropogenic issues are differently recognized by people because of their varying attributions. Game-based learning reveals such diverse realities of participants and provides a chance to understand the perspectives of other participants. Such a share of diverse realities is expected to help foster positive discussions to mitigate global anthropogenic issues and indirectly change the behavior of people. 4.2 Meaning of Interdisciplinary Collaboration As shown in Sect. 2.2, the designers of games conceptualized the common structures in global anthropogenic issues based on their unique insights strongly related to their fields of expertise. Parasite Wars focuses on the similarity between virus ecology and global anthropogenic issues. The classes with this game provided not only intuitive lessons about the Tragedy of Commons but also trivia regarding virology such as the diversity of virus species and their roles in ecosystems. Dialogue with Future addresses communications over the decades in the context of sustainability sciences. The participants of this game can virtually experience the desire of past generations for economic growth and the critical discourse of future generations against our own current behavior. The notable point of the House is its fantastic allegory of weighting on multiple indices, which is often required in handling global anthropogenic issues. The story of reincarnations between humans and deities enables us to participate in decision-making from the standpoints of both actors and observers. This diversity of games suggests that the collaborative design of board games can create novel educational content reflecting the expertise of their designers. In this study, all authors participated in meetings to review the prototypes of games. These meetings played significant roles in supporting the designers in the completion of their own works. Further, these meetings served as opportunities to understand the perspectives and approaches of each other and reflect on the roles of their disciplines in sustainability

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education. Such a mutual understanding is essential to work together in terms of generating respect and trust toward each other. In conclusion, interdisciplinary collaboration in designing games has the potential to form networks between experts in various fields and to create novel content for sustainability education. Unfortunately, the participants of the test sessions played only one of three games because of time restrictions. To utilize all the achievements of this study in real classrooms, the most appropriate method is to prepare coursework that consists of three gameplay sessions. However, there may also be time restrictions; teachers often need to complete a game-based class within 2 to 3 h. The second-best way is to design a class in which all three games are simultaneously played by different members. In this style, the messages of the three games are shared among participants through discussions and presentations after the gameplay sessions.

5 Conclusions This study oversaw the design of three games representing the common structures among global anthropogenic issues. The diversity of the games suggests the importance of interdisciplinary collaborations; each designer represented the same issues from very different perspectives. The results of test sessions suggest that such games are useful in sharing the messages of designers while some improvements in design and operation are required. A notable finding of this study is that the collaborative design of educational games can be a method to create interdisciplinary educational content. The design processes of board games enable experts of different fields to understand the perspectives and approaches of other designers and to recognize their own advantages in the context of sustainability education. Future studies in game-based classes are expected to focus on not only the learning of participants but also these of designers. Despite these achievements, this study did not discuss how the designed game-based class can be combined with other types of content in engineering education. The three games were revised after the test sessions; the final versions will be presented at the conference. The supplementary materials about these games are available by contacting authors. Furthermore, the authors will design the game-based classes consisting of three games designed here, and will continuously evaluate the learning effects of these classed. A limitation of this study, the small sample size and resulting uncertainty in the discussions, will be compensated by such future works. Acknowledgments. The authors appreciate Professor Emeritus Yukihiro Nobuhara (University of Tokyo), Dr. Shoko Sagoshi, Ms. Rie Takata, and the staff of ARARE STUDIO Ltd. Who have supported our project in various ways. This study was financially supported by The Toyota Foundation (ID: D21-R-0061).

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2. Allenby, B., Murphy, C.F., Allen, D., Davidson, C.: Sustainable engineering education in the United States. Sustain. Sci. 4(1), 7–15 (2009) 3. Kates, R.W., et al.: Environment and development - Sustainability science. Science 292(5517), 641–642 (2001) 4. Komiyama, H., Takeuchi, K.: Sustainability science: building a new discipline. Sustain. Sci. 1(1), 1–6 (2006) 5. Kaneda, T.: Simulation and gaming as instrument for social design. In: Kaneda, T., Hamada, R., Kumazawa, T. (eds.) Simulation and Gaming for Social Design. TSS, vol. 25, pp. 3–25. Springer, Singapore (2021). https://doi.org/10.1007/978-981-16-2011-9_1 6. Suzuki, K.: The unique value of gaming simulation as a research method for sustainabilityrelated issues. In: Kaneda, T., Hamada, R., Kumazawa, T. (eds.) Simulation and Gaming for Social Design. TSS, vol. 25, pp. 125–147. Springer, Singapore (2021). https://doi.org/10. 1007/978-981-16-2011-9_7 7. Whalen, K.A., Berlin, C., Ekberg, J., Barletta, I., Hammersberg, P.: All they do is win’: lessons learned from use of a serious game for circular economy education. Resour. Conserv. Recycl. 135, 335–345 (2018) 8. Matzner, N., Herrenbruck, R.: Simulating a climate engineering crisis: climate politics simulated by students in model United Nations. Simul. Gaming 48(2), 268–290 (2017) 9. Suzuki, K., Shibuya, T., Kanagawa, T.: Effectiveness of a game-based class for interdisciplinary energy systems education in engineering courses. Sustain. Sci. 16, 523–539 (2021) 10. Yamagishi, T.: The provision of a sanctioning system in the United States and Japan. Social Psychol. Quart. 51(3), 265–271 (1988) 11. Tenbrunsel, A.E., Messick, D.M.: Sanctioning systems, decision frames, and cooperation. Adm. Sci. Q. 44(4), 684–707 (1999) 12. Bednarik, P., Linnerooth-Bayer, J., Magnuszewski, P., Dieckmann, U.: A game of commonpool resource management: effects of communication, risky environment and worldviews. Ecol. Econ. 156, 287–292 (2019) 13. Salen, K., Zimmerman, E.: Rules of play: Game design fundamentals. MIT Press, Cambridge, USA (2003) 14. Greenblat, C.S.: Designing games and simulations-an illustrated handbook. SAGE Publications Inc, California, USA (1988) 15. den Haan, R.J., et al.: The virtual river game: gaming using models to collaboratively explore river management complexity. Environ Model Softw. 134, 104855 (2020) 16. Juan, Y.K., Chao, T.W.: Game-based learning for green building education. Sustainability 7(5), 5592–5608 (2015) 17. Chappin, E.J.L., Bijvoet, X., Oei, A.: Teaching sustainability to a broad audience through an entertainment game - The effect of Catan: oil Springs. J. Clean. Prod. 156, 556–568 (2017) 18. Bevilacqua, M., Ciarapica, F.E., Mazzuto, G., Paciarotti, C.: Cook & Teach”: learning by playing. J. Clean. Prod. 106, 259–271 (2015) 19. Teague, A., Sermet, Y., Demir, I., Muste, M.: A collaborative serious game for water resources planning and hazard mitigation. Int. J. Disaster Risk Reduct. 53, 101977 (2021) 20. Moreau, C., Barnaud, C., Mathevet, R.: Conciliate agriculture with landscape and biodiversity conservation: a role-playing game to explore trade-offs among ecosystem services through social learning. Sustainability 11(2), 310 (2019)

Unlocking the Potential of IoT for Interactive and Collaborative Learning: Case Studies in Higher Education Bernardo Tabuenca1(B) , Alejandro Leo-Ramírez1 , Manuel Uche-Soria1 , Edmundo Tovar1 , Wolfgang Greller2 , Christos Rodosthenous3 , and Efstathios Mavrotheris3 1 Universidad Politécnica de Madrid, Madrid, Spain

{bernardo.tabuenca,alejandro.leo.ramirez,m.uche, edmundo.tovar}@upm.es 2 University College of Teacher Education Vienna, Vienna, Austria [email protected] 3 Open University of Cyprus, Nicosia, Cyprus {christos.rodosthenous,stathis.mavrotheris}@ouc.ac.cy

Abstract. This paper presents two case studies that explore the integration of environmental awareness and IoT technology in interactive and collaborative learning environments. In the first case study, a comprehensive assessment was conducted to measure the digital data competence of university students in relation to their understanding of standards and regulations for healthy and energy efficient learning spaces. The assessment encompassed their knowledge of relevant variables for classroom health, such as temperature, humidity, CO2 levels, and lighting, as well as their familiarity with recommended energy-saving thresholds. The results highlighted gaps in digital data competence among the participants, indicating a need for targeted interventions to enhance their understanding and awareness of these standards. The results of the second case study demonstrated the effectiveness of the serious game in promoting student engagement and facilitating their understanding of the importance of adhering to recommended thresholds. By integrating digital data competence, and IoT technology, universities can empower students to become active participants in creating healthy and energy-efficient classrooms. Furthermore, by utilizing data from IoT systems, students can enhance their skills in data management, machine learning, artificial intelligence, and other data processing techniques. This integration provides them with valuable hands-on experience in working with real-world data, analyzing patterns, and making data-driven decisions. Keywords: Environmental awareness · Digital data competence · Higher education · Internet of Things · Learning analytics · Serious games · Smart Learning Environments

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 435–446, 2024. https://doi.org/10.1007/978-3-031-53022-7_43

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1 Introduction The Internet of Things (IoT) has emerged as a transformative technology with the potential to revolutionize various industries, including education. By connecting everyday objects to the internet, IoT enables the collection and analysis of vast amounts of data, thereby also providing valuable insights that can be used to enhance learning and teaching. In particular, IoT has the potential to foster environmental awareness in higher education, by enabling real-time monitoring and analysis of energy and resource consumption. Environmental awareness has become a critical issue in higher education, with universities and colleges under increasing pressure to reduce their carbon footprint and promote sustainable practices. The impact of climate change is being felt across the globe, with rising temperatures, sea-levels, and extreme weather events posing significant challenges to human societies and ecosystems. Higher education institutions have a key role to play in addressing these challenges, by promoting environmental sustainability and educating the next generation of leaders and professionals. IoT can provide valuable insights into energy usage, waste generation, and water consumption, enabling institutions to identify areas for improvement and implement more sustainable practices [1]. By installing sensors and devices throughout campus buildings and infrastructure, institutions can monitor energy and resource consumption in real-time, allowing them to identify trends and patterns, and implement targeted interventions. For example, institutions can identify areas of high energy consumption, such as computer labs or research facilities, and implement energy-efficient technologies or behavioral interventions to reduce energy usage [1]. Furthermore, IoT can facilitate experiential learning opportunities for students, by providing them with hands-on experience in monitoring and managing environmental resources. By incorporating IoT technologies into their curriculum, institutions can offer students a unique learning experience, where they can apply theoretical concepts to real-world scenarios. For example, students can learn about the principles of sustainable design and energy efficiency, and then use IoT technologies to design and implement their own sustainable solutions on campus.

2 Related Work The use of IoT technologies to support environmental awareness in education is a growing area of research. Numerous studies have explored the potential of IoT to promote energy efficiency, reduce carbon emissions, and support sustainable practices in educational settings. One area of focus has been the use of IoT to monitor and manage energy usage in buildings. Researchers have explored various approaches to monitoring energy usage, including the use of sensors, smart meters, and energy management systems [1, 2]. By providing real-time feedback on energy usage, these technologies can help users identify areas for improvement and implement targeted interventions to reduce energy consumption. Some studies have also explored the use of gamification to motivate behavior change and promote energy efficiency in educational settings [3, 4].

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IoT has also been used to support healthy and smart learning environments [5]. Researchers have explored the use of sensors to monitor indoor air quality, noise, temperature, and humidity, enabling the creation of healthy and comfortable learning spaces [6–9]. Some studies have also explored the use of avatars or virtual assistants to provide personalized feedback on ambient conditions and suggest actions towards healthy and sustainable learning environments [10, 11]. Finally, the use of learning analytics in combination with IoT technologies is another promising area of research. Learning analytics can provide insights into student engagement, behavior, and performance, enabling institutions to identify areas for improvement and implement targeted interventions. IoT can complement learning analytics by providing additional data on environmental conditions, resource usage, and other factors that may impact learning outcomes. This work is framed within a wider project1 investigating learning paths to promote environmental awareness using IoT technology in learning spaces. Our approach builds on previous work piloting the tools implemented [12–14], while also incorporates elements of gamification and learning analytics to enhance student engagement and motivation [15, 16].

3 Methods The importance of healthy workspaces has acquired special relevance in recent years due to the COVID pandemic and the increasing pressures for climate neutrality, where it has become necessary to balance variables such as CO2 and temperature. Hence, health-related organizations and governments2 have drawn up recommendations on the ideal CO2 levels (CO2 < 1000 ppm) and on how workspaces should be ventilated to minimize contagion (cross ventilation). In addition, the studies presented in this work were performed during winter (2022–2023) when energy costs rose drastically due to the impact of the war in Ukraine and other factors. In this context, some governments decreed measures to moderate energy consumption by establishing temperature limits for the use of heating (maximum 27ºC) and air conditioning (minimum 19ºC) in public settings3 . Here students were tasked with monitoring these variables, and to identify suitable actions that might moderate within the recommended ranges.

4 Case Study 1: Probing Environmental Awareness The first case study aimed to probe students’ environmental awareness using the following indicators: 1) their knowledge about the international system units for the ambient variables affecting the classroom; 2) their knowledge on current recommendations for CO2 and ventilation indoors in a post pandemic context; 3) their knowledge on current 1 TEASPILS Erasmus + Project: https://www.teaspils.eu/. 2 Recommendations on the use of air conditioning and ventilation systems to prevent the spread

of airborne transmission virus. https://short.upm.es/mya03. 3 Air conditioning energy saving and management plan to reduce consumption in the context of

the war in Ukraine. https://short.upm.es/meifb.

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temperature regulations with regard to the responsible use of heating and air conditioning systems to save energy as a consequence of the war in Ukraine. This case study involved 23 voluntary participants (Age: M(SD) = 21.19(0.85); Gender: Male = 20, female = 3) who were enrolled in a higher education program of Computer Sciences. At the start of the session, students were informed that an IoT system installed on a planter [14] was collecting indoor ambient conditions so they could later on reflect on the values obtained. At the end of the session, participants were invited to complete a survey questionnaire to gather information about their knowledge and understanding on the topics. 4.1 Results Indicator 1. International System Units. Students (n = 23) were prompted to answer in what unit CO2 , humidity, brightness, temperature, and noise are measured. They respectively answered correctly: parts-per-million (65.2%), percentage (73.9%), lux (83.6%), Celsius (100%), and decibels (100%). These results show that even after the pandemic, students are not familiar with the units used to alert when indoor places need to be ventilated. Students were more familiar with the rest of the units. Indicator 2. Recommendations for Indoor Ventilation. Students were prompted to answer in which CO2 levels should classrooms be ventilated following regional recommendations in a post pandemic context. The reported values in Fig. 1 show that their estimations ranged from 23 ppm (1st quartile) to 115 ppm (3rd quartile) with M(SD) = 239.6(451.3) ppm, maximum = 2,000 ppm, and minimum 6 ppm. These results show that students were not familiar with the recommended threshold for ventilation.

Fig. 1. X-axis CO2 saturation in parts per million (ppm); Green line: Recommended threshold for indoor ventilation (>1000 ppm); Boxplot: Students’ reports on recommended threshold.

In addition, students were prompted to estimate whether CO2 measurements collected during the session would be committed with this recommendation in a 5-pointLikert scale. Students believed that the CO2 samples collected during the session were likely M(SD) = 3.65(1.0) committed with the ventilation recommendation (n(%); 5.Extremely Likely: 4(17.4); 4.Likely: 11(47.8); 3.Neutral: 5(21.7); 2.Unlikely: 2(8.7); 1.Extremely Unlikely: 1(4.3)). However, the line chart in Fig. 2 shows that CO2 values started exceeding 1,000 ppm after 15 min of starting the lecture, and reached 2,000 ppm after two hours.

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Fig. 2. X-axis timespan (12h-20h); Y-axis CO2 saturation in parts per million (ppm); Green line: Recommended threshold for ventilation (>1000 ppm); Line chart illustrates real CO2 samples collected during the lecture using the Spike.

Indicator 3. Regulations for Energy Saving and Responsible use of Heating and AirConditioning Systems in Public Buildings. Students were prompted to answer in which temperature levels should AC and heating systems be adjusted considering the national regulations in an energy crisis context. The reported values show that their estimations with regard to the minimum temperature to adjust AC systems ranged from 18 ºC (1st quartile) to 24 ºC (3rd quartile) with M(SD) = 20.4(5.9) ºC, maximum = 28 ºC, and minimum = 0 ºC (See bottom boxplot in Fig. 3). When estimating the maximum temperature to adjust heating systems, students ranged from 21 ºC (1st quartile) to 26 ºC (3rd quartile) with M(SD) = 23.9(4.6) ºC, maximum = 38 ºC, and minimum = 18 ºC (See top boxplot in Fig. 3). Both means indicate that students’ estimations were far from the real regulations (20.4ºC > 19ºC; 23.9ºC < 27ºC). In addition, students were prompted to estimate whether temperature measurements collected during the session would be committed with this recommendation in a 5point-Likert scale. Students believed that the temperature samples collected during the session were extremely likely M(SD) = 3.78(1.0) committed with the ventilation recommendation (n(%); 5.Extremely Likely: 5(21.7); 4.Likely: 11(47.8); 3.Neutral: 5(21.7); 2.Unlikely: 1(4.3); 1.Extremely Unlikely: 1(4.3)). The line chart in Fig. 4 shows that students were right as temperature values went slightly beyond the upper threshold 26ºC when the lecture started and kept stable during the lecture in 27ºC. The data collected were analyzed to identify knowledge gaps and misconceptions among the participants, and to gain insights into their perceptions of the ideal learning metrics considering the existing recommendations and regulations. This information was

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Fig. 3. X-axis Temperature in ºC (Celsius degrees); Blue line: Regulation for lower adjustment of air conditioning in summertime (19ºC); Red line: Regulation for upper adjustment of heating system in wintertime (27ºC); Boxplot: Students’ reports on temperature regulations (max, min).

Fig. 4. X-axis timespan (12 h-20 h); Y-axis Temperature in ºC; Red line: Recommended threshold for heating adjustment in wintertime (27ºC); Line chart illustrates real temperature samples collected during the lecture using the Spike.

used to inform the design of an IoT-based system for monitoring ambient conditions in learning spaces, which is the focus of the second case study.

5 Case Study 2. A Mobile Serious Game to Monitor Indoor Spaces The second case study involved a group of 15 master’s students specializing in web engineering, enrolled in a mobile application development course. The objective was to challenge these students to create a serious game leveraging data from an IoT system that captured environmental variables. The IoT system consisted of sensors that collected data on various parameters, stored the data in a cloud-based database, and presented in real time on the dashboard (See Fig. 5). The students were tasked with utilizing this data to provide actionable recommendations if the ventilation guidelines (based on the COVID times) or energy-saving recommendations were not being met.

