Search Results for
"Engineering education"

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An increasing number of studies has observed that immersive virtual reality (iVR) technology using head-mounted displays (HMDs) can facilitate learning outcomes. However, most studies have been exploratory and were executed in laboratory settings instead of being implemented and orchestrated in authentic teaching settings. Furthermore, iVR design approaches based on learning theories in which learning objectives are in line with relevant curricula are still scarce. Thus, we conducted a study to provide insights from a perspective of instruction in authentic settings. We present the design of an iVR learning application that was aligned with curricula and that includes specific design features to foster relevant learning objectives. Orchestrated with additional learning material and learning activities, the iVR learning application was implemented and evaluated in an authentic teaching setting in the field of electrical engineering at a German vocational school. In order to investigate the effects of a lesson orchestrated around the iVR application, we conducted a study (n = 29) in a pre-post between-subject design in which we compared learning orchestrated around an iVR experience (iVR group n = 14) with learning in a more traditional setting consisting of a typical group task (control group n = 15). Participants were randomly assigned to one of the two groups; in both conditions, the same content was addressed. We compared group differences regarding four dependent variables: motivation, factual knowledge, comprehension and transfer. In both groups, we observed an increase in knowledge and comprehension. The gain in the iVR group was significantly stronger compared to the control group, but we observed no differences in motivation and transfer. We discuss our findings from a perspective of instruction in authentic settings, along with implications for instructional iVR technology design. Despite the high organizational effort still required to embed iVR technology into a classroom setting, we stress that instructional settings that entail complex cognitive and motor tasks can benefit in particular from agency as one of the main affordances provided by iVR technology. More research should be conducted in these settings, and additional research should focus on which design features make these iVR experiences effective, and how it can be assured that transfer of knowledge is also increased. © The Author(s) 2024.

Creative teaching behavior (CTB) is an innovative and creative teaching approach that is relevant in facing the dynamics of vocational education, which continues to develop, especially to produce creative students. Many studies examine the important role of CTB. However, limited information still discusses how to improve CTB by involving important factors such as creative climate, school support, and creative teaching self-efficacy. This study involved 400 teachers from 25 vocational high schools in civil engineering in Central Java Province, and data analysis using the structural equation modeling (SEM) (Smart-PLS) method. The study results revealed that CTB was proven to be influenced positively and significantly by school support and creative teaching self-efficacy. Also, creative teaching self-efficacy partially mediates the effect of creative climate and school support on CTB. The results of this study provide important implications for vocational school teachers to develop creative teaching skills in schools. Building a creative culture in schools, proactive school support and increasing teacher self-confidence are essential steps in creating a dynamic and innovative learning environment in vocational schools. © 2025, Intelektual Pustaka Media Utama. All rights reserved.

Background: Science, Technology, engineering, and Mathematics (STEM) education in Asian universities struggles to integrate Knowledge, Skills, and Attitudes (KSA) due to large classes and student reluctance. While ChatGPT offers solutions, its conventional use may hinder independent critical thinking. Objectives: This study introduces PA-GPT, using ChatGPT as a “virtual peer” in peer assessments to promote active learning and enhance knowledge, higher-order thinking skills (HOTS), and attitudes—the core of KSA in STEM. Methods: A randomised controlled trial involved 61 first-year engineering students (43 males, 18 females) from a university in Southern Taiwan enrolled in “Network Embedded Systems and Applications.” Participants, all with prior ChatGPT experience but no programming background, were purposively sampled. They were randomly assigned to the experimental group (n = 31) using PA-GPT or the control group (n = 30) using traditional ChatGPT. Over 8 weeks, data were collected using pre- and post-tests: a knowledge construction test (20 items, α = 0.85); a HOTS scale (α = 0.78–0.83) measuring critical thinking, problem-solving, and creativity; and the S-STEM questionnaire (α >0.80) assessing attitudes towards STEM subjects and 21st-century learning. ANCOVA analysed the data, controlling for pre-test scores, and Levene's test checked homogeneity of variances. Results and Conclusions: ANCOVA results showed that PA-GPT significantly outperformed traditional ChatGPT in enhancing knowledge construction (F = 9.89, p = 0.002), critical thinking (F = 37.00, p < 0.001), problem-solving (F = 9.40, p = 0.003), creativity (F = 7.22, p = 0.009), and attitudes towards mathematics (F = 25.52, p < 0.001), engineering/technology (F = 16.06, p < 0.001), and 21st-century learning (F = 26.38, p < 0.001). These findings demonstrate that PA-GPT effectively addresses challenges in student engagement and HOTS development in STEM education by simulating peer interactions. Peer Assessment with ChatGPT (PA-GPT) promotes active learning and self-reflection, potentially revolutionising AI-assisted education in large class settings. This study provides pioneering evidence for the effectiveness of AI-driven peer assessment in enhancing comprehensive STEM competencies, offering a promising direction for future educational technology integration. © 2024 John Wiley & Sons Ltd.

The National education Policy 2020 (NEP 2020) marks a significant milestone in India's education system, aiming to transform the country's educational landscape. This review provides a comprehensive analysis of NEP 2020, exploring its alignment with global educational trends, emphasis on competency-based progression, and potential impact on student learning outcomes, teacher training, and educational infrastructure. The policy's scientific significance lies in its potential to promote equity, quality, and innovation in Indian education, addressing longstanding challenges and preparing students for the demands of the 21st century © 2024 Elsevier Ltd

Vocational education is crucial in bridging the gap between educational outcomes and labor market demands, significantly impacting employment rates and career prospects. The purpose of the study was to identify the acceptability of the entrepreneurship education model in Indonesian vocational schools. This paper explores the importance of vocational education in equipping individuals with job-ready skills, addressing challenges like long-term unemployment, and literacy skill disparities. It emphasizes the integration of entrepreneurship education to foster entrepreneurial intentions, competencies, and behaviors, crucial for sustainable economic growth, particularly in Indonesia. Utilizing a development model based on Borg and Gall, the study involves needs assessment, product development, and evaluation to craft an effective entrepreneurship education framework for vocational schools. Insights from vocational education experts, entrepreneurship practitioners or teachers, and entrepreneurs are integral to developing this model. The findings show that entrepreneurship education is acceptable to be implemented in Indonesian vocational schools. The proposed model focuses on characteristic Indonesian mindset formation, practical entrepreneurial skills, and active industry collaboration, aiming to prepare graduates for both employment and self-employment. This research has implications for the transformation of vocational education in Indonesia by providing a strong framework that supports graduates’ transition to the world of work and encourages entrepreneurial efforts, thereby contributing to broader economic development and innovation. © 2025, Institute of Advanced engineering and Science. All rights reserved.