Asee peer logo
Displaying results 1441 - 1470 of 1490 in total
Conference Session
Breaking barriers, building futures: Narratives of equity and inclusion in STEM education
Collection
2024 ASEE Annual Conference & Exposition
Authors
Elahe Vahidi, University of Cincinnati; Mark Okoth Onyango, University of Cincinnati; Kaitlyn Anne Thomas, University of Nevada, Reno; Kelly J Cross, Georgia Institute of Technology; Whitney Gaskins, University of Cincinnati
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
andthe R.O.S.E Research Group at the University of Cincinnati. Without your support and guidanceduring the writing process, this document would not be what it is. We are honored to be a part ofthese outstanding groups of scholars.This work is based on research supported by the National Science Foundation Grant Awardunder Grant No. 2212690. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation. References[1] K. J. Jensen and K. J. Cross, “Engineering stress culture: Relationships among mental health, engineering identity, and sense of inclusion,” J. Eng. Educ., vol
Conference Session
NSF Grantees Poster Session
Collection
2024 ASEE Annual Conference & Exposition
Authors
Jelena Trajkovic, California State University, Long Beach ; Lisa M Martin-Hansen, California State University, Long Beach; Anna Bargagliotti, Loyola Marymount University; Christine Alvarado, University of California, San Diego; Cassandra M Guarino, University of California, Riverside; Janel Ancayan, California State University, Long Beach; Joseph Alex Chorbajian, California State University, Long Beach; Kent Vi, California State University, Long Beach
Tagged Topics
Diversity, NSF Grantees Poster Session
has been known to significantly increase success, retention, and graduationrates. We noticed the differences in the level of preparedness and its influence on the student’sperception of their journey. We also explored the influence of soft skills, outlook, scholarlyattributes, and support on the perception of the journey through the program. Although ourparticipants have reported that they did not perceive any overt sexism or racism, we present thefindings correlated with gender and race/ethnicity.Our future work will include fine-tuning the protocol to explore intersectionality and reflect uponthe situations where the students might feel minoritized. Additionally, the students in the futurestudy will be purposefully selected to examine
Conference Session
Educational Research and Methods Division (ERM) Technical Session 13
Collection
2024 ASEE Annual Conference & Exposition
Authors
Marjan Naghshbandi, University of Toronto; Sharon Ferguson, University of Toronto; Alison Olechowski, University of Toronto
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods Division (ERM)
CS.Next, the theme of collaboration was also found to be beneficial for students’ formation of bondsin CS. This result is reflected in prior work whose results suggest that the long-term impacts ofproject-based learning in STEM transcend traditional learning outcomes to also includeprofessional advancement and friendships [60]. Further, authors demonstrate that students’exposure to collaborative assignments are a significant, positive predictor of their persistence inCS [26]. Interestingly, however, the more recent work of Lehman et al. [32] found that students’exposure to collaborative pedagogy in introductory CS courses was a significant, negativepredictor for persistence. In their discussion, they suggest that the surprising result may
Conference Session
Educational Research and Methods Division (ERM) Technical Session 1
Collection
2024 ASEE Annual Conference & Exposition
Authors
Anna Li Coffman, University of Oklahoma; Javeed Kittur, University of Oklahoma
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods Division (ERM)
betelling of how students approach learning with the affective domain [14]. Also, returning to theidea that the domains are connected is reflected in the fact that many of studies found focus on twodomains at a time instead of only one domain at a time [4-7], [14-19]. Several studies exist thatresearch the domains, but they focus on testing a specific class within engineering or non-engineering majors [4-6], [9], [14-16], [18], [20]. Similarly, the studies that focus on math orchemistry classes may not have tested solely engineering students, which could still distort or skewresults towards conclusions that may not apply to engineering students overall [4-5], [21]. Theproblem with these studies is that their findings cannot be generalized for all
Conference Session
Educational Research and Methods Division (ERM) Technical Session 27
Collection
2024 ASEE Annual Conference & Exposition
Authors
Fanyi Zhang, Purdue University; Beth M. Holloway, Purdue University ; Eric Holloway, Purdue University
Tagged Divisions
Educational Research and Methods Division (ERM)