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The integration of IoT technology and mobile application development provided an innovative platform for students to apply their skills and knowledge in a real-world context. By utilizing the data collected from the IoT sensors (see Spike in Fig. 5), the students were able to visualize data in real time (see data panel in Fig. 5) and create a game that would not only entertain but also educate users on the importance of adhering to recommended ventilation and energy-saving practices. The students were given access to the cloud-based database through the RESTful web service, enabling them to retrieve and analyze real-time environmental data. They focused on developing an interactive mobile application that would alert users when ventilation guidelines were not met, such as insufficient airflow or overcrowding in enclosed spaces. Additionally, the application would provide recommendations for appropriate actions to ensure a safe and healthy environment. Furthermore, the students were tasked with identifying instances of inappropriate heating usage that deviated from energysaving recommendations. By analyzing temperature data and patterns obtained from the IoT system, the application would prompt users to adjust heating settings or adopt energy-efficient practices.

Fig. 5. Classroom setup. Plant, spike (IoT system), and data visualization dashboard

The activity suggested implementing an avatar that would analyze the data collected by the IoT system installed in the plant’s planter and provide feedback based on compliance with recommended values. The students embraced this idea and developed various serious games, among which the following standout: • Plantagotchi lizard (See Fig. 6). One student created an avatar based on a lizard. Its lifespan lasts 18 days, equivalent to 100 points, which are constantly deducted from the first day the avatar is born until its final day when the avatar “passes away”. The

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Fig. 6. Plantagotchi’s dashboard and lifecycle

points are decremented more rapidly when the thresholds are exceeded, indicating a failure to meet the recommended ventilation, temperature (maximum in winter; minimum in summer), and the guidelines listed in Table 1. The avatar provides actionable recommendations when the thresholds are surpassed, enabling the student to moderate these variables and achieve appropriate measurements. The objective of this serious game is to keep the avatar alive for the entire 18 days, and the player who successfully accomplishes this goal emerges as the winner. This implementation demonstrates a creative and engaging approach to fostering student participation and learning. The avatar, Plantagotchi, serves as a virtual representation of the plant’s well-being, acting as a visual indicator of the impact of environmental conditions on its health. By associating the avatar’s lifespan and point system with the adherence to recommended thresholds, students are motivated to make informed decisions and take appropriate actions to maintain the plant’s vitality. Plantagotchi lifelike attributes and interactive nature enable students to form an emotional connection with the avatar. This emotional engagement enhances the learning experience by fostering a sense of responsibility and accountability for maintaining optimal classroom conditions. As the avatar’s points decrease more rapidly when thresholds are exceeded, students are incentivized to actively monitor and control the environmental variables within the specified ranges.

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Table 1. Draining rules and notifications for action towards environmental awareness. Variable

Thresholds

Draining rule

Alert

Recommendation

Temperature

27ºC

−1 points/min

Ambient temperature is too high

Please open the window, or turn the heater off

Humidity

50%

−0.1 points/min

Ambient humidity is too high

Light

> 100 lx

−0.5

The light is too bright

Dim the lights or find a darker spot to stay

CO2

>1000ppm

−1.2

The density of CO2 in the air is too high

Please open the window to ventilate the space

• Save the canary. One student took a unique approach and created the “Save the Canary” application, which aimed to raise awareness about the importance of monitoring CO2 levels in the classroom. Drawing from the historical role of canaries as indicators of oxygen deficiency, the application utilized the canary avatar as a visual representation of the environmental conditions. The avatar, modeled after a canary, played a crucial role in delivering feedback and recommendations to the users. Through a combination of text-based prompts and emoticons reflecting the canary’s emotions, the application aimed to evoke a sense of urgency and action in response to elevated CO2 levels. As CO2 levels increased, the canary avatar would display signs of discomfort, such as a frowning emoticon or distressed text-based messages. This visual representation aimed to create a connection between the user and the avatar, encouraging a proactive response to address the issue. The application’s recommendations were tailored to guide users in taking appropriate measures to mitigate the high CO2 levels. These recommendations included opening windows for ventilation, adjusting air conditioning or heating settings, or taking short breaks outside the classroom to refresh the air. The “Save the Canary” application effectively combined IoT data, historical symbolism, and gamification to promote sustainable practices and raise awareness about the significance of monitoring CO2 levels. By leveraging the avatar’s emotional cues and text-based recommendations, users were empowered to take timely actions to ensure a healthy and comfortable learning environment. • Personal trainer. The “Personal Trainer” application offered a unique approach to assist individuals in making informed decisions regarding their exercise routines. By analyzing the telemetry data acquired from the Spike IoT system within the indoor environment and comparing it with the data obtained from the nearby weather station, the application determined the most favorable location for physical activities.

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The application incorporated various environmental parameters such as temperature, humidity, and air quality, along with other relevant factors, to evaluate the suitability of indoor and outdoor exercise settings. By considering the disparity between the indoor and outdoor conditions, the “Personal Trainer” application provided tailored recommendations to users, suggesting whether it would be more beneficial to exercise inside or venture outdoors. When the telemetry data from the Spike indicated favorable conditions within the indoor environment, such as optimal temperature, air quality, and reduced humidity, the application would suggest engaging in physical activities indoors. On the other hand, if the external weather data from the weather station indicated pleasant weather conditions, the application would recommend outdoor exercises. By leveraging the IoT data from Spike and the external weather station, the “Personal Trainer” application offered users personalized guidance, ensuring that their exercise routines aligned with the prevailing environmental conditions.

6 Discussion and Conclusions Based on the results obtained from the two presented case studies, several important conclusions can be drawn regarding students’ environmental awareness and the potential of IoT technology to promote it. In the first case study, a lack of environmental awareness among students was revealed. The findings showed that a significant percentage of participants were unfamiliar with basic concepts related to air quality, such as the international metric unit used to measure CO2 saturation. Furthermore, students demonstrated a lack of knowledge regarding recommended thresholds for proper ventilation, despite global attention focused on the importance of ventilation during the pandemic. It was also observed that they lacked awareness of current regulations related to the efficient use of heating and air conditioning systems for energy conservation. These findings highlight the need for additional efforts to foster environmental awareness among higher education students. In the second case study, the potential of IoT technology and the use of telemetry to address this lack of environmental awareness was demonstrated. Master’s students were able to utilize the data collected by the sensor system to interpret and understand regulations related to ventilation and energy conservation. Serious games based on avatars were designed providing actionable recommendations to meet ventilation standards and established regulations. These serious games not only promoted practical learning and knowledge application but might also increase student motivation and engagement towards environmental practices. Overall, these results highlight the importance of integrating IoT technology into higher education to promote environmental awareness and foster sustainable practices. IoT technology offers opportunities for real-time data collection, personalized feedback, and the creation of more meaningful learning experiences. By combining the power of technology with innovative pedagogical approaches like serious games, significant advancements in environmental education can be achieved. This work shows that IoT technology and serious games based on avatars can play a key role to study artificial intelligence (AI) and machine learning (ML) in higher education. Its importance lies in its ability to provide real-world data and create interconnected systems that facilitate hands-on learning experiences. By integrating IoT devices

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and sensors into educational settings, students can gather and analyze vast amounts of data, enabling them to explore AI and ML concepts in practical ways. IoT technology allows students to develop a deeper understanding of AI algorithms, data processing, and decision-making processes based on predictive models [17]. In conclusion, the results of the case studies focus attention on the need to strengthen environmental awareness among higher education students. IoT technology, along with innovative pedagogical approaches, has the potential to play a key role in this regard. By implementing IoT-based strategies such as real-time monitoring, gamification, and personalized feedback, we can foster greater environmental awareness and encourage sustainable practices among students. However, it is important to recognize that challenges exist in implementing IoT technology in the educational context, such as privacy and security concerns, as well as the costs associated with infrastructure and ongoing maintenance. These challenges need to be adequately addressed to ensure the long-term success of IoT-based initiatives. Acknowledgements. This work was funded through Erasmus+ Strategic Partnerships for Higher Education project TEASPILS (2020–1-ES01-KA203–082258). Partial support has also been received from the Madrid Regional Government through the e-Madrid-CM Project under grant S2018/TCS-4307, a project which is co-funded by the European Structural Funds (FSE and FEDER) and the Spanish Ministry TIN2017–85179-C3–3-R, PID2020-112584RB-C33. MDM-2015–0502. We thank students and teachers who participated in the evaluation sessions.

References 1. Börner, D., Storm, J., Kalz, M., Specht, M.: Energy Awareness Displays. In: Ravenscroft, A., Lindstaedt, S., Kloos, C.D., Hernández-Leo, D. (eds.) EC-TEL 2012. LNCS, vol. 7563, pp. 471–476. Springer, Heidelberg (2012). https://doi.org/10.1007/978-3-642-33263-0_45 2. Azizi, S., Nair, G., Rabiee, R., Olofsson, T.: Application of internet of things in academic buildings for space use efficiency using occupancy and booking data. Build. Environ. 186, (2020). https://doi.org/10.1016/j.buildenv.2020.107355 3. Mylonas, G., Paganelli, F., Cuffaro, G., Nesi, I., Karantzis, D.: Using gamification and IoTbased educational tools towards energy savings - some experiences from two schools in Italy and Greece. J. Ambient. Intell. Humaniz. Comput. (2021). https://doi.org/10.1007/s12652020-02838-7 4. Morganti, L., Pallavicini, F., Cadel, E., Candelieri, A., Archetti, F., Mantovani, F.: Gaming for Earth: Serious games and gamification to engage consumers in pro-environmental behaviours for energy efficiency (2017). https://doi.org/10.1016/j.erss.2017.05.001 5. Tabuenca, B., et al.: Affordances and Core Functions of smart learning environments: a systematic literature review. IEEE Trans. Learn. Technol. 14(2), 129–145 (2021). https://doi. org/10.1109/TLT.2021.3067946 6. Tabuenca, B., Borner, D., Kalz, M.: Effects of an ambient learning display on noise levels and perceived learning in a secondary school. IEEE Trans. Learn. Technol. 14, 69–80 (2021). https://doi.org/10.1109/TLT.2021.3056038 7. Marques, G., Ferreira, C.R., Pitarma, R.: Indoor air quality assessment using a co2 monitoring system based on internet of things. J. Med. Syst. 43, 67 (2019). https://doi.org/10.1007/s10 916-019-1184-x

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Gamification of Educational Content by Using Virtual Teacher in Online Learning Environment Tetiana Bondarenko1(B) , Denys Kovalenko1 , Iryna Khotchenko2 Hennadii Zelenin1 , and Viktor Bozhko1

,

1 Ukrainian Engineering Pedagogics Academy, Kharkiv, Ukraine

{bondarenko_tc,kovalenko_denys}@uipa.edu.ua, [email protected] 2 V. N. Karazin, Kharkiv National University, Kharkiv, Ukraine

Abstract. A new impetus for the development of information technology in the educational process was given by the COVID-19 coronavirus pandemic and the quarantine imposed to prevent the spread of the disease. Due to the quarantine and the war in Ukraine, the educational process has moved to the online space, which has created conditions for remote learning using media content. Media education is designed to prepare students for life in the new information environment, to teach them to fully perceive different types of information, to understand and master the means of communication based on interactive forms of communication. It also improves the quality of information perception, students’ engagement in interactive classes and the engagement of all participants in the learning process in the online environment. Thus, today’s realities require new approaches and teaching tools that should be implemented by modern higher education institutions in the era of Education 4.0. Keywords: Digital Technologies · Gamification · Virtual Teacher · Interactivity

1 Problem Statement A new impetus for the development of information technology in the educational process was given by the COVID-19 coronavirus pandemic and the quarantine introduced to prevent the spread of the disease. Due to quarantine and the war in Ukraine, the educational process has moved to the online space, which has created conditions for remote learning using media content. Media education is designed to prepare students for life in the new information environment, to teach them to fully perceive different types of information, to understand and master the means of communication based on interactive forms of communication, as well as to improve the quality of information perception, student involvement in interactive classes and the engagement of all participants in the educational process in the online environment. Thus, today’s realities require new approaches and teaching tools that should be implemented by modern higher education institutions in the era of Education 4.0. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 447–454, 2024. https://doi.org/10.1007/978-3-031-53022-7_44

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Digital technologies are constantly evolving and making changes in various spheres of human life. Education, as an important component in society, is also undergoing changes. Currently, many teachers face challenges related to teaching in an online format. On the other hand, the development of technology leads to the fact that professional knowledge is being updated, and its continuous improvement is necessary. The possibility of creating continuous learning systems and general information exchange regardless of time and space zones is possible thanks to distance learning. During distance learning, educational information is exchanged using modern means remotely. Gamification in vocational training is an approach that uses game elements and mechanics in educational processes to increase motivation, improve learning, develop skills and achieve better learning outcomes. The article uses the concept of game and learning - the introduction of game elements into professional training. The use of these elements helps to create an interactive and attractive form of learning that stimulates active participation of students and promotes better information assimilation. Taking into account the motivation tools that are the basis of gamification and are used in simulations, applied (video) games or entertainment games, such as levels, points, badges, leaderboards, virtual gifts, virtual currency, etc., there are 3 levels of gamification: simple (motivating), story or atmospheric (more advanced) and combined (combines knowledge and entertainment) or interactive [1]. Empirical studies of gamification initiatives have been carried out at different education levels? Although there is a strong prevalence at university level [2]. Taking advantage of the various technological advancements in the field of digital media and content, e-learning is today the most innovative and modern educational process available. Its rapid growth is driven by the obvious benefits it entails. A step forward for such a dynamic and adaptable learning process would be to gamify it. E-learning can be time consuming; a way of making it more attractive for a student, would be to split the content into discrete, faster to complete parts [3]. This type of education has its advantages and disadvantages [4]. The positive aspects of distance education are: learning at an individual pace; the pace of learning is set by the student, accessibility; available knowledge from leading experts, training in various prestigious universities in our country and abroad; technological efficiency; social equality; creativity. There are a number of disadvantages and challenges associated with ensuring the quality of education in distance learning [5]: – – – –

lack of face-to-face communication between students and teachers, the need for strict self-discipline of the student; most of the time students are lacking practical training; in distance education the basis of learning is given in a written form, that is why students cannot learn competently enough to present the knowledge gained orally.

Taking into account the advantages and disadvantages reveals the need to add new elements to the learning process and the need to create a virtual teacher who could participate in the educational process at the same quality level as a real teacher. One of the ways to solve this problem is to gamify lecture classes by using a virtual teacher.

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According to the theory of dual coding by Allan Paivio [6], only one single channel of perception cannot be used, whether it is an image or an audio channel, because in this case the material is absorbed worse. In general, it is suggested to avoid using explanations of diagrams on slides. Instead, it is better to use the lecturer’s explanation. The point is that printed text overloads the visual channel, and subsequently the working memory, because it decodes symbols into a quasi-phonetic form. In turn, this means that the presence of additional explanatory texts distracts the student’s attention. Excessive redundancy should be avoided, which means that the layout of the presentation, animations, and anything else that might arouse the listener’s interest should be of a moderate amount.

2 Analysis of Recent Research and Publications Given the variety of applications of virtual teachers [7] and the rapid development of digital technologies, the authors of the research focused on the use of a virtual teacher during lecture classes. Considering the avatar as a content delivery platform, it gives the teacher the opportunity to provide information in an exceptionally effective way. The inherent value of this technique becomes apparent when it is applied in real life [8]. Based on research on the training of future math teachers, interaction between the teacher and students is a necessary condition for quality learning [9]. A research performed in China showed that the use of a teacher avatar in Chinese language courses leads to increased motivation and improved student performance. In addition, the survey participants noted that the use of a teacher’s avatar made the class more interesting and diverse, but that nonverbal cues were important elements during the class [10]. Another research showed that using a teacher avatar can reduce nervousness and anxiety among students, especially those who feel afraid of communicating in a foreign language [11]. The study of the impact of using a teacher’s avatar in foreign language learning by Spanish scientists helped them to become more interested and immerse themselves in the learning material [12, 13]. An evaluation of the use of avatars in healthcare training showed that avatars allow students to practice in a safe environment, improving learning [14].

3 Statement of Basic Material and the Substantiation of the Obtained Results Media education is designed to prepare students for life in the new information environment, to teach them to fully perceive different types of information, to understand and master the means of communication based on interactive forms of communication. Currently, multimedia technologies are one of the fastest growing areas of new information technologies in the educational process. Media technologies are used to form professional competence as a means of immersion in the information educational environment [15]. One of the main advantages of using a teacher avatar is the ability to create an interactive and attractive learning environment. A teacher avatar can provide students

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with individualized help and support in real time. The avatar can also be used to create interactive lessons and games that help students better understand the material. From an economic point of view, this is an opportunity to reduce training costs. The disadvantages include the need for the teacher to have the skills to use the avatar and, if necessary, modify it. Another disadvantage is the limited ability to express emotions and empathy. Unlike a real teacher, an avatar is not able to express emotions and empathy to the fullest extent, this can make it difficult to interact with students and reduce the effectiveness of learning. The next disadvantage is the limited interaction capabilities. An avatar can be used to conduct lessons and assignments, but for interaction and communication between the teacher and students a real person is needed. This can lead to feelings of isolation and lack of motivation among students. The difference between an avatar and a virtual teacher is that the avatar is a “representative” of the teacher during lecture sessions. The virtual teacher explains the material both in the classroom and during consultations, when he/she presents the image of the teacher in a virtual form. Creating a teacher’s avatar is a complex process that involves several stages. The first stage is the development of the avatar concept, which includes defining the appearance and characteristics of the avatar, as well as its functionality. For example, an avatar can be created in the form of a real teacher or an abstract character, and can also have the ability to interact with students. The second stage is to create an avatar model. For this purpose, special programs are used to create 3D models of the avatar and customize its appearance and animation. This stage also involves developing an interface that allows students to interact with the avatar. The third stage is the integration of the avatar into the learning system. To do this, you need to configure the avatar’s interaction with other elements of the system, such as a drawing board or text chat. The fourth stage is testing and optimization of the avatar. At this stage, the avatar is tested for its performance and effectiveness in real-world learning environments. Optimizations are also made to improve the avatar’s performance and eliminate possible errors. Various technologies were used to create the two-dimensional virtual teacher, including graphic editors, animation programs, and computer vision. One of the graphic editors for creating avatars is Adobe Photoshop. It allows you to create detailed images of an avatar and customize various elements - appearance, emotional reactions, and attentiongrabbing elements. The avatar is as close as possible to the teacher’s appearance to facilitate interaction between the teacher and students during offline classes. Using Adobe Photoshop, a model was created that consisted of individual elements - eyes in different states, mouth in the state of uttering basic sounds, dynamic hairstyle, etc. (Fig. 1). The animation was performed in Character animator, an application that allows you to track the teacher’s movements in front of the camera and allows you to perform effects while recording video. An example of the created video was developed on the topic “Gamification of educational material in online learning” (Fig. 2).

