Search Results for
"Engineering education"

This book presents the state of the art of learning factories. It outlines the motivations, historic background, and the didactic foundations of learning factories. Definitions of the term learning factory and an updated morphological model are provided as well as a detailed overview of existing learning factory approaches in industry and academia, showing the broad range of different applications and varying contents in all continents. International learning factory best-practice examples are presented in detailed and structured manner. The state of the art of learning factories curricula design and their use to enhance learning and research as well as potentials and limitations are presented. Further research priorities and innovative learning factory concepts to overcome current barriers are offered. While today numerous learning factories have been built in industry (big automotive companies, pharma companies, etc.) and academia in the last decades, a comprehensive handbook forthe scientific community and practitioners alike is still missing. The book addresses therefore both researchers in production-related areas that want to conduct industry-relevant research and education, as well as managers and engineers in industry, who are searching for an effective way to train their employees. In addition to this, the learning factory concept is also regarded as an innovative learning concept in the field of didactics. © Springer Nature Switzerland AG 2019.

The increasing demand for skilled professionals in Artificial Intelligence (AI) within the Fourth Industrial Revolution (4IR) has led to the establishment of AI courses in universities worldwide. This study investigated effective pedagogical approaches in an AI course through in-depth interviews with eighteen undergraduate students in Bangladesh. Grounded theory methodology was employed, resulting in the development of five thematic categories: the significance of feedback, combination of theory and practice, promotion of self-paced learning, connection to real-life problems, and integration with future education and emerging technologies. The findings highlight the importance of these pedagogical approaches in enhancing students' learning outcomes. The study's implications include informing the design of professional development programs for AI teachers to improve instructional methods and learning outcomes. The proposed “Holistic Framework for Teaching and Learning in Emerging AI Courses” combines these five categories to provide practical guidance for instructors in the global context of AI education. © 2024

engineering programs in higher education have traditionally focused on technical skills, but there is a need for engineers to develop additional skills such as experimental, making, and design. Design thinking practices are increasingly seen as crucial components of the engineering curriculum. The purpose of this study is to investigate whether integrating project-based learning with Design Thinking and Maker tools can enhance engineering students’ self-efficacy. Given the underrepresentation of women in engineering and past findings on gender differences in making skills, the study also aims to analyze the impact of these educational practices from a gender perspective. This research was conducted over two years with undergraduate engineering students in a real educational setting. It assessed changes in students’ engineering self-efficacy before and after a project-based learning activity that utilized Design Thinking and Maker education to address real-world problems. The study involved 67 students (45 men, 21 women, and 1 who preferred not to say) and employed a comparative analysis of data collected pre- and post-intervention. The study found significant differences in self-efficacy between male and female students prior to the intervention. After participating in the project-based learning activity, students reported an increase in self-efficacy, with women showing a notable improvement in making skills. The findings suggest that project-based learning activities that incorporate Design Thinking and Maker education can positively influence engineering students’ self-efficacy. The impact appears to be particularly beneficial for women students, indicating that such educational approaches may help address gender disparities in engineering disciplines. © 2024 TEMPUS Publications.

Virtual collaboration tools have become increasingly important in STEM education, especially after the COVID-19 pandemic. These tools offer many benefits, including developing 21st-century skills and fostering scientific process skills and scientific creativity. However, there are concerns regarding their effectiveness across different genders and regions. This study evaluates the impact of the ExxonMobil Young Engineers (EYE) program, which uses the Zoom application, on enhancing 21st-century skills, scientific process skills, and scientific creativity among secondary school students in Malaysia. The participants primarily consist of 520 secondary school students, with teachers acting as facilitators and professional engineers from ExxonMobil serving as instructors. A pre-test survey was conducted to assess students’ initial skill levels. The program consisted of three phases: briefing, breakout room activities, and final reflections. After the program, a post-test survey was conducted to evaluate changes in student skills. Data analysis was analyzed using SPSS software by employing descriptive statistics, MANOVA with Wilks’ lambda, one-way ANOVA, and partial eta squared to measure the program’s impact and the influence of gender and regional factors. The results showed significant improvements in all three skill areas post-intervention: 21st-century skills, scientific process skills, and scientific creativity. Gender differences were significant for 21st-century skills, while regional differences significantly affected scientific process skills. The EYE program could enhance students’ STEM-related skills using virtual collaboration tools like Zoom. However, regional and gender differences highlight the importance of adapting programs to address specific challenges and ensuring equitable opportunities for all students. © (2024), (Science and Information Organization). All rights reserved.

Recognizing motivation as a key element significantly contributes to students' success in higher education. Specifically, motivation in learning greatly influences their adaptation to the academic demands and expectations of this level. This study aims to evaluate the effect of hybrid learning on motivation and learning achievement among engineering students enrolled in multimedia and animation courses. The research employs a quasi-experimental design, comprising experimental and control groups. One group utilizes conventional face-to-face learning, while the other adopts hybrid learning. Each group consists of 25 randomly sampled students from the informatics engineering program. The data collection process involves administering a questionnaire to assess motivation, adapted from Martin (2001), alongside exam assessments. The results indicate a significant difference in motivation (p = 0.024 < α = 0.050) and learning achievement (p = 0.033 < α = 0.050) between the two groups. Furthermore, Pearson correlation analysis revealed a strong correlation between motivation and learning achievement (Sig. value (2-tailed) = 0.000 < α = 0.05). The findings indicate a significant and strong correlation between motivation and learning achievement. Consequently, it can be inferred that an increase in motivation is associated with a corresponding increase in learning achievement, and vice versa. This suggests that hybrid learning can effectively enhance the teaching of animation and multimedia course within the informatics engineering department's curriculum. © 2024, Collegium Basilea. All rights reserved.

