Search Results for
"Engineering education"

Introduction: digital content is a powerful tool for enhancing students’ interest in the learning process. The aim of the work is to determine the effectiveness of using Adobe Creative Cloud to create multimedia content in higher education institutions (HEIs). Method: the research employed the methods of observation, deduction, Thurstone scale, calculations of priority coefficient, knowledge coefficient and Student’s coefficient. Results: it was established that during training, Adobe Creative Cloud can be used to conduct theoretical and practical classes and develop students’ creative skills. It was established that charts (p(c)=1,2) and illustrations (p(c)=1,1) have the greatest importance in the created content for students’ perception. Textual information is less important for the perception of educational materials (p(c)=0,73). The students were found to perceive learning using Adobe Creative Cloud at a high level, which is associated with not overloading students with unnecessary materials and ensuring visual perception. The authors determined that students of Group 1 (Software engineering) and Group 2 (History) achieved high academic results — (J=1,01), (J=1,0), respectively. Conclusions: the practical significance of the work is the possibility of expanding students’ approaches to building professional competence on the basis of content created using Adobe Creative Cloud. © 2025; Los autores.

This chapter begins by a reflection on the conditions for the emergence of apprenticeship in the dual field: school education and adult training. It helps to identify the ideologies and utopias at the origin of the invocation of the concept of apprenticeship. Studying apprenticeship through the question of temporalities will lead us to raise the question of spaces; in other words, the environments where apprenticeship takes place. The chapter proposes putting the use of the concept of apprenticeship into perspective, in the light of strategic developments having an impact on work and training organizations. Based on an identification of the different contexts of use of apprenticeship, the chapter proposes to show the interdependencies between different discourses emanating from work organizations and training organizations. Even when it comes to studying apprenticeship pedagogy(ies), the analyses focus on training engineering or pedagogical engineering questions. © ISTE Ltd 2024.

The increased adoption of three-dimensional (3D) digital prototyping software programs makes it necessary to train novice designers to use these programs efficiently. However, existing studies spanning from engineering to design education indicate that students feel incompetent in understanding 3D digital prototypes and navigating the software, so there is a need to find effective training methods. In the current study, training modules were developed to teach participants fit correction skills through an iterative problem-based learning (PBL) approach. A review of the literature was performed to develop the fit correction tasks and guide the module development process. Expert feedback was used to fine-tune the tasks and module interface. The current study explored the effects of PBL-based virtual reality (VR) training on learning how to correct two-dimensional (2D) apparel patterns to improve consequent 3D garment fit. Results indicated that the training module significantly improved spatial visualization and fit correction skills. Participants with higher apparel spatial visualization skills saw a higher improvement in fit correction skills because of the training. At lower spatial visualization skill levels, women saw a higher increase in apparel spatial visualization skills after the training than men but the difference between the learning outcomes across genders reduced when participants had higher spatial skills before training. These findings were supported by the results of qualitative data obtained through interviews. The participants found the PBL approach, immediate feedback, and aid in visualization through garment simulations beneficial for understanding the concepts. At the same time, they indicated that the training module could be used as a supplement to the traditional classroom but cannot replace the physical garment fitting practice. The findings of the study verified that PBL using virtual garment simulations can have a positive impact on learning outcomes and help identify the stage of education at which learners can be exposed to PBL. © 2025 Galada, Baytar. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.