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Fig. 1. Real and animated character

Fig. 2. An example of the video “Gamification of educational material in online learning”.

The virtual teacher application model was implemented in the educational process of the disciplines “Management of Digitalization Technologies” and “Information and Communication Technologies”. During pedagogical experiment were provided lectures at Ukrainian Engineering Pedagogics Academy with using a virtual teacher for the experimental group (77 students), while the other group received traditional lectures from a real teacher (73 students). Control measures were conducted for both groups: testing, completion of a practical task to assess the level of students’ knowledge after using a virtual teacher. The evaluation criteria were as follows: mastery of theoretical material, speed of completion of the practical task, fulfilment of the task requirements, quality of task completion, self-assessment of task completion (student independently assesses his/her work according to the requirements). The assessment was carried out on a scale from 0 to 1, where 0 is the lowest score, 1 is the highest score. The results of the evaluation in the experimental groups and in the control groups with the help of a virtual teacher and in the control groups with a real teacher are on Fig. 3. The results of the experiment showed that by all criteria and indicators, students who were taught with using a virtual teacher showed better results. This indicates that: 1) for the first time, a new technology with using a virtual teacher was applied, which motivated

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Fig. 3. Increase in the level of mastery of educational material by criteria for control and experimental groups

students to learn theoretical material faster; 2) a virtual teacher explains theoretical material in great detail faster than a real teacher. Also we conducted the survey among same students of 1–3 years (150 people) of engineering and pedagogical specialties, which included the following questions: What do you think are the advantages of using the virtual teacher model? Did you like the use of the virtual teacher model? Would you like to master the technology of creating a virtual teacher? Did you need more lessons like this with a virtual teacher? Have you been familiar with virtual teacher models before? How did you master the theoretical material with the help of a virtual teacher? a) in one sitting without a break; b) in two or three sitting with breaks; c) in four or more sitting. Do you think that your learning outcomes, which were obtained by using the virtual teacher model, are higher than those based on traditional methods? The results of the survey showed the following results. All students undoubtedly liked the new technology of using the virtual teacher model in distance learning and would like to have more such courses with the use of a virtual teacher. 78% of students said they wanted to master the technology of creating a virtual teacher on their own (Fig. 4). When asked how you learned the theoretical material with the help of a virtual teacher, the following answers were received: 42% - in one sitting without a break; 32% - in two or three sitting with breaks; 26% - in four or more sitting (Fig. 5). This indicates that the technology is new and requires constant use. 75% of students were sure that the learning outcomes they received by using the virtual teacher model were higher than those, based on traditional methods. Therefore, the use of virtual teacher models is a promising direction for improving the quality of learning in online learning.

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Fig. 4. Mastering the technology of creating a virtual teacher on their own

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Fig. 5. Learning the theoretical material with the help of a virtual teacher

4 Conclusions Virtual gamified teaching can be an effective approach to learning if the right platform, content and tools are used. The results of the research have shown the effectiveness of using the virtual teacher model in the online learning process, as well as significantly increased learning outcomes, activity and engagement of students in the online environment. In general, the use of a virtual teacher has both advantages and disadvantages. The main advantage of using video lessons with a virtual teacher is that they help draw the listener’s attention to the important points of the lecture and diversify the explanation of the infographic objects. In addition, they improve the process of online learning, because students better focus on the content of the lecture, but not on the appearance of the lecturer. A virtual teacher can be used to create interactive lessons, improve accessibility of education, and reduce training costs. However, it cannot completely replace a real teacher and has limited capabilities for expressing emotions and interaction. Therefore, the use of a virtual teacher should be considered as one of the possible tools for learning and should be suitable for a specific situation and learning context. Further research should focus attention on spreading the use of this technology and broadening the criteria for evaluating the results of its implementation. In conducting the research and preparing this article, we have laid down the concepts and approaches that have been formed and implemented at UEPA as part of the Erasmus+ project ERASMUS-EDU-2022-CBHE: CRED4TEACH - MOOC-based micro-credentials for teacher professional development (CRED4TEACH), the specific objectives of which are developing skills and competences of teachers and researchers in participating institutions to develop, deliver, assess, recognize and transfer MOOCbased micro-qualifications; developing, validating and establishing national and institutional frameworks for the development, assessment, delivery and recognition of microqualifications in Ukraine, Albania and Montenegro; create and implement pilot MOOCbased micro-qualification programs for secondary school teachers, VET and HEIs; promote the wider use of micro-qualifications for the professional development of teachers and other target groups.

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References 1. Greenberg, M.: This is not a Game for You: the Dark Side of Gaming. Newtonew (2015). https://newtonew.com/discussions/gamification-dark-side 2. Caponetto, I., Earp, J., Ott, M.: Gamification and education: a literature review. In: European Conference on Games Based Learning, vol. 1, p. 50 (2014) 3. Urh, M., Vukovic, G., Jereb, E., Pintar, R.: The model for introduction of gamification into e-learning in higher education. Procedia Soc. Behav. Sci. 197, 388–397 (2015) 4. Mavengere, N., Ruohonen, M.: Context and user needs in virtual learning in pursuit of qualities of learning. Educ. Inf. Technol. 23, 1607–1620 (2018) 5. Kovalenko, O.E., Cardoso, L.M., Kupriyanov, O., Bondarenko, T.S.: Online education and monitoring of quality indicators of e-learning use. In: IOP Conference Series: Materials Science and Engineering, International Conference on Technics, Technologies and Education 2020 (ICTTE 2020), Yambol, Bulgaria, 4th-6th November 2020, vol. 1031 (2020). https:// doi.org/10.1088/1757-899X/1031/1/012118 6. Paivio, A.: Mind and its evolution: A Dual Coding Theoretical Approach. Psychology press, p. 538 (2014) 7. Borba, M.C., Chiari, A.S., de Almeida, H.R.F.L.: Interactions in virtual learning environments: new roles for digital technology. Educ. Stud. Math. 98, 269–286 (2018). https://doi. org/10.1007/s10649-018-9812-9 8. Kerimbayev, N.: Formats of virtual learning. In: Tatnall, A. (ed.) Encyclopedia of Education and Information Technologies, pp. 1–12. Springer International Publishing, Cham (2019). https://doi.org/10.1007/978-3-319-60013-0_201-1 9. Oliveira, M.M.S., Penedo, A.S.T., Pereira, V.S.: Distance education: advantages and disadvantages of the point of view of education and society. Dialogia, São Paulo 29, 139–152 (2018). https://doi.org/10.5585/Dialogia.n29.7661 10. Adamo-Villani, N., Dib, H.N.: A Study of the Effects of teaching avatars on students’ learning of surveying mathematics. Int. J. Inform. Commun. Technol. Educ. 12(2), 1–13 (2016). https:// doi.org/10.4018/IJICTE.2016040101 11. Tseng, J.-J., Tsai, Y.-H., Chao, R.-C.: Enhancing L2 interaction in avatar-based virtual worlds: student teachers’ perceptions. Australas. J. Educ. Technol. 29(3) (2013). https://doi.org/10. 14742/ajet.283 12. Cheng, A., Yang, L., Andersen, E.: Teaching language and culture with a virtual reality game, In: Proceedings of the 2017 CHI conference on human factors in computing systems. Association for Computing Machinery, pp. 541–549 (2017). https://doi.org/10.1145/3025453. 3025857 13. Ibanez, M., Kloos, C.D., Leony, D., Rueda, J.J.G., Maroto, D.: Learning a foreign language in a mixed-reality environment. IEEE Internet Comput. 15(6), 44–47 (2011). https://doi.org/ 10.1109/MIC.2011.78 14. Miller, M., Jensen, R.: Avatars in nursing: an integrative review. Nurse Educ. 39(1), 38–41 (2014) 15. Bondarenko, T., Kovalenko, D., Briukhanova, N., Iagupov, V.: Method of thematic immersion in the information educational environment as a tool for the formation and assessment of professional competence of future engineering teachers. In: Auer, M.E., Hortsch, H., Sethakul, P. (eds.) The Impact of the 4th Industrial Revolution on Engineering Education: Proceedings of the 22nd International Conference on Interactive Collaborative Learning (ICL2019) – Volume 1, pp. 301–308. Springer International Publishing, Cham (2020). https://doi.org/10. 1007/978-3-030-40274-7_30

Shaping Emotional Intelligence with Gamification Techniques Yuliia Fedorova1,2(B) , Tetiana Bondarenko1 , Juraj Mikuš2 Hanna Korniush1 , and Roman Nesterenko1

,

1 Ukrainian Engineering Pedagogics Academy, Kharkiv, Ukraine [email protected], [email protected] 2 Comenius University Bratislava, Bratislava, Slovakia {yuliia.fedorova,juraj.mikus}@fm.uniba.sk

Abstract. In the current era of digitalization and amidst the challenges posed by the prolonged pandemic and the implementation of martial law, the development of Emotional Intelligence (EI) has increasingly shifted to online platforms. This shift has prompted the exploration of novel methodological approaches in education. One effective approach in developing EI during distance learning is the integration of game technologies, particularly the use of gamification tools and artificial emotional intelligence technology. This study aims to investigate the potential and effectiveness of employing gamification tools and Emotion AI in enhancing students’ EI. The methodological foundation for EI trainings with the use of gamification techniques is the 4-component instrumental model for developing EI (4EI Model). Adapted for the entrepreneurial and business context, the 4EI Model comprises four components, namely Self-awareness, Selfmanagement, Social awareness, and Relationship management. Correspondingly, specific tools based on cutting-edge software are proposed for each component. The research employs quantitative methods to collect measurable data from students and conduct objective tests. EI training sessions with the use of gamification tools are being implemented within the curriculum of economics and management programs at Ukrainian Engineering Pedagogics Academy (UEPA). The effectiveness of the proposed gamification techniques in fostering the development of EI is corroborated by the survey results obtained from students using the ‘Emotional Intelligence in Business’ questionnaire. Consequently, the proposed gamification techniques demonstrate relevance and effectiveness, thereby warranting their integration into the educational process for the development of EI. Keywords: Emotional intelligence · Education · Tools · Gamification

1 Problem Statement The advent of Industry 4.0 has exerted a profound influence on various facets of human endeavors, including the realm of education. The advantages offered by online learning have laid the groundwork for a paradigm shift in the educational process. Effective tools have emerged, which can be applied to develop Emotional Intelligence (EI), © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 455–463, 2024. https://doi.org/10.1007/978-3-031-53022-7_45

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which is a key soft skill. The use of innovative resources to promote the development of EI is in alignment with the 17 Sustainable Development Goals (SDGs) set forth by the United Nations [1]. The cultivation of EI within higher education environments not only equips individuals with the ability to navigate stress and maintain well-being (SDG3: Good health and well-being), but also contributes to the enhancement of the quality of education [2] (SDG4: Quality education). According to D. Goleman EI is the ability to recognize, understand, and manage one’s own emotions, as well as the emotions of others [3]. EI presents numerous advantages in the professional endeavors of entrepreneurs, managers, and business students. Initially, by enhancing the acquisition of new knowledge and fostering the development of essential soft skills, EI lays the foundation for a successful career. Moreover, EI amplifies entrepreneurial aspirations and self-confidence, augments the ability to handle stress, promotes openness and the willingness to share knowledge, improves communication effectiveness, and enhances decision-making capabilities. Additionally, EI facilitates the realization of leadership qualities, fosters team cohesion and collaboration, and accelerates the attainment of desired outcomes, thereby saving valuable time [4]. The use of modern digital technology opens up new opportunities for increasing the effectiveness of university education. We believe that the use of EI training tools with gamification techniques will improve the quality of training graduates and foster the achievement of SDGs.

2 Analysis of Recent Research and Publications Emotional intelligence (EI) holds significant importance as a soft skill for economics and management students. When viewed through the lens of financial savings, EI contributes to an increase in sales figures, successful transactions, increased employee productivity, and ultimately, an augmented company income [5]. In terms of management, the level of EI becomes increasingly critical for higher-ranking executives, as it directly influences the well-being, satisfaction, and overall health of employees [6]. Consequently, the development of EI represents a promising avenue within the realm of education. Furthermore, EI possesses considerable potential in harnessing the capabilities of emerging digital technologies to deliver substantial benefits. In contemporary education, several promising tools have emerged. The Kahoot platform, for instance, offers a versatile means of conducting quizzes, creating tests, and facilitating educational games [7]. Similarly, the game tool Quizizz presents an inclusive approach to assessment, training, and practice [8]. In the realm of digital EI, there remains a dearth of scholarly attention within domestic scientific literature. Nevertheless, there have been notable research attempts to explore the nuances related to the development of EI [9]. Digital Emotional Intelligence (DEQ) is a framework for applying real-time data from smart connected devices, products, and environments to create deeper, more emotionally-intelligent connections with students. Moreover, C. Almeida and B. Buzady [10] propose the utilization of FLIGBY, a serious game, as an assessment tool to evaluate and cultivate students’ skills in leadership, conflict management, diplomacy, and emotional intelligence within the context of higher education institutions.

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However, despite the recognized importance of EI and the abundance of foreign scientific papers addressing digital technologies in education, a gap exists in the practical application of innovative tools for EI development. A comprehensive review of existing literature reveals a pressing need for effective resources and strategies to cultivate EI skills among entrepreneurs, managers, and students [11]. The swift advancement of digital technologies provides new opportunities for efficient learning. Incorporating digital technologies into the process of EI cultivation holds the potential to engage students more effectively while optimizing their time. Consequently, we consider the development of EI using contemporary digital technologies to be a highly promising research area in the field of higher education. The objective of this research is to investigate the potential and effectiveness of incorporating gamification techniques in the process of teaching EI. The use of gamification techniques in Emotional Intelligence trainings (referred to as EITGTs) represents a transformative advancement achieved through the integration of tools grounded in contemporary digital technologies. This study presents a comprehensive set of gamification tools and technologies of artificial emotional intelligence (Emotion AI) aimed at cultivating self-awareness, self-management, social awareness, and relationship management skills among economics and management students. The development of EITGTs is grounded in the methodological framework of the 4-component instrumental model for EI development, known as the 4EI Model [13]. This model, which has been specifically tailored to suit the entrepreneurial and business context, encompasses four key components: Self-Awareness (SA), Self-Management (SM), Social Awareness (SocA), and Relationship Management (RM). Accordingly, the study proposes different EITGTs for each component, using cutting-edge software solutions. To gather quantifiable data and facilitate objective testing, quantitative research methods were employed. The assessment of changes in emotional intelligence levels was conducted through an online test, using the ‘Emotional Intelligence in Business’ questionnaire designed in alignment with the 4EI Model. The implementation of EITGTs takes place in the process of teaching economics and management students at Ukrainian Engineering Pedagogics Academy (UEPA). We have Hypothesis O: as a result of the introduction of EITGTs, the level of all the four main components of the 4EI Models will increase: SA0 < SA1; SM0 < SM1; SocA0 < SocA1; RM0 < RM1, where index 0 denotes the initial stage of the course focusing on the development of EI, and index 1 denotes the concluding stage of the course focusing on the development of EI. The original contribution of this article lies in the ease of implementing innovative digital technologies and the possibility to quantitatively evaluate the effectiveness of the employed tools.

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3 Results and Discussion Within the context of an enduring pandemic and the implementation of martial law, the cultivation of Emotional Intelligence (EI) is increasingly being conducted online, necessitating the exploration of new methodological approaches. In the era of digitalization, the use of game technologies, specifically the integration of gamification tools, has emerged as an effective means of developing EI of university students. A distinct research avenue lies in the contemporary application of Emotion AI technology. The introduction of EITGTs based on the use of modern computer software significantly enlivens the process of the development of students’ emotional intelligence. EITGTs that rely on digital applications and game technologies have been introduced into the educational process to address all the four components of the 4EI Model, namely SA, SM, SocA, RM. Table 1 provides an overview of the specific EITGTs selected for each component of the 4EI Model. Table 1. Description of EITGTs Proposed for the Development of the 4EI Model Components Components of the 4EI Model

Description of EITGTs

Results of the Incorporation of EITGTs

Self-Awareness (SA)

Self-Awareness Alarm Clock 1 (a chatbot in the Smart Sender program) During the week, every 3–4 h, students receive questions about Self-Awareness that build the habit of thinking (Fig. 1)

helps students better understand their limitations, fears, opportunities, strengths, and weaknesses

Self-Management (SM)

‘Priority Matrix’ Interactive Board (Jamboard) During 1–2 h, students fill in the priority matrix and identify each task sector ‘Schedule’ Corporate Calendar (Google Calendar) During 1–2 h, students create their own calendar, adjust notification settings and collaborative access options, and add external elements Time Planning Tools (time calculator, essay writing calculator) During 1–2 h, students create a plan for writing a coursework or diploma paper, providing its detailed description and setting deadlines for each stage of the work

assists students in distinguishing between important and less important tasks aids students in developing time management skills and effective planning assists students in cultivating skills necessary to organize independent work

(continued)

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Table 1. (continued) Components of the 4EI Model

Description of EITGTs

Results of the Incorporation of EITGTs

Social Awareness (SocA)

Social Emotional Learning Test helps students practice sharing and (Kahoot) relating to others’ feelings by During a period of 20 min, in a connecting over shared experiences game-like setting*, students answer 20 questions related to fostering empathy towards one another, promoting openness, and cultivating active listening skills

Relationship Management (RM) Emotional Leadership Quiz assists students in cultivating (Quizizz) leadership qualities During a period of 20 min. Students answer 15 questions related to the intricacies of developing a leadership management style and collaborative management methods * means that from the very beginning of the lesson, the teacher immerses students in the gaming

environment and sets them up for: competitive elements of the lesson, motivating and bonus elements of receiving additional points for answers obtained in the process of completing the game task, the scenario is implemented in the form of a game strategy.