items passed the .32 criteria, and together, the model explained a totalof 46.26% variance. Therefore, we proceeded with the more parsimonious one-factor solution.The one-factor CFA model fitted poorly to the data. Therefore, we explored the modificationindices. By allowing error covariances of similarly worded items (i.e., between items 16 and 18,19 and 21, 17 and 23, 19 and 22, 19 and 20, and 20 and 21), we reached an acceptable model fitfor the one-factor solution of the CFA sample (χ2 = 137.52, df = 16, p < 0.001, RMSEA = 0.1095% CI [0.085, 0.116], CFI = 0.96, TFI = 0.93). All items loaded above .50 onto the mindsetfactor. These modifications reflected the covariance among items that focused on intelligenceand among items that focused on
Conference Session
Educational Research and Methods Division (ERM) Technical Session 14
Collection
2024 ASEE Annual Conference & Exposition
Authors
Hayaam Osman, Purdue University ; Matthew W. Ohland, Purdue University
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods Division (ERM)
analyses at subsequent time points. For instance, if X students drop out orgraduate by the end of a semester, they will be removed from subsequent analyses, ensuring thatthe remaining students constitute the entire study cohort for subsequent persistence analyses.The study will acknowledge the dynamic nature of student enrollment, and robust measures willbe employed to handle attrition. The removal of students who exit the program will ensure thatanalyses reflect the evolving composition of the sample, contributing to the accuracy andrelevance of the findings.ConclusionIn conclusion, this study undertakes comprehensive exploration of the factors influencingengineering student persistence, with a particular focus on the impact of Calculus I. By
Conference Session
DSA Technical Session 2
Collection
2024 ASEE Annual Conference & Exposition
Authors
Ben D Radhakrishnan, National University; James Jay Jaurez, National University; Nelson Altamirano, National University
Tagged Topics
Data Science & Analytics Constituent Committee (DSA), Diversity
Conference Session
Broadening Perspectives in Construction Education
Collection
2024 ASEE Annual Conference & Exposition
Authors
Daniel Linares, Florida Gulf Coast University; Diana Marcela Franco Duran, University of Virginia; Kenneth Stafford Sands II, Auburn University; David R. Gutierrez, University of Virginia; Deyrel Diaz, Clemson University
Tagged Topics
Diversity
Tagged Divisions
Construction Engineering Division (CONST)
avariety of digital tools. Their choices reflect their degree of awareness and understanding ofavailable tools, showcasing whether they are acquainted with a diverse range of technologiesrelevant to the construction industry. On the other hand, assessing students' comfort levels inusing a specific digital tool provides insights into their confidence and self-perceivedcompetence. This subjective measure complements the objective evaluation of their toolselection, offering a holistic view of their digital skill awareness, confidence, and readiness toapply their knowledge.These scenarios were crafted to assess participants' knowledge of digital technologies and theirreadiness to apply them in practical construction scenarios. By presenting authentic
Conference Session
Graduate Studies Division (GSD) Technical Session 3: Advising in Graduate Education
Collection
2024 ASEE Annual Conference & Exposition
Authors
Zilong Pan, Lehigh University; Anand Jagota, Lehigh University; Volkmar Dierolf, Lehigh University; Himanshu Jain, Lehigh University
Tagged Divisions
Graduate Studies Division (GSD)
given discipline would have both UI and CD components, but their relative emphasis may varygreatly from one discipline to the next. In all cases, the training of students should becommensurate with the prospects of their career plans and expectations of their potentialemployers. Thus, for instance, within UI-dominated disciplines, there should be a greateremphasis on providing resources for establishing industrial connections.Lastly, the findings highlight the importance of refining academic course plans and institutionalsupport for effective doctoral training. The emphasis on incorporating problem-solving, dataanalytics, and writing skills into coursework reflects a commitment to aligning academic trainingwith the broader skills needed for
Conference Session
Design in Engineering Education Division (DEED) - Tools for Planning and Evaluation of Design Projects
Collection
2024 ASEE Annual Conference & Exposition
Authors
Daniel D. Jensen, Westmont College; Elijah Cicileo; Jonah Kai Swanson; Gregory Reich
Tagged Divisions
Design in Engineering Education Division (DEED)
," International Journal on Interactive Design and Manufacturing (IJIDeM), vol. 3, pp. 147-156, 2009.12. D. A. Schön, "Designing as reflective conversation with the materials of a design situation," Knowledge-based systems, vol. 5, pp. 3-14, 1992.13. J. Jang and C. D. Schunn, "Physical design tools support and hinder innovative engineering design," Journal of Mechanical Design, vol. 134, p. 041001, 2012.14. R. I. Campbell, D. J. D. Beer, L. J. Barnard, G. J. Booysen, M. Truscott, R. Cain, et al., "Design evolution through customer interaction with functional prototypes," Journal of Engineering Design, vol. 18, pp. 617-635, 2008.15. Y.-K. Lim, E. Stolterman, and J. Tenenberg, "The anatomy of prototypes: Prototypes as filters, prototypes
Conference Session