Employability has been a priority for higher education institutions, and some skills, such as auditing skills, are necessary for students to enter into work life. In this regard, auditing skills can be applied in the food industry in different areas such as production, food safety, quality assurance, and environmental responsibility. Developing these skills could take years of practice and the completion of several courses, certifications, and diplomas, increasing the existing gap regarding auditing skills. In this work, 25 students from a Design of Process and Food Safety Management Systems class implemented a Food Safety and Food Quality checklist based on the Mexican regulation NOM-251-SSA1-2009 Hygiene Practices for Food, Beverage, and Supplement Processing, to analyze a real-life challenge in a beverage company that participated as a Training Partner. Two soft skills were evaluated: decision-making and problem-solving. The problem-solving effectiveness of these instruments was assessed by collecting the feedback of an experienced auditor and a representative from the audited company. The average result obtained for students after auditing the beverage company was 67.04, which was close to the assigned grade from the senior auditor (72.94), which indicates a good estimation from the instruments generated by the students. This exercise demonstrated the effectiveness of the students in performing accordingly and delivering the expected outcomes in front of a real industrial challenge. The combination of continuous education with a work-based challenge functioned as a laboratory for the students, where they can obtain technical skills in combination with fundamental, personal, and cooperative skills, which are necessary for facing industry challenges in an environment of globalization. © © 2024 García-García, García-Caballero, Villarreal-Lara and Mirón-Mérida.

This study investigates the role of Indian educational institutions, primarily engineering and management, in promoting entrepreneurship. It investigates the impact of university assistance for entrepreneurship on students' entrepreneurial intentions. The research involved 258 students from 27 Indian higher education institutions who became entrepreneurs. SmartPLS software was used to test the proposed hypotheses using structured equation modelling (SEM) techniques. The findings show that educational institutions help entrepreneurship by providing appropriate education and creating a conducive environment for growth. This study complements previous research on individual attributes in the relationship between university support and students' entrepreneurial intentions. © © 2024 Inderscience Enterprises Ltd.

Industries across the world are witnessing profound technological paradigm changes, necessitating a new set of engineering skills and capabilities for the future workforce. This paper investigates the needed engineering competencies required to bridge the skill gap related to Industry 5.0. Our work analyses current educational frameworks on the topic and proposes a new concept based on the exploitation of learning factories. The paper showcases the conception, execution, and evaluation of a summer school program dedicated to such an objective. It discusses the structure, methodologies, and outcomes of this course, demonstrating the effectiveness of the proposed didactic framework. The findings offer valuable insights for educators and industry professionals alike in preparing the future workforce for the challenges and opportunities of Industry 5.0. © IFIP International Federation for Information Processing 2024.

STEAM education involves science, technology, engineering, arts and mathematics disciplines, emphasizing that students pose practical problems and apply interdisciplinary knowledge to solve problems, and develop students' problem-solving and innovation skills. This study attempts to explore the integration of STEAM education concepts into English courses in order to promote the development of English teaching. By means of literature research, this study conducted relevant research on the connotation and characteristics of STEAM education concept at home and abroad, the integration of STEAM and language subjects, and analyzed the appropriateness of STEAM education concept based on project-based learning in English teaching and the design of teaching mode. With the teaching form of four links: theme selection, task assignment, project exploration and achievement display, this study takes Computer English as the course carrier, and the instruction implementation is carried out for freshmen students, forming a typical case of the application of STEAM teaching concept based on project-based learning in English teaching. © 2024, The education University of Hong Kong. All rights reserved.

This study explores the results of developing mobile gamification technology as a cutting-edge educational tool for occupational health and safety that aims to foster a safe and healthy work environment and increase student awareness of potential hazards in the machining workshop. This study engages 64 students from the Department of Mechanical engineering at Universitas Negeri Padang. The research follows a comprehensive 4D development model encompassing the define, design, develop, and disseminate stages. The findings underscore the robustness of the developed technology, with media validation scoring (M = 4.40) and material validation (M = 4.39) both achieving “very valid” ratings. The practicality test yielded promising responses, with lecturers rating the application (M = 4.38) as “very practical” and students acknowledging its practicality (M = 4.18). Subsequently, effectiveness testing revealed a significant N-gain score of 0.65, categorizing it as moderate/effective in enhancing learning outcomes. In brief, this study demonstrates the successful development of mobile gamification in occupational health and safety education, specifically in terms of validity, practicality, and effectiveness criteria. The implications transcend academia, offering the prospect of a safer and more conducive community environment in the future. © 2024 by the authors.