The proposed EITGTs are presented in Figs. 1, 2, 3,4, 5 and 6. To develop the Self-Management component of the 4EI Model, several approaches and technologies were employed, including the construction of a priority matrix (with the help of an interactive board), the creation of a three-month corporate calendar, and the selection and utilization of work planning services (time calculator). To evaluate the efficiency of the implemented EITGTs, the ‘Emotional Intelligence in Business’ questionnaire was employed [12]. This questionnaire has undergone empirical validation, and confirmation analysis was conducted using MS Excel, STATISTICA, SPSS, FACTOR, and R-Studio. The questionnaire enables the construction of an emotional intelligence profile (EI profile) for individual respondents as well as for groups of respondents. Examples of questionnaire questions can be found in the article [2]. A total of 54 economics and management students from UEPA participated voluntarily in our assessment. The group’s average EI profile is presented in Fig. 7, illustrating the test results at the initial and concluding stages of the Emotional Intelligence and Leadership course, in which EITGTs were employed.

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Fig. 1. Fragment of the Self-Awareness Alarm Clock 1

Fig. 2. Social Emotional Learning (Kahoot)

Fig. 4. Priority Matrix (Jamboard)

Fig. 3. Emotional Leadership (Quizizz)

Fig. 5. Timetable (Google Calendar)

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Fig. 6. Time Planning Tools

Group EI Profile at the start of the course {6,82SA 6,24SM 7,11SocA 5,83RM}

Group EI Profile at the end of the course {7,84SA 7,30SM 7,96SocA 6,65RM}

Fig. 7. Group EI profiles of students of UEPA, the authors’ own elaboration

The implementation of the proposed educational courses at UEPA demonstrates the increase in all the four components of the 4EI Model: Self-Awareness (SA), SelfManagement (SM), Social Awareness (SocA), and Relationship Management (RM). The average statistical increase is presented in Table 2: Table 2. Results of implementing EITGTs in the educational course focusing on the development of EI at UEPA. SA

SM

SocA

RM

At the start of the course, 0

6,82

6,24

7,11

5,83

At the end of the course, 1

7,84

7,30

7,96

6,65

Average change

1,100

1,157

1,023

1,102

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The conducted quantitative studies provide empirical evidence supporting the effectiveness of the implemented EITGTs. The observed changes in the average scores are statistically significant, thus confirming Hypothesis O. Notably, each component of the 4EI Model demonstrates a significant quantitative improvement. The most substantial results are observed in the development of the Self-Management component. However, it is advisable to further enhance the EITGTs related to the development of Social Awareness in order to optimize their effectiveness.

4 Conclusions The introduction of EITGTs into the university educational environment, based on the use of the latest computer technology, is innovative, and is expected to result in a revival of the teaching and learning process. Findings show that EI of students majoring in management and economics increases through the use of the proposed gamification tools. The proposed EITGTs are time-efficient and enhance the use of students’ potential. Thus, this study presents an example of the successful practical application of computer technology in developing EI. The use of gamification tools to tackle educational challenges is a promising direction in the transition to Industry 5.0. This study contributes to the perspective research avenues by providing practical insights [13]. However, it is important to acknowledge the limitations of our study. We solely measured the emotional intelligence (EI) of economics and management students during the course; therefore, it would be highly beneficial to conduct studies to track the impact of the increase in their EI on their subsequent professional success. Future research endeavors should consider testing the proposed EITGTs in other European countries to evaluate their effectiveness in diverse cultural contexts. Additionally, exploring the potential of developing new innovative tools with the use of Artificial EI would be a worthwhile direction for future investigations. Acknowledgements. This work was funded by the Next Generation EU through the Recovery and Resilience Plan for Slovakia under the Project No. 09I03-03-V01-00055, and the Slovak Research and Development Agency under Grant APVV-19-0581.

References 1. United Nations: general assembly resolution A/RES/70/1. Transforming our world: the 2030 agenda for sustainable development. Seventieth United Nations general assembly, New York, 25 September 2015 (2015). https://en.unesco.org/sustainabledevelopmentgoals. Accessed 31 May 2023 2. Fedorova, Y., Korniush, H., Lutsenko, O., Tsokota, V.: Developing students’ emotional intelligence in english classes taught in the speaking club format. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds.) Learning in the Age of Digital and Green Transition: Proceedings of the 25th International Conference on Interactive Collaborative Learning (ICL2022), Volume 2, pp. 41–54. Springer International Publishing, Cham (2023). https://doi.org/10.1007/978-3031-26190-9_5 3. Goleman, D.: Emotional Intelligence. Bantam Books, New York (1995)

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4. Qi, Z., Hao, S.: Construction project manager’s emotional intelligence and team effectiveness: the mediating role of team cohesion and the moderating effect of time. Front. Psychol. 13, 845791 (2022). https://doi.org/10.3389/fpsyg.2022.845791 5. Lu, X., Xiong, Y., Lv, X., Shan, B.: Emotion in the area of entrepreneurship: an analysis of research hotspots. Front. psychol. 13, 9221478 (2022). https://doi.org/10.3389/fpsyg.2022. 922148 6. Semenets-Orlova, I.A., Klochko, A., Shkoda, T., Marusina, O., Tepliuk, M.: Emotional intelligence as the basis emotional intelligence as the basis for the development of organizational leadership during the Covid period (Educational Institution Case) the development of organisational leadership during the Covid period (educational institution case) (2021). https://doi. org/10.25115/EEA.V39I5.5074 7. Rojabi, A., et al.: Kahoot, is it fun or unfun? Gamifying vocabulary learning to boost exam scores, engagement, and motivation (2022). https://doi.org/10.3389/feduc.2022.939884 8. Panmei, B., Waluyo, B.: The pedagogical use of gamification in English vocabulary training and learning in higher. Education 13, 24 (2023). https://doi.org/10.3390/educsci13010024 9. Audrin, C., Audrin, B.: More than just emotional intelligence online: introducing “digital emotional intelligence.” Front. Psychol. 14, 1154355 (2023). https://doi.org/10.3389/fpsyg. 2023.1154355 10. Almeida, F., Buzady, Z.: Development of soft skills competencies through the use of FLIGBY. Technology, Pedagogy Educ. 31(4), 417–430 (2022). https://doi.org/10.1080/1475939X. 2022.2058600 11. Nurhas, I., Geisler, S., Pawlowski, J.: Developing a competency framework for intergenerational startup innovation in a digital collaboration setting. In: Proceedings of the 13th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management, vol. 13 (2021). https://www.scitepress.org/Link.aspx?doi=10.5220/001 0652100003064 12. Mikuš, J., Pilková, A., Fedorova, Y. Btytan, Y.: Model for the emotional intelligence’s development in entrepreneurship. The Poprad Economic and Management Forum 2022. ISBN 978-80-561-0995-3. Poprad: VERBUM, pp. 402–409 (2022). https://www.pemf-conference. com/publishing. Accessed 31 May 2023 13. Kovalenko, O., Briukhanova, N., Bondarenko, T., Yaschun, T.: Information and computer support for adaptability of learning in higher education institutions. In: Auer, M.E., Hortsch, H., Sethakul, P. (eds.) The Impact of the 4th Industrial Revolution on Engineering Education: Proceedings of the 22nd International Conference on Interactive Collaborative Learning (ICL2019) – Volume 2, pp. 145–153. Springer International Publishing, Cham (2020). https:// doi.org/10.1007/978-3-030-40271-6_15

How Can Narrative Game Design Methods Improve Educational Experience? Olga Maksimenkova(B) and Sergey Lebedev National Research University Higher School of Economics, Moscow, Russia {omaksimenkova,slebedev}@hse.ru

Abstract. Last years the questions about the direction of managing the student’s learning experience are being actively developed. Designing a learning experience or learning experience design (LxD) is the process of creating a learning experience that allows students to achieve the desired educational outcomes based on the goal setting and focus on a person (student personality) not exactly on learning process. This means that LxD practitioners search the way to move a learner from one state to another, where he/she has new skills, knowledge, or attitude. Nevertheless, LxD demonstrate a lack of tools and carefully crafted methodology. The authors suggest using video games development experience as a source to such prospective methodologies. The paper focuses on narrative game design methodologies and discuss it thoroughly in the educational context. As a result, the study introduces a tool for LxD based on narrative design principles; reveals connection between narrative video games design and LxD via user experience design (UX); reports about changing the skill set of an educator, who is engaged in educational materials preparation. Keywords: Narrative Game design · Learning Experience Design · LxD · LxP

1 Introduction Last years the questions about the direction of managing the student’s learning experience are being actively developed [1, 2]. Designing a learning experience or learning experience design (LxD) is the process of creating a learning experience that allows students to achieve the desired educational outcomes based on the goal setting and focus on a person (student personality) not exactly on learning process. This means that LxD practitioners search for a way to move a learner from one state to another, where he/she has new skills, knowledge, or attitude. LxD researchers claim three core questions to be answered to build satisfactory learning design: 1. Who are the learners? 2. How will they learn? 3. What are the learning goals?

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 464–473, 2024. https://doi.org/10.1007/978-3-031-53022-7_46

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The process of answering these questions leads us to analyze digital infrastructures of modern education. Nowadays, the most advanced studies of learners and their behavior are based on educational data mining (EDM) and learning analytics (LA). EDM and LA deal with educational data, which are gathered mostly from educational software, social networks, etc. Literature review reveals that LxD brought to life a new type of educational software called Learning Experience Platform (LxP), which should be data- and usercentered. Meanwhile the recommendations to content makers (teachers, coaches, tutors, and the other educators) are quite general and superficial. The authors of the presented paper found that this gap could be closed by the adoption of methods from the area, which is systematically worked with the user’s experience in digital environments. The video games development industry has several methodologies of how to organize gamer’s experience and to motivate him to game [3]. The paper discusses the abilities of narrative game design methods as a foundation for learning experience design. At first, we study the area of education which works with games and their items and have already shaped like gamification and game-based learning. Secondly, we prepare a brief review of narrative game design implementation in educational tasks. The review shows that narrative design is primarily used to educational storytelling. Moreover, it indicates a gap in transferring methods of experience design from video games development to education. Finally, we carefully study LxD and its principles to find the place for narrative design methodology and introduce a prototype of LxD tool based on rethinking of narrative game design principles, introduced by T. Grip [3]. Presented paper aims first, to rethink narrative design as a foundation for prospective methodologies within LxD not only to storytelling, but to experience design as well; second to understand limitations and blocks of previous research of a topic to introduce the ways to overcome them.

2 Definitions Due to learning experience design community LxD is the process of creating learning experiences that enable the learner to achieve the desired outcomes in a human centered and goal-oriented way [4].

3 Methods and Approach This paper shall discuss narrative video games design prospectives in modern education by (1) reviewing the literature on narrative design and its implementation in education, LxD and (2) by prototyping LxD tool, based on narrative design approach.

4 Literature Review This section contains a brief review, which consists of three parts. The first represents learning experience design key concepts. The second introduces a literature review on narrative design approaches applied to educational needs. And the last on is focuses on narrative game design features.

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4.1 Learning Experience Design LxD is claimed to be a human-centered collection of tools and practices, which aim on creating meaningful learning experiences [1]. Indeed, as far as LxD take into consideration ‘a user’ in terms of educational systems it based on user-centered design (UCD) methodology [5, 6] and borrows methods from user experience design (UXD) [6, 7]. This surely leads to the need to comprehend borrowed concepts and methods and to ground them on education. Surely not only understanding at different levels is required, but the toolsets for LxD development should be implemented. For example, the paper by van Wyk, et.al [8] introduces a framework, which is specially designed for online learning needs and suggests a set of rules for students’ online guidelines planning, design and implementation. 4.2 Narrative Game Design Narrative design implies rearranging gamer’s experience to a story, which is optimal for solving tasks of game developers. A narrative designer uses internal games tools (e.g. game mechanics, audio, time) and a story, which is told in a game, designs to a gamer possibilities of gaining experience via interaction with artificial world of a game. From this point of view a video game is an interactive story. T. Grip in his famous speech on GDC-2014 [3] highlighted five core elements of interactive storytelling: 1. 2. 3. 4. 5.

The focus on storytelling. The bulk of the gameplay time is spent playing. The interactions make narratives sense. There’s no repetition. There are no major progression blocks.

As we can see, these elements are about content and gamer’s experience, which is shaped via interactions and exploration of the game world. But Grip goes further and discusses a framework, that allows one to present the gamer’s experience in a structured way. To do this, he distinguishes four layers [3]: 1. Gameplay (here coherency, streamlining, a sense of accomplishment, action confirmation is underlined). 2. Narrative goal (Why a gamer should do and continue doing something?). 3. Narrative background (What exactly has a gamer already known and how he will move through the story and his experience by doing something?). 4. Mental modelling (How do a gamer imagine a gaming process?). As Grip as his followers have published a lot on making interactive stories, so we won’t give details in this paper and suggest seeing specific game design literature, g.e. a book T. Sylvester [9]. Inferring, let’s say that work in the field of game design refers to human-machine interaction (HCI) [10]. Moreover, the game development industry is actively using UCD, UX patterns and other human-centered approaches [6].

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4.3 Narrative Design in Education Within the framework of the latter, the influence of narratives on motivation and educational results is discussed, researched, and tested [11, 12], as well as the improvement of adopted tools at the expense of traditional ones. Quite popular topics among the educators are involvement and motivation. Thus, Barab and the colleagues in [13] study students’ involvement via multiuser Quest Atlantis Environment, which is based on online role-playing games principles. And efficiency is studied for different cases like various levels of education, for example see Pilegard and Mayer [14], who explore the affordance of a narrative adventure game on college students. Moreover, overall effectiveness of narrative-driven educational games is shown in the critical review by Jackson et. al [15]. Surely, the mutual penetration began quite a long time ago and is systematized in the works of researchers of gamification [16] and serious games (serious games) [17, 18], even fundamental discussion, which could be use a guide was published in early 2000s [19]. Moreover, the methodology of game-based learning (GBL) [20] is actively developing [21] and digital game-based learning (DGBL) [22]. So, it isn’t surprising that mentioned above narrative-based games is one of narrative-based learning (NBL) approaches nowadays (g.e. the applications of NBL to mental models’ development see in Mawasi and the colleagues [23]). While the presented paper is searching for the ways of narrative game design transfer to education, several key studies should be observed. At first, a fundamental paper by Dickey [24], which on the one hand concerns on adventure game design, but on the other hand discusses narrative game design prospectives for interactive learning environments. This study seems to be the first one, where narrative game design is suggested using in multimodal learning software. Moreover, Dickey emphasizes possibility of borrowing techniques from game design and adopt them to educational materials development purposes (note, that not only for gamification). Unfortunately, the subsequent work of the researcher doesn’t reveal this topic and mostly focus on gamification and a narrative as a storytelling without discussing its influence on a plot and UX. Thus, we can see her study of MMORPGs [25] and their impact on a learners’ motivation, where games are called the point of application of efforts for game designers. Nearly the same ideas are in [26, 27]. And only in the last article are hints of a return to the possibility of using narratives not only to gamification educational materials [28]. As for narrative game design experience in LxD, the authors of the current study haven’t found a lot of presented results. We will note the interesting work by Taeger and Yanchar [29], which deals both with narrative design and LxD. Even though this study seems to be the first, where UX nature of LxD and narrative game design is underlined, researchers mostly discuss stories and don’t touch designing tools and their transfer. Summarizing all above, the authors of presented paper didn’t find the examples of a direct transfer of methods and approaches from games development to education especially in application to LxD. Thus, most of papers on narrative game design in education deal with educational games, gamification, and edutainment. Some researchers, however, discuss valuable for educational needs features of video games (g.e. see in Gee’s [30] and his book with the same title), but they also leave the question about transfer

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and adoption of tools, methods and approaches open. This can be partly explained for works, which were published before 2014, didn’t take into consideration Grip’s ‘core elements’, but not for later ones. For the context of the current paper, it is significant that talking about a learner’s experience we mostly mean that educational communication takes place (fully or partly) in a medium – digital learning environment (DLE). This medium, however, is often not considered in works on the transfer of experience from video games to education. The authors of this paper believe that this can cause most of problems in the implementation. So, it’s crucial that LxD inherits UXD, and talking about borrowing approaches from video games design we rely on vast experience in modeling and designing processes and content to be used in digital environment.

5 Results and Discussion The review given in the sections above made it possible, on the one hand, to understand the causes of the problems that arise when transferring narrative design to education, and, on the other hand, to suggest areas of scientific and practical effort to overcome them. Mentioned above Grip’s 4-level framework seem to be applicable to the design of learning experience and the authors suggest adopting this framework as an LxD tool, which is presented into the Table 1. Table 1. Grip’s 4-level framework: LxD interpretation. Level No

Narrative Game Design

Learning Experience Design

1

Gameplay

Learning process (of any kind)

2

Narrative goal

Learner’s goal (Why is a learner studying right now? What will he achieve?)

3

Narrative background

Educational background (What does a learner already know (can, etc.)? How his future experience connected with his current experience? And how do this learning action affect him?

4

Mental modelling

How do a learner imaging learning processes and its prospective results?

Let’s briefly explain introduced in Table 1 colocation of narrative design levels with prospective LxD levels. On the first level, the gameplay is conceived as a learning process, because here we are working on a learners’ learning experience. Accordingly, at the second level, we will talk about the goals of the learner. These goals, according to narrative design, should be understood both locally and globally. Where local goals answer the question: “What am I studying now?”. And they have a deep connection with global goals, which are settled by educators, for example, as learning outcomes. Thus, global goals from the learner’s point of view answer the question: “What should I achieve

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at the end of the process?”. Third level of the narrative background is understood as a learning background, that is, the learner’s lifetime experience. This experience, coupled with a specific learning action, determines subsequent results. In fact, at this level, we come to the personification of learning, which is widely discusses in touch with LxD. As a result, we need to represent and model 1) domain knowledge and 2) educational process knowledge. Here we mean the ways of knowledge representation like various approaches to applied ontology modelling from data science. The last level is related to the learner’s personal general ideas about the educational process and its results. If we don’t take into consideration the learner’s fantasies, it possible to predict the experience, which he/she can gained after an educational action. This prediction will base on analysis of data, which are gathered from educational software and formal understating a domain and learning processes via formal ontologies. Naïve Example of the Presented LxD Tool. Imagine that we are preparing a lesson on “Integer multiplication”. Instructional design level here makes you reveal learning objectives, outcomes, and pre-requisites (for example “Students should multiply one integer with another”). Answering the questions “And how to teach them to do this?” takes us down a level, here LxD is working (Table 2).

Table 2. Example description of introduced LxD tool. Level No Learning Experience Design Level

Description for the Example

1

Learning process (of any kind)

(Part of) A lesson on “Integer multiplication”

2

Learner’s goal (Why is a learner studying right now? What will he achieve?)

Right now, a learner is studying multiplication operation and multiplication table A learner in general will gain skills in multiplying multi-digit integers

3

Educational background (What does a learner already know (can, etc.)? How his future experience connected with his current experience? And how do this learning action affect him?

Previous experience is addition operation and addition table Connection with current experience – a learner uses addition operation to understand how multiplication is useful But with addition we can’t do lots of arithmetic calculations After studying multiplication operation and multiplication table a learner can manage with the multiplication in column algorithm

4

How do a learner imaging learning processes and its prospective results?

A learner can possibly have multiplication out of his/her scope (doesn’t know about this), hasn’t got any real-life problems or task, which deal with multiplication, etc

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A possible piece of implementation script based on Table 2: 1. To have a bad experience with addition. For example, as a learner to summarize two ten times. It is easy because the learner uses his/her background and fun. The main result for a teacher that the problem is in the learner’s scope now. 2. To discuss and lead the learner to the conclusion: it is time consuming and wastes lots of paper. The main result for a teacher – attention to a new material. 3. To show multiplication operation and ways of rewriting long sums with short multiplications. 4. And so on… This example is naïve, because simplified our task by excluding software, just to illustrate the logic of LxD tool. Returning to the point emphasized in previous section about taking into consideration digital environment, which acts as a medium between a learner and a teacher, let’s say that it’s important to such DLE to harmonize: (1) the representation of a learning process in a learner’s mind (as a mental model); (2) the representation of a learner in learning process ontology (as a formal concept) trough out software toolbox (as a set of integrated services above a collaborative platform). The last point should be thoroughly studied the experience from video games analogues like MMORPG [31, 32]. In these games formalized lore is often much more complex than current domain ontologies in modern educational software. Note that in game development, the correlation between narrative and game design is hotly debated. The authors of this paper share the position that game design works at a higher level of design with high-level sequences of game events, sets of mechanics and rules for their interaction in the world. Narrative design is a part of game design and focuses on content and how it is delivered to the player. With this division, transfer to education involves relating game design to instructional design, and narrative design to educational experience design.

6 Limitations of the Study Presented study has several limitations. Firstly, while the authors were making the review on narrative game design in education, they identified a significant milestone - Grip’s report on GDC-2014. Surprisingly, it seems that this milestone didn’t affect the educational research society, and this cannot be written of as area isolation, because educators cite such sources as Gamasutra (video games development base of knowledge) for example. Unfortunately, presented paper don’t focus on mutual influence of game development on education, so this finding has left out of consideration. Secondly, as far as the authors work in software engineering field, they introduce quite a formal point of view on a topic, which suitable to software design, but could bring some troubles with the users. In justification, we note that the authors are already working with social scientists to facilitate the process of implementing the ideas from current paper.

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7 Conclusion The paper discussed narrative video games design prospectives as a source to methodology and technology transfer to LxD. It is also studied as previous attempts of research and development such a transfer as overall experience on narrative game design in education. The authors firstly introduced a prototype of an LxD tool, which is gained by the adoption of Grip’s criteria and 4-levels for narrative design in video games and, secondly, come to several valuable findings: • LxD and narrative video games design have a common origin and should be study via HCI, UCD, and UI/UX. Moreover, borrowing methods are allowed only because of this common origin. • Successful implementation of LxD adds UX skills to a teacher’s role (or learning materials’ creator). • LxD deals with DLE, and it is obligatory to take into consideration both the representation of a learning process in a learner’s mind and the representation of a learner in a formal ontology of a learning process. Summarizing narrative game design seems like a very attractive methodology to support the idea of LxD and to give educators not only manifests and LxD cycles, but a toolset. Moreover, as far as the video games industry has been working with huge and deep digital worlds with effective HCI for a long time it could be a prospective source for innovative methods and tools. Surely, this opens lots of possibilities for a future work: • The authors have already popularized their ideas among internal society of educators among their university and country. The next step is to test some ideas with social scientists to identify gaps, limitations, and latent troubles. We found that obligatory before introducing a framework for LxD practitioners. • Given in current paper brief reviews demonstrated ontology connections narrative tools in education with neuropsychological studies, UX-studies, etc. The authors suppose that studying these domains can bring new valuable insights. • Narrative design in education should relate to design of educational AI for adaptive personalized learning techniques and substrate for new level of gamification [32].

References 1. Schnepp, J., Rogers, C.: A practical approach to Learner Experience Design. Int. J. Teach. Learn. High. Educ. 34(1), 161–169 (2022) 2. Wong, J.T., Hughes, B.S.: Leveraging learning experience design: digital media approaches to influence motivational traits that support student learning behaviors in undergraduate online courses. J. Comput. High. Educ. 35(3), 595–632 (2022). https://doi.org/10.1007/s12528-02209342-1 3. Grip, T.: Making Storytelling a Fundamental Part of the Gameplay Experience. San Francisco (2014) 4. What is learning experience design? LXD.org (2023). https://lxd.org/fundamentals-of-lea rning-experience-design/what-is-learning-experience-design/. Accessed 31 May 2023 5. Notes on User Centered Design Process (UCD). W3C. Web Accessibility Initiative (2006). https://www.w3.org/WAI/redesign/ucd. Accessed 23 May 2023

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6. Lowdermilk, T.: User-Centered Design: A Developer’s Guide to Building User-Friendly Applications. O’Reilly Media, pp. 154 (2013) 7. Schmidt, M., Huang, R.: Defining learning experience design: voices from the field of learning design & technology. TechTrends 66, 141–158 (2021). https://doi.org/10.1007/s11528-02100656-y 8. van Wyk, N., Niekerk, J.V., Petratos, S.: Learning experience design: a framework for the design of online guidance components. In: 20th European Conference on e-Learning. Berlin, pp. 495–503 (2021) 9. Sylvester, T.: Designing Games: A Guide to Engineering Experiences. O’Reilly Media, pp. 413 (2013) 10. Carroll, J.M.: Human computer interaction - brief intro. In: The Encyclopedia of HumanComputer Interaction/Ed. by Foundation I.D (2021) 11. Jackson, L.C., O’Mara, J., Moss, J., Jackson, A.C.: Analysing digital educational games with the games as action games as text framework. Comput. Educ. 183, 104500 (2022) 12. Colby, R.S.: Reinventing argument: how games persuade through performative enthymemes. Comput. Compos. 63, 102693 (2022) 13. Barab, S.A., Sadler, T.D., Heiselt, C., et al.: Relating narrative, inquiry, and inscriptions: supporting consequential play. J. Sci. Educ. Technol. 16, 59–82 (2007) 14. Pilegard, C., Mayer, R.E.: Improving academic learning from computer-based narrative games. Contemp. Education. Psychol. 44–45, 12–22 (2016) 15. Jackson, L.C., O’Mara, J., Moss, J., Jackson, A.C.: A critical review of the effectiveness of narrative-driven digital educational games. Int. J. Game-Based Learn. 8(4), 32–49 (2018) 16. Deterding, S., Dixon, D., Khaled, R., Nacke, L.: From game design elements to gamefulness: defining gamification. In: 15th International Academic MindTrek Conference: Envisioning Future Media Environments (2011) 17. Djaouti, D., Alvarez, J., Jessel, J.-P., Rampnoux, O.: Origins of Serious Games. In: Ma, M., Oikonomou, A., Jain, L.C. (eds.) Serious Games and Edutainment Applications, pp. 25–43. Springer, London (2011). https://doi.org/10.1007/978-1-4471-2161-9_3 18. Laamarti, F., Eid, M., Saddik, A.E.: An overview of serious games. Int. J. Comput. Games Technol. 2014, 1–15 (2014) 19. Adams, D.M., Mayer, R.E., MacNamara, A., Koenig, A., Wainess, R.: Narrative games for learning: testing the discovery and narrative hypotheses. J. Educ. Psychol. 104(1), 235–249 (2012) 20. Schrader, C.: Serious games and game-based learning. In: Zawacki-Richter, O., Jung, I. (eds.) Handbook of Open, Distance and Digital Education. Springer, Singapore (2023). https://doi. org/10.1007/978-981-19-2080-6_74 21. Tobias, S., Fletcher, J.D., Wind, A.P.: Game-Based Learning. In: Spector, J.M., Merrill, M.D., Elen, J., Bishop, M.J. (eds.) Handbook of Research on Educational Communications and Technology, pp. 485–503. Springer, New York (2014). https://doi.org/10.1007/978-1-46143185-5_38 22. Breien, F.S., Wasson, B.: Narrative categorization in digital game-based learning: engagement, motivation & learning. Br. J. Education. Technol. 52(1), 91–111 (2021) 23. Mawasi, A., Nagy, P., Finn, Ed., Wylie, R.: Narrative-Based learning activities for science ethics education: an affordance perspective. J. Sci. Educ. Technol. 31(1), 16–26 (2021). https:// doi.org/10.1007/s10956-021-09928-x 24. Dickey, M.D.: Game design narrative for learning: appropriating adventure game design narrative devices and techniques for the design of interactive learning environments. Education Tech. Research Dev. 54(3), 245–263 (2006) 25. Dickey, M.D.: Game design and learning: a conjectural analysis of how massively multiple online role-playing games (MMORPGs) foster intrinsic motivation. Education. Technol. Research Dev. 55(3), 253–273 (2006)

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26. Dickey, M.D.: Murder on Grimm Isle: The impact of game narrative design in an educational game-based learning environment. Br. J. Edu. Technol. 42(3), 456–469 (2011) 27. Dickey, M.D.: Narrative in game-based learning. In: Handbook of Game-Based Learning. The MIT Press, pp. 283–306 (2020) 28. Novak, E., Johnson, T.E., Tenenbaum, G., Shute, V.J.: Effects of an instructional gaming characteristic on learning effectiveness, efficiency, and engagement: using a storyline for teaching basic statistical skills. Interact. Learn. Environ. 24(3), pp. 523–538 (2014) 29. Taeger, S.D., Yanchar, S.C.: Principles and practices of designing narrative distance for transformative learning experiences. Educ. Media Int. 56(2), 164–181 (2019) 30. Gee, P.J.: What video games have to teach us about learning and literacy. Comput. Entertain. 1(1), 20 (2003) 31. Franco, A.O.R., et al.: An ontology for role playing games. In: XVII SBGames, pp. 615–618 (2018) 32. Salazar, J.: On the ontology of MMORPG beings: a theoretical model for research. In: Proceedings of hte 2005 DIGRA International Conference: Changing Views: Worlds in Play, vol. 3 (2005)

Playing Video Games to Learn Computational Thinking? A Case Study of Game-Based Learning in Secondary CS Education Azra Bajramovi´c, Alexander Steinmaurer(B) , and Christian G¨ utl Graz University of Technology, Graz, Austria [email protected], {alexander.steinmaurer,c.guetl}@tugraz.at

Abstract. Game-based learning has shown promise in teaching computer science in schools by enhancing student engagement and motivation. This paper presents a case conducted in an Austrian secondary school involving 23 students. The students were divided into two groups that acquire fundamental skills in programming - one group using gamebased learning and the second group in traditional learning. This study aims to incorporate the serious game sCool into computer science education and compare the benefits of game-based learning compared to traditional methods. The study expresses that students within the gamebased group showed lower levels of motivation for computer science compared to those using traditional methods. Additionally, the game-based learning approach resulted in similar retention of computational thinking knowledge among the students one year after the study was conducted. The findings support the idea that incorporating serious games in computer science education can lead to improved learning outcomes. The paper concludes by emphasizing the importance of considering motivation levels in designing effective educational games and suggests further research in this area to enhance computational thinking teaching. Keywords: Game-based learning computational thinking

1

· Secondary Education ·

Introduction

Game-based learning has emerged as a promising approach to teaching computer science in school education. It includes (digital) games in traditional educational contexts to enhance student engagement and motivation. Game-based learning encourages the student’s skills in problem-solving, critical thinking, and collaboration [1]. Game-based learning in computer science classes can take many forms, such as coding challenges, programming simulations, or game design projects, and can be adapted to different skill levels and learning styles. Additionally, game-based learning can provide immediate feedback and progress tracking, c The Author(s), under exclusive license to Springer Nature Switzerland AG 2024  M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 474–482, 2024. https://doi.org/10.1007/978-3-031-53022-7_47

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allowing both students and teachers to monitor the learning process and identify areas that require further attention. By integrating game-based learning into computer science classes, educators can help students develop a fondness for learning and an interest in technology. Recent studies [2] have shown that there is a lack in GBL research which supports the actual integration of GBL in current curricula, as well as whether the increase in motivation during GBL activities has any effect on retention of learned knowledge. Therefore in order to acquire substantiation for this deficiency in GBL research, we conduct a case study using a serious game called “sCool”, and compare its performance to that of traditional learning. We defined the following research questions: RO1: In what ways can a serious game be incorporated into secondary computer science education to improve computational thinking? RO2: How does a game-based learning approach support students during learning compared to traditional classroom methods? RO3: Does the level of motivation during the learning process have an impact on sustainable learning achievements? The main contributions of this paper are i) Present a case study how a GBL approach can be integrated into a classroom, conducting a study with 23 participants within secondary school classes and ii) Providing support that the level of motivation has an impact on students retention of CT knowledge.

2 2.1

Background and Related Work Computational Thinking

Computational Thinking (CT) is according to Wing [3] fundamental in the 21st century. It enables individuals to comprehend and solve complex problems in a way that can be comprehensible to humans, computers, or both. Traditionally, it encompasses four key techniques: i) decomposition, breaking down the problem into smaller units; ii) pattern recognition, identifying similarities among problems or sub-units; iii) abstraction, focusing on essential details while omitting smaller ones; and iv) creating algorithms, developing step-by-step solutions. It is included in many curricula and frameworks of international K-12 education. 2.2

Teaching Methods in CS Education

Computational Thinking (CT) encompasses a range of skills, and it may be difficult to comprehensively address all its concepts using a single teaching approach. This paper discusses two strategies, game-based learning (GBL) and traditional learning (TL), which can be used together to teach a single concept effectively. Traditional learning, a popular teaching method, relies on textbooks and workbooks, where students learn through close observation of teachers’ instructions, but it struggles to create an interactive and student-oriented program for Computational Thinking [4,5]. A study by Jun, Han, & Kim [6] compared the effect of a design-based learning method on CT skills with a control group using

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the traditional learning approach. While both methods showed a similar impact on students’ self-efficacy, self-interest, and self-CT, the test group demonstrated significantly more positive changes in all areas. This could indicate that TL alone may not be a suitable method for teaching CT. Game-based learning (GBL) incorporates game strategies, rules, and social experiences into the classroom, promoting student engagement and creating a relaxed atmosphere for learning [1,7]. Research supports the effectiveness of GBL in teaching Computational Thinking (CT), as it allows students to independently explore and investigate concepts in an engaging yet serious way. A review by Theodoropoulos et al. [8] of 44 studies on GBL in programming and CT education demonstrates its significant positive impact on teaching CT, particularly for students with limited programming experience. 2.3

Game-Based Learning Approaches in Practice

Game-based learning is a frequently used strategy for teaching CT skills. This is because it supports student-centered learning, where the students set their own learning goals, and by themselves explore the possible solutions or pathways to achieve set goals [9]. Currently, there exists a variety of serious games which have been designed to support computer science education (CSEd). An example of such an educational approach is Minecraft Education Edition. It is an increasingly popular tool for teaching CT skills in classrooms. As students interact with the game’s virtual world, they are presented with a range of challenges that require them to think logically, use problem-solving skills, and learn coding concepts. Minecraft was found to be an effective tool for teaching computational thinking to middle school students, as students show significant improvements in their computational thinking skills [10]. These findings suggest that Minecraft as a tool used to support game-based learning has the potential to be an innovative and engaging tool for educators looking to teach computational thinking skills to their students. sCool is another tool that supports game-based teaching of CT skills. sCool consists of two parts; a web platform where educators are able to design the tasks and environment of the game for the student, and a video game that has the data from the web platform transferred to it. The video game itself is divided into two learning modes, the concept, and the practical learning part. The concept-learning part covers basic concepts of computer science and coding. The practical-learning part covers the implementation of these concepts with the Python programming language. In a study conducted by Steinmaurer et al. [11], where sCool was used as a tool to enhance CT skills of secondary school students, researchers found that sCool positively affected students’ engagement in class, however, the findings of the study indicate that the students were not able to apply the concepts taught through the game on similar tasks but in a different environment. They suggest long-term usage of the game to observe a lasting improvement in the students’ skills.

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Assessment in Computational Thinking

There are several instruments to assess the students’ skills in computational thinking. One such instrument is the Bebras challenge. This is an international initiative developed in Lithuania in 2004 to raise awareness of Informatics and CT [12]. The tasks are free and available online. They are designed so that a person would not need prior coding knowledge in order to solve them as they rely heavily on logical thinking for the solution. As such they are a good fit as an assessment tool for CT [13].

3 3.1

Case Study Participants

The study was conducted in an Austrian secondary school and involved 23 students from 3rd- and 4th-grade, which were divided into two groups: game-based learning (GBL) and traditional learning (TL). Thirteen participants were in the 3rd-grade group (GBL=7, TL=6), and ten participants were in the 4th-grade group (GBL=5, TL=5), of which F=5 and M=18. The classes were lead by a secondary school Computer Science teacher, who had already previously taught the participants. 3.2

Materials and Methods

Pre-study Questionnaire. The pre-study questionnaire was aiming to get a better insight into the participants’ background and prior knowledge. The following questions were asked of the participants: – – – –

What is your gender? [Male or Female] What jobs do your parents have? [open-ended question] Which programming languages do you already know? [open-ended question] What experience do you have with programming languages? [open-ended question] – Have you played a “game-based learning” game in a class before? [open-ended question] – How many hours weekly do you spend on average in front of the screen? [open-ended question] Pre-study Bebras Evaluation. The pre-study Bebras test served to provide insight into the students’ computational thinking skills before the start of the study. The students were asked to solve the following tasks: 1. Cleaning Up - A robot is cleaning garbage going from one piece to the next closest. 2. Coins - Given a bag of coins with different values, the required amount should be paid with as few coins as possible.

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3. Stamps - Knowing that there exist 4 different stamps, and given 3 different combinations figure out which stamps were used. 4. Drawing Robot - Given the logic of a drawing robot’s movement, and given a sequence choose which pattern is the result. 5. Fruit Game - Given 4 different fruit stick combinations, figure out which number belongs to which fruit and according to needed and where the given number sequence choose the corresponding fruit stick. Practical Assessments. The post-study practical assessment served to provide support in comparing the two student groups (GBL and TL). The assessments in this category utilized different tools, such as Minecraft Education play, Python coding, and a theoretical test. All groups had to take these assessments regardless of the method group they were in. Since the students in different groups were exposed to different learning environments, the goal of this assessment was to compare the practical skills of the students.

Post-study Motivation Survey. This instrument is a self-assessment survey to evaluate the students’ motivation after the study. The survey was done to observe the student’s attitudes toward the topic of the lessons. It consists of 23 Likert scale questions on a 5-item scale from fully agree to fully disagree. Some of the questions were: “I believe I can program well”, “I can learn how to program”, “Programming is interesting”, “I want to use programming to solve problems in the world.”, and “Programming is useful for me.”.

Post-study Bebras Evaluation. The post-study Bebras tests served to provide insight into the students’ computational thinking skills. Again, the students had to solve five tasks, that were different from the five tasks of the pre-study.

Feedback Questionnaire. This questionnaire served to provide insight into how the students from different groups self-assessed the difficulty of the approach in which they were taught. The questions asked about the technologies used in class, what their general opinion of their coding performance was during the study period, whether they could follow the classes, etc. 3.3

Procedure

During the duration of the study students from both groups attended four double-period classes. Each of the four blocks was characterized by one topic related to programming. In week 1 variables and commands were introduced. Data types and operators were the topics of week 2. Week 3 compromised loops and finally, in week 4 conditional statements were taught.

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Before the first block started, all students completed the initial survey that provided information on their background, such as their parents’ professions and knowledge of programming languages. They also took an initial Bebras assessment test, which included five tasks. The students were divided into groups by grade and attended classes together in the same classroom. Both groups in each grade attended the lesson together, but using a different method. At the beginning of each class, the teacher reviewed the previously covered concepts with the entire grade. The GBL group then continued learning with the educational game, while the TL group participated in the lecture given by the teacher. Both groups did the same exercises related to the day’s lesson topic at the end of the class. The GBL groups learned the topics through the gameplay of the serious game sCool by playing the game and watching prerecorded video tutorials, while the traditional learning groups learned through the teacher’s lecture, accompanied by Python coding examples. At the end of all interventions, the students took different assessments to evaluate the success of the instructional approach of both groups. They took another Bebras test, which consisted of five questions different from the ones done before the study, but again for grade levels 5 and 6. Additionally, the students completed a motivation survey and feedback questionnaire to provide insight into their motivation and enjoyment of the two learning methods. One year after the study, the two groups from third grade took the Bebras test again, in order to compare the retention of knowledge between the two teaching methods. The reason the fourth-grade group did not take this test is that they have already finished their secondary school education. 3.4

Results

Prior to the study almost 70% of students from the 3rd grade and only 30% of 4th graders had no previous experience in programming. The majority of the students did not have a parent employed in the IT field. The 4th-grade groups performed overall slightly better than the 3rd-grade groups. The Bebras preand post-study assessments are shown in Table 1. Finally, the results post-study Bebras assessment done with the 3rd-grade groups are shown in Table 2. Table 1. Pre- and Post-Study Bebras Teaching Method Grade Students Pre Study Bebras Mean

PreStudy Bebras SD

PostStudy Bebras Mean

PostStudy Bebras SD

GBL TL

3rd 3rd

7 6

2.14 2.83

1.34 0.98

3.14 3.17

1.68 0.75

GBL TL

4th 4th

5 5

2.40 2.00

1.14 1.22

3.40 3.0

0.55 0

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Method Group Grade N of Students After 1 year Post Study Bebras Mean

After 1 year Post Study Bebras SD

GBL TL

0.97 0,89

4

3rd 3rd

7 5

3.57 3.6

Findings and Discussion

RO1: Incorporating serious games in CSEd: After comparison of the results of the assessments from GBL and TL groups, one can see that all groups performed similarly (M of GBL 3rd=3.14, M of TL 3rd=3.17, M of GBL 4th=3.40, M of TL 4th=3.0). This could indicate that a game-based learning approach such as sCool can be as efficient as the TL method, which supports the findings from former studies showing that GBL is an effective form of teaching [1,7]. Furthermore, this indication implies that the incorporation of GBL into a standard curriculum would not bring forth complications in regard to the knowledge obtained by students. Therefore, a serious game can be incorporated into CS education by allowing students to learn by themselves with the help of instructional materials such as pre-recorded videos. From this study, it can also be stated that this type of implementation should be accompanied by regular repetition of previously learned material, and non-game tasks after lessons. RO2: How GBL supports students: In comparison to TL GBL supports student self-motivation, self-resourcefulness, and self-management [9]. From this study, it is evident that GBL is successful in doing so, as the students from GBL groups were able to perform as well as the students who were taught by an educator. In the post-study Bebras Informatics assessment a year after, it can be seen that both groups of 3rd-graders have performed similarly, indicating that GBL is also efficient in the retention of learned content. A limitation of this finding is that it was not possible to have the 4th-grade students take the one year after assessment, as they have already left the school at which the study was conducted. RO3: Impact on motivation: Contrary to findings of other GBL research [2], in this study, on average, the TL group students were more motivated for programming and CS post-study. This is supported by TL students having a higher mean for questions such as “Programming is important for me” (M of GBL =2.30, M of TL=3.30), and “I want to be good at programming” (M of GBL=1.85, M of TL=2.82). These results could have been affected by the teacher bias in the TL groups. Furthermore, these results could imply that sCool as a game should be introduced in a different way, since even though the motivation of GBL students in this study was comparably lower than that of TL students, they still managed to learn and retain alike amounts of knowledge. With regards to this, it can be noted that the students in the GBL groups were put into completely new learning environments, and thus had to adapt to that change as well as learn new material on their own. However, even though their motivation was

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not as high as the TL students’ they still had similar results on both immediately post-study assessments as well as the one year after assessment.

5

Conclusion and Future Work

The case study findings show that GBL is a sufficient approach to teaching CT. It supports students’ self-management and self-learning. Even though the motivation of the GBL groups in the study was lower than the TL groups according to the self-assessment survey, the GBL students performed as successfully on all assessments, immediately after and one year after the study. The sample size for this case study was rather small and as such the findings of this study cannot be generalized for a wider population. In future work, a similar study will be performed on a larger group. It is significant to note that there was a teacher bias that might have affected the results of the study, especially the self-assessed motivation, and in the future, it could be beneficial to have the TL group taught by an additional teacher so that both groups be put in new environments. Both the GBL and TL groups of one grade were in the same classroom during the lesson, which could have significantly affected the focus and motivation of students because of the possible distraction/curiosity. Furthermore, after one year Bebras assessment was done with the same questions as the Bebras assessment immediately after the study, and in regards to CT, it would be interesting to see how the students would manage with completely new questions.

References 1. Pho, A., Dinscore, A.: Game-based learning. Instruction Section (2015) 2. Carlo, H.A.P., Featherstone, G., Houghton, E.: Game-based learning: latest evidence and future directions (NFER research programme: Innovation in education). 04 (2013) 3. Wing, J.M.: Computational thinking. Commun. ACM 49(3), 33–35 (2006) 4. Teach.com. Teaching methods (2020). Accessed 09 Jan 2022 5. Cicchino, M.I.: Using game-based learning to foster critical thinking in student discourse. Interdisc. J. Probl.-Based Learn. 9(2), 4 (2015) 6. Jun, S., Han, S., Kim, S.: Effect of design-based learning on improving computational thinking (2016) 7. Grand Canyon University. What is game-based learning? (2021) 8. Theodoropoulos, A., Lepouras, G.: Digital Game-Based Learning and Computational Thinking in P-12 Education: A Systematic Literature Review on Playing Games for Learning Programming, pp. 159–183 (2020) 9. Hsu, Y.-T.H.T.-C., Chang, S.-C.: How to learn and how to teach computational thinking: suggestions based on a review of the literature. Comput. Educ. 126, 296–310 (2018) 10. Korur, E.K., Oner, D.: Coding with minecraft: the development of middle school students’ computational thinking. ACM Trans. Comput. Educ. 22, 1–19 (2022)

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11. Steinmaurer, A., Pirker, J., G¨ utl, C.: sCool - game-based learning in computer science class a case study in secondary education. Int. J. Eng. Pedagogy 9(2), 35–50 (2019) 12. Araujo, A.L.S.O., Santos, J.S., Andrade, W.L., Guerrero, D.D.S., Dagiene, V.: Exploring computational thinking assessment in introductory programming courses. In: 2017 IEEE Frontiers in Education Conference (FIE), pp. 1–9, Indianapolis, IN, October (2017). IEEE 13. Vilnius University. Bebras international challenge on informatics and computational thinking

Pythra’a: A 2D Game for Supporting Pre-college Students Learning Python Programming Language Moutaz Saleh(B)

, Raghad Aqel, Mariam Elmoghazy, and Shaikha Al Bader

Department of Computer Science and Engineering, Qatar University, 2713 Doha, Qatar [email protected]

Abstract. Computer programming courses are an essential aspect of STEM education that comes with many challenges. Students struggle to master the fundamentals of programming, which results in low pass rates and engagement. The usage of gamification in programming courses has been recognized as a potential technique that could increase student engagement as well as impact learning in a positive way. Therefore, this paper proposes a web portal game that aims to help pre-college students learn the python programming language and prevent those challenges from occurring. The proposed game will be designed and structured to give school students an enhancing experience to learn programming on their own educational journey while generate a deep understanding of main programming principles using diverse problems with enthusiasm and motivation. To keep the student immersed in the game, a rewarding system and a players’ scoreboard are developed. This will increase students’ motivation and competition among their peers. Keywords: STEM · Gamification · Learning; Motivation · Programming · Python · Pre-College Students

1 Introduction In the last two decades, the world have witnessed a rapid growth of technology and its positive influence in all aspects of our everyday life. Therefore, the importance of learning programming has become a necessity, causing many schools and colleges to implement it earlier on in their syllabus [1]. In fact, programming nowadays is being used in many fields, such as finance, medicine, and entertainment to name a few. Specifically, python programming language is in such high demand as it became a solution in many different areas, and thus a critical skill used for data analysis, artificial intelligence, and machine learning. “Programming is fun!” A sentence that all computer science students have heard before, even any other students who searched about programming. However, once the students start learning a programming language and trying to thoroughly understand all of its required concepts, a large group of them overwhelmed with the amount of © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 483–494, 2024. https://doi.org/10.1007/978-3-031-53022-7_48

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knowledge and their unfamiliarity with the syntax. Consequently, their interest in learning programming declines with their motivation and encouragement to enter the world of programming. Hence, both teaching methods and flow of learning are extremely important to keep the students interested in learning. Game based learning or the Gamification of learning is a technique used by educators to keep students motivated and engaged in their learning process [2–5]. Either the game was computer-based or mobile-based; it engrosses the student to experience a new light of receiving information and practicing their skills with enjoyment. Supported by structures that guide to knowledge, innovative thinking, and soft skills, it assists the student through a considerable number of contexts to grasp complex concepts, while keeping the connection between theoretical ideas and the genuine problems that are to be solved. This approach has proven its effectiveness in many studies, as it motivates pre-college students and even children to continue their learning progress since they are enjoying, however, the crucial factor that determine the success of fail of such a game is how much the students are enjoying it. The reminder of the paper is organized as following: Sect. 2 presents the related work, Sect. 3 describes the proposed game, Sect. 4 depicts the system architecture and its operation, Sect. 5 provides a detailed analysis of the game development, Sect. 6 shows game evaluation and Sect. 7 concludes the paper.

2 Related Work Currently, an increase in the number of platforms that help in teaching programming languages have been developed. However, these platforms differ from one another in many aspects, as some give focus on the design more than the content or vice versa. For instance, Sololearn [6] is an advanced programming learning platform that builds a customized learning plan that consists of several lessons according to the user’s inputs. Sololearn is targeted more at adults as it lacks the factor of a fun learning platform. Another platform called CodeMonkey [7] aims to teach students using block-based coding up to advanced programming languages such as python using an entertaining game-like environment. CodeMonkey offers courses that are fun, intuitive, and gamified. It has a k-8 curriculum for ages 5–14 years old where they can learn without prior experience in programming. All courses offered by CodeMonkey are targeted schools, after-school activities, and personal use. Codingame [8] is a game-like website that emphasizes teaching code languages through gameplay. It supports over 25 programming languages including Ruby and JavaScript. The way Codingame teaches users is by solving puzzles and challenges through writing real code and the user can get assistance from coding experts in the field. Scratch [9] is a block-based coding that is free and can be used online or downloaded and used without an internet connection. Scratch is designed for students from ages 8–16 to learn and apply crucial computer science and coding concepts. Another blockbased programming software is Alice [10] that has a drag and drop interface to create a programming environment, which makes it easy to create animations, build interactive narratives, program simple games in 3D, and transition to a text-based language. The goal of Alice is to introduce students to the fundamentals of programming, logical thinking, and object-oriented programming.

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Codecombat [11] is a role-playing game (RPG) that helps students learn how to code. The game is recommended for student ages 9–16 where they learn to type code languages like Python, JavaScript, and C++. Checkio [12] is a website that offers courses in python and TypeScrip with more in-depth explanations, and it has a more advanced usage of code, as it also asks the users to implement their understanding into a code while still providing resources for the users to assist them when they test their knowledge. Tynker [13] is another example of an educational system that assists students of all ages to understand the fundamentals of programming like learning about the variables, functions, and loops. The students also can customize their avatars, the backgrounds to write a full story, and they can run the code to check their progress or if they need to alter their code.

3 Proposed Game This work aims to create a gamified environment for students to easily access tutorials to learn python programming language in an innovative method that will be a huge step into the coding world that will encourage more young people to become interested in programming and to easily find their path in this field. Following are the main objective for this work: • To build an educational gaming platform that eases the learning process of programming language for pre-college students. • To simplify the process of programming language level by level and make it fun to be used by anyone at any time. • To raise programming awareness among pre-college students • To give the pre-college students the opportunity to learn the different uses of a programming language through a website platform • To provide an interactive engaging learning experience for pre-college students The proposed system is composed of eight use cases as shown in Fig. 1. The system also has three primary actors namely the player, admin, and code checker. Each actor will play a crucial role in aiding the system to function as intended. The detailed operation and workflow performed by each system’s use case is described as in following: 1. 2. 3. 4. 5. 6. 7. 8.

Register account: The player registers for an account, by entering the details. Login: The user enters their pre-registered email and password. Manage account: The user can view, edit, and update their account details. Play game: The player will start playing the game by selecting a level, the game has questions, obstacles, scores, and view tutorial once during the game. View scoreboard: The player can view the score of all user’s and see their own score on the board. View tutorial: The player selects the view tutorial button that shows the topic covered in the levels. Practice coding: The user selects this option to practice codes they have learnt in this built-in playground instead of installing the programs on their computers. Manage report: The admin can view all accounts registered and their progress in details.

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Fig. 1. System Use Case Diagram

4 System Architecture The MVC architecture style is used for developing our web game application. The MVC has three key components namely: model, view, and controller. These three components are separated from each other, which allows modification to be executed without seriously interpreting the other component. In addition, the MVC allows flexibility for the view component where the UI can be completely changed without affecting the model. Figure 2 illustrates the high-level architecture diagram of the proposed solution for the system. The model handles and manages all the data, rules of the web application, and the logic of our system. The view displays the information from the model component to the user such as viewing the tutorial, scoreboard, and account in a specific format. Lastly, the controller receives the input of the user validates it, and then passes the input to the model component. This will happen in our system during login, registration, tracking the progress of the player, and playing the game.

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Fig. 2. High Level Architecture

5 Game Development 5.1 Game Development Process Throughout the development of this game, we adopt the spiral model. As shown in Fig. 3, every stage of the spiral model for game development begins with a goal for the design, and then a risk analysis is performed where the prototype is produced. A the end, if any risk is found, alternate solutions are suggested, followed by the implementation of what was designed and a playtest where the developer makes sure what they made is fun for the player, finally it concludes with the evaluation and planning for the next iteration. This model allows the developer to evaluate the output before proceeding to the next spiral cycle and add functionality or any kind of changes in the later phases. Moreover, its repetitive approach helps in managing risks and leaves room for any feedback to increase the effectiveness of the game.

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Fig. 3. Spiral Model

The game has different worlds; each world will have multiple levels that have different requirements. For example, in world 1-level 1 there will be different theme, obstacles and questions in comparison with world 2-level 1. Following the spiral model will help us to evaluate each level in the game systematically, by allowing us to complete the prototype of one level then proceeding to the implementation, followed by a playtest, and concluded with an evaluation of the past cycle. Rather than completing the prototype of the whole game, the spiral model allows us to evaluate the effectiveness of the prototype and graphics used before applying it to the whole game. 5.2 Game Design Pythra’a, is the name of our game. The “Py” in the name comes from the word python, which is the programming language that the game is about and the other part “thra’a” comes from the Arabic word “Ithraa” which means enrichment, as we want to improve the learning process and allow students to understand programming in a fun and educational way. The logo of the game includes the character pythra’a and the slogan “Learn Python with Pythra’a” which aims to create a friendly environment for pre-college students as they follow the character in learning python. The web portal game has a main screen as shown in Fig. 4 where the user can log in to access the game if they have an account registered in the system. On the other hand, if the user does not have an account, the user can register to create an account as illustrated in Fig. 5. To create an account the user should provide their name, a valid email, and a password.

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Fig. 4. Main Screen

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Fig. 5. Register Screen

After the user successfully log in, the home page will be displayed as shown in Fig. 6. The home page consists of a start button and a top bar that has a python playground that allows users to practice python programming by compiling and running their code, a scoreboard that shows the top 10 users as shown in Fig. 7, and a profile. When the user clicks on the start button, the level map is shown. As illustrated in Fig. 8 the level map contains levels 1 to 6, when the user completes the preceding level, the succeeding level is unlocked. The user can switch between worlds by clicking on the greater than sign. Moreover, each world introduces a new tutorial about the python programming language, the tutorial can be accessed by clicking on the tutorial in the top bar and the tutorial will be displayed as shown in Fig. 9.

Fig. 6. Game Home Page

Fig. 7. Players’ Scorboard

Fig. 8. Game World Map

Fig. 9. Game Tutorial Example

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Once the user clicks on level 1 on the map, level 1 is displayed as shown in Fig. 10, where the user has to earn points by collecting coins, answering the question at the checkpoint, and killing enemies (python). For the first levels, the questions will be easy to make the user understand how the game works. However, in the next levels, the number of questions and the level of the question will increase from easy to medium to hard. All the questions will be from the tutorial that is also available in the game. The tutorial can only be clicked on if the user is not answering a question at the checkpoint. To pass the level the user needs to not lose all three hearts by getting 50% or more of the questions correctly and preventing being bitten by the python.

Fig. 10. World 1 – Level 1

There will be multiple checkpoints in the game. The checkpoint, as shown in Fig. 11, is a purple flag that when the user passes by it a question box will show, as illustrated in Fig. 12, testing their understanding of what was mentioned in the tutorial. If the user answers the question correctly, 100 points will be added to their score. On the other hand, if the user gets the question wrong, they will lose one heart. After submitting their answer, the correct answer will be revealed and the user can continue the game. Moreover, there will be different question types, for example, multiple choice questions, true or false, what is the output, and more.

Fig. 11. Level Checkpoint

Fig. 12. Sample Question

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6 Game Evaluation The proposed game will be evaluated using MEEGA+ model (Model for the Evaluation of Educational Games) [14, 15] through gathering data about players in terms of perceived learning, user experience, and usability. The MEEGA+ model will be used as an evaluation instrument of the game and its impact on children’s knowledge. The application of the MEEGA+ model in any given context will require the use of questionnaires to facilitate the collection of data on the perceived reactions of learners after they have interacted with the game. The MEEGA+ measurement tool will be performed to evaluate the game’s quality factors described in Table 1. Expected results include enhanced learning, increased motivation, and improved performance for participating students. Table 1. The Measurement Tool of MEEGA+ Quality factor

Dimension

Item Description

Usability

Aesthetics

The game design is attractive (interface, graphics, sounds, character, level)

Learnability

Learning to play this gameis easy

Operability

The game is easy to control

Accessibility

The fonts and colors are good to read and understand the text

Error prevention and recovery When a mistake is committed, it can be rectified quickly Player Experience

Confidence

The game looks like very attractive to play with

Challenge

The game challenges are moderate without frustration and boring

Satisfaction

The player recommends it to friends

Social Interaction

The game promotes cooperation among the players

Fun

The player enjoyed playing with the game

Focused Attention

The player can feel relaxed and would like always to improve her/his score

Relevance

The player prefer to learn through the game rather than traditional learning methods (continued)

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Quality factor

Dimension

Perceived Learning Learning goals

Item Description The game allowed the player to learn programming language level by level The game provided the player with interactive engaging learning experience The game encourages the player to smoothly learn programming The game allowed the player to practice different coding exercises The game taught the player main programming concepts The game offered the player the opportunity to learn programming at any time with enjoyment

To identify the market needs and confirm if the game is suitable and interesting for pre-college students, a survey with 20 questions was conducted and targeted three groups of people: pre-college students, college students and graduates, and IT instructors. Each group’s feedback played a vital role in the development of our game. There were 230 people participated in the survey: 109 pre-college students, 111 college students/graduates, and 10 IT instructors. For pre-college students, as shown in Fig. 13, more than 70% agreed with the statement that programming will help them in their major at university, which confirms the need for introducing programming at school to ease the transition to college. Figure 14 demonstrated that more than 80% of the students are interested in learning programming while playing a game.

Fig. 13. Sample-Q1 Pre-College Students

Fig. 14. Sample-Q2 Pre-College Students

On the other hand, as shown in Fig. 15, 60% of IT instructors agreed that educational games are the best way for pre-college students to learn programming. Furthermore, in Fig. 16, most instructors agree that python programming language is the most crucial language to learn today. Finally, Figs. 17 and 18 demonstrated that 90% of the instructors would suggest an educational game to learn programming to their students and agree that an educational game platform would be interesting for pre-college students.

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Fig. 15. Sample-Q1 IT Instructors

Fig. 16. Sample-Q2 IT Instructors

Fig. 17. Sample-Q3 IT Instructors

Fig. 18. Sample-Q4 IT Instructors

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7 Conclusion In this paper, we propose a gamified environment for students to learn python programming language in an innovative method that could increase student engagement as well as impact learning in a positive way. The proposed game is designed to give precollege students an enriching experience to learn Python programming with excitement as well as generating a deep understanding of the main programming principles using animated multimedia tutorials and exercises. To keep the student immersed in the game, a rewarding system and a players’ scoreboard are developed which will increase students’ motivation and competition among their peers. The game will be tested on a group of pre-college students and evaluated using the MEEGA+ model to measure students’ perceived learning, their experience, and game usability. Results are expected to show an enhanced, efficient and attention experience while learning python programming.

References 1. Venter, M.: Gamification in STEM programming courses: state of the art. In: 2020 IEEE Global Engineering Education Conference (EDUCON), pp. 859–866 (2020) 2. Moosa, A.M., Al-Maadeed, N., Saleh, M., Al-Maadeed, S.A., Aljaam, J.M.: Designing a mobile serious game for raising awareness of diabetic children. IEEE Access 8, 222876– 222889 (2020) 3. Ali, Z., Saleh, M., Al-Maadeed, S., Abou Elsaud, S.: Understand my world: an interactive app for children learning Arabic vocabulary. In: 2021 IEEE Global Engineering Education Conference (EDUCON), pp. 1143–1148 (2021) 4. Dandashi, A., Alja’am, J.M., Saleh, M.: A combined cognitive multimedia model for children with intellectual disabilities. In: IEEE Global Engineering Education Conference (EDUCON), pp. 507–512 (2013)

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5. Saleh, M.S., Aljaam, J.M., Karime, A., Elsaddik, A.: Learning games for children with intellectual challenges. In: International Conference on Information Technology Based Higher Education and Training (ITHET), pp. 1–5 (2012) 6. SoloLearn: Sololearn. https://www.sololearn.com/learn. Accessed 14 Sept 2022 7. CodeMonkey: Code monkey. https://www.codemonkey.com/courses/banana-tales. Accessed 14 Sept 2022 8. Codeingame: codeingame. https://www.codingame.com/start. Accessed 14 Sept 2022 9. Scratch: Scratch. https://scratch.mit.edu/. Accessed 14 Sept 2022 10. Alice: Alice. http://www.alice.org/. Accessed 14 Sept 2022 11. Code Combat: Code combat. https://codecombat.com/. Accessed 14 Sept 2022 12. checkiO: Checkio. https://checkio.org/. Accessed 14 Sept 2022 13. Tynker: Tynker. https://www.tynker.com/. Accessed 14 Sept 2022 14. Petri, G., Von Wangenheim, C.G., Borgatto, A.F.: ‘MEEGA+: an evolution of a model for the evaluation of educational games. In: Proceedings of INCoD/GQS (2016) 15. Petri, G., Wangenheim, C.G.V., Borgatto, A.F.: MEEGA+, systematic model to evaluate educational games. In: Lee, N. (ed.) Encyclopedia of Computer Graphics and Games, pp. 1–7. Springer, Cham (2018). https://doi.org/10.1007/978-3-319-08234-9_214-1

Work-In-Progress: Student Motivation on Gamification in Maintaining Programming Ethics Oscar Karnalim(B) Maranatha Christian University, Surya Sumantri Street No.65, Bandung, West Java, Indonesia [email protected]

Abstract. In programming courses, ethics needs to be maintained by informing students about the matter and penalize those who do unethical acts. We developed an assessment submission system that reminded students about programming ethics each time a program is submitted; the program will be compared with other programs and similarity reports will be generated. The system is featured with three game elements: points, badges, and leaderboard. Our previous study found that students with the gamification appeared to be more aware about programming ethics, experienced less time pressure, and engaged more to the system. We plan to further develop the gamification but there is a need to confirm whether students were actually motivated by our game mechanics. Our questionnaire survey involving 221 computing students confirmed that they were motivated by the game mechanics, especially game points and game leaderboard. Students with more programming experience were more motivated by the gamification. Keywords: gamification · student motivation programming education · academic integrity

1

· questionnaire ·

Introduction

In both academia and industry, reusing software or code is encouraged to save time [1] and to not write similar software (reinventing the wheels) [2]. To appreciate the owners, they are expected to be properly acknowledged in the reuse. Otherwise, it is considered as a misconduct called plagiarism [3]. Students need to be introduced with such a practice by informing them about programming ethics [4]. Further, instructors need to reduce any opportunities and pressure to cheat. Programming ethics are typically informed manually by the instructors as part of the assessment specification or at the beginning of the course [5]. Such information can reduce cases of plagiarism [6]. Several studies developed software to remind students about programming ethics. They can be a mobile application with quizzes [7], a module to report similarities before final submission [8], or a console application to simulate futility of disguising code [9]. c The Author(s), under exclusive license to Springer Nature Switzerland AG 2024  M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 495–502, 2024. https://doi.org/10.1007/978-3-031-53022-7_49

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To reduce opportunities to cheat, instructors sometimes employ a similarity detector to filter similar submissions, and then identify which seem to be a result of plagiarism. Examples of such a detector include MOSS [10], Sherlock [11], and BPlag [12]. Instructors should carefully choose which detector that suits their assessment design [13]. Other ways to reduce opportunities to cheat are not reusing the same assessments for multiple course offerings [14], allowing personalized case studies [15], and introducing an additional grading mechanism for students confirming their work (e.g., one-on-one interview [16]). Student pressure is related to either time management or task complexity. The former can be reduced by incentivizing early submissions [17] while the latter can be reduced by breaking down the assessment tasks [18] or allowing students to complete the assessments in groups [19]. We developed a gamified assessment submission system to remind students about programming ethics [20]. For each submission, a similarity report with relevant information about programming ethics will be generated. Students will get more points and badges by submitting unique submissions early and opening the similarity report. Ten students with the highest points will be displayed on the leaderboard and the top-five will be incentivized at the end of the course offering. Students with the system were slightly more aware of programming ethics, appeared to experience less time pressure, and engaged more with the system. While there are some benefits of the gamified assessment submission system, we are interested to know whether students are actually motivated by our game mechanics. If there are no such motivation, we need to revisit the design of the system. Consequently, we employed a questionnaire survey confirming the matter on 221 computing students who had used the system in six 2022 course offerings. We also checked whether their degree of motivation changes over programming levels.

2

The Gamified Assessment Submission System

Our gamified assessment submission system [20] generates a similarity report for each submission by comparing that submission to existing submissions for given assessment. Any long similarities (i.e., those whose length is no less than eight program statements) will be reported. For the purpose of privacy, the reported similarities are shown as a disguised form of the submitter’s code and no information about other submissions will be provided. A simulation will be generated for submissions without long similarities. Our system employs three game elements: points, badges, and leaderboard. These elements are intended to promote unique submission, early submission, opening similarity reports, and completion of assessments. For each assessment, points can be obtained from the uniqueness score (i.e., proportion of code not being matched with other submissions) and how many hours the difference between the submission time and the deadline. If there are multiple attempts of submissions, the points will be averaged.

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Students can double the uniqueness score if they contribute in passing minimum cumulative uniqueness points. Per assessment, a minimum threshold is randomly defined, expecting 50% to 80% students achieving the highest uniqueness score (100). Once the threshold is passed, all students who already submitted for that assessment will get their uniqueness score doubled. Badges can be obtained by completing assessments, opening similarity reports, submitting the most unique work, submitting the work earliest, and contributing in passing minimum cumulative uniqueness points. Additional 100 points will be provided for each badge. Leaderboard will show ten students with the highest points sorted in a descending order. In our course offerings, top five students will be incentivized with extra five points on the average assessment mark.

3

Method

To confirm the benefits of our gamified assessment submission system, we asked 221 computing students enrolled in courses with such a system. They were invited to fill a questionnaire survey that was distributed along with other surveys at the end of the semester (before final test). Participation to the survey was voluntary and no incentives were provided. The courses with their number of students and number of responses can be seen in Table 1. Information Technology (IT) is our undergraduate major for computing. Our gamified assessment submission system was employed on three courses in 2022. Introductory programming is the first programming course covering basic principles of Python programming. Data structure is another course with programming covering lists and trees in Python. Machine intelligence is an advanced programming course and it is about implementing artificial intelligence in Python with third-party libraries. Table 1. Involved courses with their number of students and number of responses Major Course

Year Students Responses

IT IT IT IS IS IS

1 2 3 1 2 3

Introductory programming Data structure Machine intelligence Introductory programming Object oriented programming Business application programming

55 34 33 38 42 19

45 29 28 25 30 11

Information System (IS) is similar to IT except that it covers more about business aspects instead of algorithmic details. Similar to IT, three courses employed our gamified assessment submission system in 2022. Introductory programming covers basic concept of programming in both Java and Python. Object

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oriented programming covers concepts of classes and objects in Java. Business application programming is an advanced programming course about developing Java applications with databases. Our survey is designed based on gamification features in the previous study [20]. It consists of eleven questions which details can be seen in Table 2. S01 to S09 should be responded with student agreement toward given statement in a 5-point Likert scale (1 = strongly disagree, 3 = neutral, and 5 = strongly agree). S10 should be responded with free text. S11 should be responded by choosing either “points”, “badges”, “leaderboard”, or “none”. Table 2. Survey questions ID

Question

Type

S01 S02 S03 S04 S05 S06 S07

I am motivated to make unique code due to gamification I am motivated to submit my work earlier due to gamification I am motivated to open similarity reports due to gamification I am motivated to complete assessments due to gamification I am motivated to get more game points than my colleagues I am motivated to get high rank in the leaderboard I am motivated to passing minimum cumulative uniqueness points Non-game incentives further encourage me to engage in the gamification In academia, non-game incentives are preferred to be bonus marks than prizes Explain the reasons behind S09’s response Gamification elements that motivate me the most

Likert Likert Likert Likert Likert Likert Likert

S08 S09 S10 S11

Likert Likert Open-ended Multiple choices

The first four survey questions are about the goals of our gamification: submitting unique submission (S01), submitting the work early (S02), opening similarity reports (S03), and completing assessments (S04). S05 and S06 are about our three main game elements. S05 covers game points and badges (as each badge equals 100 game points). S06 covers leaderboard. S07 is about our game mechanic that encourages students to contribute in passing minimum cumulative uniqueness points per assessment. The mechanic is unique and student motivation due to the mechanic needs to be confirmed. S08 is about the impact of adding non-game incentives. S09 is about student preference on non-game incentives, derived from our previous study [21]. S10 asks supporting reasons for S09. S11 is about the most motivating game elements, either points, badges, leaderboard, or none of them. We are interested to observe student motivation toward the game mechanics and whether it changes across programming levels. Hence, for the analysis, we grouped the responses based on the programming level. First programming level

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contained responses from introductory programming courses in both IT and IS majors. Second programming level contained responses from data structure (IT) and object oriented programming (IS). Advanced programming level contained responses from machine intelligence (IT) and business application programming (IS). Any differences across programming levels were statistically validated with two-tailed independent t-test with 95% confidence rate.

4

Results and Discussion

Table 3 summarized student responses for Likert-scale questions (S01-S09). Students were generally motivated by our game mechanics to submit unique submissions, to submit the work early, to open similarity reports, and to complete assessments. Average agreement scores for S01 to S04 were mostly around 4 (agree). When compared across programming levels, students on advanced programming level were more motivated on submitting work early (S02) and completing assessments (S04). Their differences were statistically significant with p-values < 0.01. Table 3. Response summary for Likert-scale questions per programming level Level

S01 S02 S03 S04 S05 S06 S07 S08 S09

First 3.8 3.7 4.0 3.8 3.9 3.6 3.6 3.8 3.9 3.8 3.8 3.8 3.6 3.8 3.6 3.6 3.9 3.8 Second Advanced 4.1 4.3 4.1 4.3 4.3 4.2 4.3 4.1 3.5

Students were motivated with our game points and badges as S05 agreement score was around 4 (agree). They were also motivated by the leaderboard (S06) but for the first and the second programming levels, the motivation was not as high as those in game points and badges. The differences between those levels and the advanced level were statistically significant with p-value = 0.01. Students seemed to be motivated to pass minimum cumulative uniqueness points (S07). The level of motivation was increased statistically on students with advanced programming level (p-value < 0.01). Students believed that non-game incentives could further motivate them to engage in the gamification (S08). The incentives were better to be related with bonus marks (S09) due to several reasons (according to S10). First, as the gamification is employed in academia, the incentives should affect the academic performance. Second, one of students’ goals enrolling to courses is to get good marks. Some students preferred prizes as the non game incentives since students with high game points are more likely to already have good academic performance. A response suggested to let students choose their own non-game incentives as some of them might prefer prizes if they had already got good marks. Another

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response stated that providing both kinds of non-game incentives at once might be better. A few students believed that any non-game incentives were acceptable. Table 4 shows that game points and game leaderboard were two most motivating game elements. As students’ programming experience increased, more students were motivated by the leaderboard and fewer students did not have any motivating game elements. Table 4. Gamification elements that motivate students the most per programming level in percentages Level

Points Badges Leaderboard None

First 37% 37% Second Advanced 31%

5

7% 7% 8%

36% 42% 59%

20% 14% 3%

Conclusion

This work-in-progress reports student motivation on gamification in maintaining programming ethics. According to our study involving 221 computing students in two academic semesters, they were motivated by the game mechanics, game points and game leaderboard in particular. Students with more programming experience were more motivated by the gamification, perhaps because it is easier for them to understand the game mechanics. Instructors interested in employing gamification to their programming courses might want to focus on game points and game leaderboards. It is also preferred to add more details about the game mechanics if the students are new to programming. As students were motivated by our game mechanics, we plan to expand the gamification with pop-up quizzes to further increase student awareness of programming ethics. We are also interested to consider more programming concepts in the gamification such as code quality.

References 1. Haefliger, S., von Krogh, G., Spaeth, S.: Code reuse in open source software. Manage. Sci. 54(1), 180–193 (2008). https://doi.org/10.1287/mnsc.1070.0748 2. Blanchard, J., et al.: Stop reinventing the wheel! Promoting community software in computing education. In: Working Group Reports on Innovation and Technology in Computer Science Education, pp. 261–292 (2022). https://doi.org/10.1145/ 3571785.3574129 3. Cosma, G., Joy, M.: Towards a definition of source-code plagiarism. IEEE Trans. Educ. 51(2), 195–200 (2008). https://doi.org/10.1109/TE.2007.906776

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4. Albluwi, I.: Plagiarism in programming assessments: a systematic review. ACM Trans. Comput. Educ. 20(1), 6:1–6:28 (2019). https://doi.org/10.1145/3371156 5. Simon Sheard, J., Morgan, M., Petersen, A., Settle, A., Sinclair, J.: Informing students about academic integrity in programming. In: 20th Australasian Computing Education Conference, pp. 113–122 (2018). https://doi.org/10.1145/3160489. 3160502 6. Mason, T., Gavrilovska, A., Joyner, D.A.: Collaboration versus cheating: reducing code plagiarism in an online MS computer science program. In: 50th ACM Technical Symposium on Computer Science Education, pp. 1004–1010 (2019). https:// doi.org/10.1145/3287324.3287443 7. Tsang, H.H., Hanbidge, A.S., Tin, T.: Experiential learning through interuniversity collaboration research project in academic integrity. In: 23rd Western Canadian Conference on Computing Education, pp. 1–6. ACM (2018). https:// doi.org/10.1145/3209635.3209645 8. Le, T., Carbone, A., Sheard, J., Schuhmacher, M., de Raadt, M., Johnson, C.: Educating computer programming students about plagiarism through use of a code similarity detection tool. In: International Conference on Learning and Teaching in Computing and Engineering, pp. 98–105. IEEE (2013). https://doi.org/10.1109/ LaTiCE.2013.37 9. Karnalim, O., Simon: Disguising code to help students understand code similarity. In: 20th Koli Calling International Conference on Computing Education Research, pp. 1–5. ACM (2020). https://doi.org/10.1145/3428029.3428064 10. Schleimer, S., Wilkerson, D.S., Aiken, A.: Winnowing: local algorithms for document fingerprinting. In: International Conference on Management of Data, pp. 76–85 (2003). https://doi.org/10.1145/872757.872770 11. Joy, M., Luck, M.: Plagiarism in programming assignments. IEEE Trans. Educ. 42(2), 129–133 (1999). https://doi.org/10.1109/13.762946 12. Cheers, H., Lin, Y., Smith, S.P.: Academic source code plagiarism detection by measuring program behavioral similarity. IEEE Access 9, 50391–50412 (2021). https://doi.org/10.1109/ACCESS.2021.3069367 13. Karnalim, O.: Maintaining academic integrity in programming: Locality-sensitive hashing and recommendations. Educ. Sci. 13(1), 54:1–54:23 (2023). https://doi. org/10.3390/educsci13010054 14. Simon: Designing programming assignments to reduce the likelihood of cheating. In: 19th Australasian Computing Education Conference, pp. 42–47. ACM (2017). https://doi.org/10.1145/3013499.3013507 15. Bradley, S.: Creative assessment in programming: diversity and divergence. In: Fourth Conference on Computing Education Practice, pp. 13:1–13:4 (2020). https://doi.org/10.1145/3372356.3372369 16. Grunwald, D., Boese, E., Hoenigman, R., Sayler, A., Stafford, J.: Personalized attention @ scale: talk isn’t cheap, but it’s effective. In: 46th ACM Technical Symposium on Computer Science Education, pp. 610–615. ACM (2015). https://doi. org/10.1145/2676723.2677283 17. Spacco, J., Fossati, D., Stamper, J., Rivers, K.: Towards improving programming habits to create better computer science course outcomes. In: 18th ACM Conference on Innovation and Technology in Computer Science Education, pp. 243–248 (2013). https://doi.org/10.1145/2462476.2465594 18. Allen, J.M., Vahid, F., Downey, K., Edgcomb, A.D.: Weekly programs in a CS1 class: experiences with auto-graded many-small programs (MSP). In: ASEE Annual Conference & Exposition, pp. 1–13. ASEE (2018)

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19. Hannay, J.E., Dyb˚ a, T., Arisholm, E., Sjøberg, D.I.: The effectiveness of pair programming: a meta-analysis. Inf. Softw. Technol. 51(7), 1110–1122 (2009). https:// doi.org/10.1016/j.infsof.2009.02.001 20. Karnalim, O., Simon, Chivers, W.: Gamification to help inform students about programming plagiarism and collusion. In: IEEE Transactions on Learning Technologies Early Access, pp. 1–14 (2023). https://doi.org/10.1109/TLT.2023.3243893 21. Karnalim, O., Simon, Chivers, W.: Non-game incentives in gamified programming education: More marks or prizes. In: Learning in the Age of Digital and Green Transition: Proceedings of the 25th International Conference on Interactive Collaborative Learning, pp. 910–920. Springer International Publishing (2022). https:// doi.org/10.1007/978-3-031-26876-2 86

Design and Implementation of a Serious Game Teaching the Interdependency Between Business Models and Business Processes Ferdinand Xiong(B)

, Clemens Drieschner , Holger Wittges , and Helmut Krcmar

Technical University of Munich (TUM), Arcisstraße 21, 80333 Munich, Germany [email protected]

Abstract. This paper presents a serious game approach to teach the interdependency between business models and business processes. It emphasizes the pivotal role of understanding this relationship for organizations navigating the complexities of digital transformation and striving for sustainable success in the modern business landscape. By leveraging the engaging and interactive nature of Serious games, this approach offers a practical and effective method for developing the competencies necessary to manage the fundamental changes brought about by digital technologies. The paper researches their interdependency in a systematic literature review and provides an overview of the most relevant models of business models and business processes. Additionally, it provides a teaching framework using the results of the literature review. Furthermore, it showcases how the teaching framework can be used for game modeling and implementation using different technology stack approaches. The usability test confirmed the prototype’s good usability and usefulness, with positive responses to all statements. Compared to existing games, it uniquely focuses on the interaction between business process and model changes. The game’s simple design and MERN tech Stack enhance understanding of the BM/BP relationship. Keywords: Business Models · Business Process · Serious Gaming · Business Simulation

1 Introduction In the modern world, digital technologies are the driving forces for change. Improvements in information processing, connectivity, and communication technologies have reshaped traditional businesses. The process of companies changing the way they operate because of digital technologies is defined as Digital Transformation [1]. These changes are often very fundamental and are therefore quite difficult for many companies to handle. Nevertheless, this process is essential to survive the harsh marketplace. Managing these changes is therefore a key factor for any company’s success and can be seen as a competency for future work in information systems according to [2]. The foundation of this competency is understanding the business models and business processes within the company and their interdependency. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 M. E. Auer et al. (Eds.): ICL 2023, LNNS 901, pp. 503–514, 2024. https://doi.org/10.1007/978-3-031-53022-7_50

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During the last couple of decades, extensive research has been conducted on business models [3, 4]. During the research process, a lot of emphasis has been put on innovating business models to gain competitive advantages [5, 6]. Simultaneously, the related concept of business processes has also been subject to excessive research [7]. In the 1990s, the redesign of business processes increased in popularity with the introduction of business process reengineering [8]. It is also claimed that business models and business processes interact in a certain way with the same goal intention [9]. While business models describe how to achieve business goals abstractly, business processes represent it at a more detailed level [10]. The business model design and its improvement have a crucial impact on a company’s long-term success [11]. Business process management can also help to increase productivity and save costs. Because both concepts of business models and business processes are closely related, understanding their relationship constitutes a crucial endeavor for theory and practice [10]. Since business processes can be derived from a business model, their relation demands further investigation. The need for deeper analysis regarding the intersection of these topics has already been stated in several publications such as [11, 12]. To address this challenge, a literature review was done on how the interdependency between business processes and business models be described and illustrated. The research approach to this question begins with an extensive literature review, summarizing a roadmap of relevant models in the literature. The literature base can be adopted from the publication [13]. This is one of the few publications focusing on the literature on the relationship between business models and business processes. While the publication focuses on the topics that can be derived from the literature, the focus of this paper leans more towards creating grounded theory by systematically analyzing the development of the models describing the interdependency between business models and business processes. To make the research results accessible for teaching, the research needs to be wrapped into a framework. As shown in the game Bikorama@TUM [14, 15], digital games can be very efficient in teaching economic concepts. This results in the main focus of this publication: How can the interdependencies between the business model and the business process be incorporated into a serious game for teaching purposes? First, a general framework for creating games teaching the interdependency between business models and business processes can be created based on the research results from the literature review. Then, the framework needs to be applied to a concrete game design. This includes creating a game flow as well as selecting suitable business models that will be taught in the game. In addition, existing games can be used as the basis for an expansion. Next, the technology stack needs to be selected. Though there is a possibility to use the technology stack provided by existing games, other technology stacks might be more fitting for the implementation. To verify the effectiveness of the game, the results need to be evaluated. For this, the implemented game concept was tested with a usability test and a qualitative test with students with academic backgrounds. The usability test can be conducted by adapting the framework of [16]. Afterward, qualitative research needs to be done with a contributor to a previous game teaching business processes. This choice of evaluator ensures a deep understanding of the conceptual and technical aspects. By analyzing the feedback, the

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strengths and shortcomings of the game concepts can be extracted, which will help in future work.

2 Literature Review First of all, a literature review was conducted to find out the state of the art regarding the interdependency between business models and business processes. To find the relevant literature, the major scientific databases needed to be researched for the terms business models and business processes. This was performed by [13, 17]. The focus during the literature review was on journals included in the AIS Senior Scholars’ Basket of Journals. Furthermore, the literature search was performed in the top IS conferences ICIS, ECIS, PACIS, AMCIS, HICSS, and WI following the method described in [18]. In addition, the literature was searched in the databases ACM, AISeL, EBSCOhost, Emerald, IEEE Xplore, and ScienceDirect Using these results, this paper shifts the focus and reviews the most relevant concepts from the literature in more detail. 2.1 Business Model Definition A frequently used representation of the relationship between business models and business processes was first depicted in [19]. Their main goal was to provide a cohesive understanding of the business model concept. To create such a concept, the terminologies needed to be defined first. During the research process for this framework, a guideline for consensus for the business model needed to be created first. This was approached by analyzing and grouping the existing definitions of the business model. Al Debei ended up with the 10 groups which encompass various aspects, including value creation for customers and stakeholders, revenue generation, business architecture, transaction facilitation, strategic alignment, and understanding of organizational dynamics. The business model serves as a conceptual tool and blueprint for understanding and managing a single organization or a network of organizations. Another important representation of the Business Model was created in [20]. The Business Model Canvas is a strategic management tool that provides a visual representation of a business model. It consists of a single-page framework that captures and organizes key elements of a business, including customer segments, value propositions, channels, customer relationships, revenue streams, key activities, resources, partnerships, and cost structure. By using the Business Model Canvas, organizations can gain a holistic view of their business model and identify opportunities for innovation, optimization, and value creation. 2.2 Business Process Definition With the rising cost pressure and rapidly changing markets as well as new potentials presented by emerging technologies, companies are forced to continuously adapt their business processes to stay competitive [21, 22]. Due to its importance as an instrument to drive productivity, the management of business processes has been extensively debated in academic literature in the past decades [7].

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A business process can be defined as a set of events and activities in an organization, that can be organized and reorganized to increase output as well as to minimize the costs of a business. A variety of business processes exist and can be grouped into different categories. As an example, manufacturing and sales can be labeled as core or operational processes, as they are essential and have a direct impact on value creation in a company. Further categories are support and management processes [23]. 2.3 Relation Between Business Models and Business Processes Al Debei et al. [19] identify the business strategy, the business model, and the business process as concepts and claim that the discrepancy arose as the definition of business models changed through the digitalization of businesses. The environmental changes leading to the gap between business strategies and business processes are shown in. It lists the changing factors environment, the level of competition, and the certainty. As dealing with these changing factors require more complex solutions, simple business processes developed into dynamic business processes. This decreases the immediate tie between business strategy and business processes because the business processes cannot be derived simply from the business strategy anymore. The increase in distance between these concepts is therefore depicted as the “gap”. Al Debei et al. fill the gap which has occurred between business strategy and business process with the business model. It acts as an interface and can be seen as an intermediate theoretical layer. On the one hand, it connects to the strategic layer as it extends digital business managers’ knowledge on how to adapt the business strategy and cope with the complex, uncertain, and rapidly changing environment. On the other hand, the business model provides a blueprint for business processes. The model aligns the concepts by their nature of information. In this context, the business strategy concept contains highly aggregated information, as it covers a broad range of factors to consider for a business. The business model focuses more on the implementation of the business strategy, so the layer of information is more tactical. The concrete business processes describe the highly detailed operation steps, which are very concrete and thus on the lowest layer of the business layer model. As the mediator in the digital business layers model, the business model influences the business strategy as well as the business processes. This implies a top-down relationship between the layers because the business processes need to be designed following the company’s business model and business strategy. Bonakdar et al. [24] conclude that inversely, changes in the business strategy and the business processes influence the business model. They focus more on the bottom-up side of this interdependency, which considers the influence of the business process on the business model. Di Valentin et al. [25] used the digital business layers and the business model definitions from [20] to create the conceptual framework for adaptive business models. Besides containing the information on the digital business layers, this framework also fits into the findings from [24], because it shows the interdependency of the digital layers in both directions.

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3 General Teaching Framework The General Teaching Framework (Fig. 1) is adapted from the conceptual framework for adaptive business models according to [25]. The conceptual adaptivity framework is very well suited as a knowledge foundation for teaching the interdependency between business models and business processes because it incorporates many aspects of the literature history. It is derived from the e3-value model and uses the layers of aggregation as its underlying design. Furthermore, it considers the aspects of influence in both directions through the business layers explained by [26].

Fig. 1. General framework for creating games teaching the interdependency between business models and business processes.

To teach the knowledge foundation through a game, the general teaching framework splits the original framework into two parts, the business model and the business processes. The general teaching framework proposes a graphical representation of the business model and the business strategy with a business model canvas because it is the completed model of the business model ontology, which was the foundation for the conceptual adaptivity framework. Furthermore, the business model canvas provides a good visual overview of the business model. As for the business process layer, a round-based business process game would be fitting, because it can act as the game logic and the round-based system simulates the business model cycle. Each round would simulate the business model canvas development affected by business process decisions. The business decisions can then be represented as a structural and numerical change inside the business model canvas. In the next step, these parts can be connected, which should be applied by displaying the impact of business process changes on the business model.

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4 Game Design For the game design, the general framework for creating games teaching the interdependency between business models and business processes will be applied. This needs a proper selection of business models and their related business model canvases on the one hand and on the other hand, this needs a business process game supporting the game logic. 4.1 Business Model Canvas To ensure efficient learning, only a few selected business models can be taught in the final product. A selection of relevant business models was made in [27]. Further selection could be done by filtering the relevant models by to their adaptability to the business process game, which focuses on manufacturing and selling bikes. Logically, the manufacturer model: purchase would fit in this case. The business processes relating to such a model would be purchasing material, logistics, material preparation, bike assembly, application development, quality assurance, and sales. Using a Miro Board, the business model canvas as well as the business processes could be filled out based on the given business model. In addition, the corresponding building blocks and business processes could be colorized, indicating a value exchange (see Fig. 2).

Fig. 2. Business model canvas - manufacturer direct model

4.2 Business Process Game The original business process game according to [28] is well suited as a design template, because it represents the business process model of the general framework for creating games teaching the interdependency between business models and business processes.

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The game can be played by several teams simultaneously with several players in each team. Although several players can play simultaneously, the number of team members does not change the choices each team can make during a single round. The only difference is that the players can simultaneously edit different business processes. For simplification purposes, further explanations of the game will only be considered from the point of view of a team. Furthermore, there is a game master who controls the game flow. This is especially useful for in-class courses, to provide students with useful lecturing content during the game. All teams start the game with the same conditions. Each team controls a company for manufacturing and selling bikes using the manufacturer model and starts with a certain amount of cash and the same demand for bikes. The demand and cash amount varies depending on how many teams participate in the game. The main goal of the game is to obtain as much money as possible after 5 rounds. Each round starts with a popup about the available features for the round. 4.3 Game Flow Using the business model canvas and the game logic of the business process game, a game flow was created. The game is structured in a repetitive design with 4 steps in each round. The game flow consists of four phases. First, the player can select a business model with its corresponding business processes. In the next step, the player enters the round-based phase and can click on the business process buttons which were generated by selecting the business model. Each of these business process buttons contains a drop-down menu representing the possible choices for the business processes. When the player is done selecting the business processes, he can click on “end round” to enter the next round of the game. The player can then see the effect of his decisions on the business model screen, as his value allocation will change as well. After 5 rounds, the game concludes and the player with the most valuable business, which is measured by the cash worth and assets wins. 4.4 Implementation The game design could best be implemented with a web application to give students flexible and easy access to the game because it does not need specific app downloads and can be played in the web browser instead. For the implementation, React was used during the web application development due to its increasing popularity and the advantages it offers. As stated in [29], modern web applications benefit from the usage of React, a front-end JavaScript library, which has gained significant traction and has become a preferred choice over AngularJS. React’s main advantage lies in its efficient handling of dynamic content updates without the need to refresh the entire web page. By utilizing lightweight data fetching calls to the server, React enables seamless updates and enhances the user experience. Moreover, React’s component-based architecture facilitates modular and reusable code, promoting code maintainability and scalability. React’s virtual DOM optimizes rendering performance, resulting in faster and smoother user interactions. By adopting React within the technology stack, such as the “MERN” stack (MongoDB, Express, React, Node.js), developers can leverage the flexibility, scalability,

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and enhanced user experience offered by React, making it a compelling choice for web application development. Figure 3 shows the Business model selection process, which represents the first part of the game flow. By clicking on the “save” button, the player can then enter the round phase, which is described in Sect. 4.2. He will then enter the next round of the game.

Fig. 3. Business model selection

5 Evaluation The test starts with a guided playthrough with participants with economic backgrounds, who have at least attended economic courses. The conceptual parts which were not accessible through gameplay were then explained. Due to the fact, that not every game element could be implemented into the game, the game should be seen as an extension of the business process game rather than a product. To test the usability of the game prototype, an Adapted System Usability Scale (ASUS) based on [16] was conducted. To evaluate the result numerically, each option is assigned a value depending on the question, such that higher values indicate better game usability. Brooke categorizes two types of statements. The first type has the value 0 for “Strongly Disagree”, 1 for “Disagree”, 2 for “Neutral”, 3 for “Agree”, and 4 for “Strongly Agree”. The first type has the value 4 for “Strongly Disagree”, 3 for “Disagree”, 2 for “Neutral”, 1 for “Agree”, and 0 for “Strongly Agree”. To evaluate the value, a score >2 represents positive feedback and a score