Wellness, Readiness, and Thriving
Collection
2024 ASEE Annual Conference & Exposition
Authors
Julianna Gesun, Embry-Riddle Aeronautical University; Rachel Eve Gail Swan, Embry-Riddle Aeronautical University; Bryan Watson, Embry-Riddle Aeronautical University
Tagged Divisions
Liberal Education/Engineering & Society Division (LEES)
Conference Session
Design in Engineering Education Division (DEED) - Best in DEED
Collection
2024 ASEE Annual Conference & Exposition
Authors
Gail Baura, Loyola University Chicago; Francisca Fils-Aime, Loyola University, Chicago; Nancy Lynn Raschke Deichstetter DNP, RN, CEN, CHSE, Loyola University, Chicago; Joanne O'Grady Dunderdale DNP, RN , Loyola University, Chicago
Tagged Divisions
Design in Engineering Education Division (DEED)
empathetic communication. A systematic review found that simulation-basedinterventions that are both immersive and experiential were the most effective method ofempathic education [32]. In a scoping review of empathy in nursing students, simulationincreased empathy levels and confidence, and is deemed beneficial for enhancing empathyawareness, sensitivity, and decreasing negative emotions [31].Empathy is central to the nursing role, fostering and promoting the therapeutic nurse-patientrelationship. Empathetic nursing care requires self-reflection, mindfulness, giving of oneself, andviewing the patient as a whole. Empathy allows patients to feel validated, understood, andrespected. Collaboration and communication between nursing and engineering is
Conference Session
Engineering Design Graphics Division (EDGD) Technical Session 2
Collection
2024 ASEE Annual Conference & Exposition
Authors
Derek M. Yip-Hoi, Western Washington University; Jack P. Wilson, North Carolina State University
Tagged Divisions
Engineering Design Graphics Division (EDGD)
and in identifying formal evaluation criteria that robustlycapture whether skills have been acquired. Of interest is whether tools can be developed thatprovide more robust formative assessment of a modeling activity. This contrasts with summativeassessment approaches which largely benefits the assessor in reducing grading times byevaluating the result but can miss important tendencies in a student designer that might need tobe corrected. For this to be feasible better metrics that reflect how a modeling activity isprogressing not just with respect to realizing a final shape goal, but also in capturing designintent and meeting best practices is needed. In this paper some of the challenges of evaluating 3DCAD modeling efficacy are explored
Conference Session
Engineering Empowered Communities: Place-Based Community Engaged Learning
Collection
2024 ASEE Annual Conference & Exposition
Authors
Juan C. Lucena, Colorado School of Mines; Mateo Rojas; Casey Gibson, National Academy of Engineering; Jaime Elizabeth Styer, Colorado School of Mines; Sofia Lara Schlezak, Colorado School of Mines
Tagged Topics
Diversity
Tagged Divisions
Community Engagement Division (COMMENG)
commitment to RT transformed into effective RT for communities 5 1.5 RT is not supported nor 2.5 Academic advisors can help students required by academic institutions circumvent institutional barriers to RTRT in Academic Research Program: Student Case Studies in HES @ MinesAs reported in our ASEE 2022 paper [1], graduate students’ journey to RT begins with an in-depth process of formation which includes a self-reflection of their perspectives as historical andsocial agents, extensive critical readings of the history of engineering, development, and the roleof engineers in development. Once they
Conference Session
Student Division Technical Session 3: Student Experiences and Support
Collection
2024 ASEE Annual Conference & Exposition
Authors
Herman Ronald Clements III, Purdue University; Alexander V Struck Jannini, Purdue University
Tagged Topics
Diversity
Tagged Divisions
Student Division (STDT)
efforts indiversity, equity, and inclusion were out of his scope. Initially, the researchers felt Omar’sresponses could have fit in broader systemic issues such as greenwashing or performativeallyship [34], [35], but in reflection following the interview process, the researchers felt Omarmight have been uncomfortable, or felt he was being assessed, leading him to look for the “right”answer. However, Omar perceived his work as separate from efforts in diversity or equity, the“science side of things.” Later in the interview, Omar also mentioned that he did not have a lot ofinvolvement with the Center outside of his lab, lab work, and advisor. Omar may not have beenexposed to the importance of inclusive or equitable practices in the way Zenith was
Conference Session
Increasing Engagement in Engineering Ethics Education
Collection
2024 ASEE Annual Conference & Exposition
Authors
Kylie Chau Vuu, AECOM Canada Ltd.; John R. Donald Ph.D., P.Eng., University of Guelph; Kimberly Mary Levere, University of Guelph; Cameron Farrow, University of Guelph
Tagged Divisions
Engineering Ethics Division (ETHICS)
Conference Session
Multidisciplinary Engineering Division (MULTI) Technical Session 10
Collection
2024 ASEE Annual Conference & Exposition
Authors
Nicu Ahmadi, Texas A&M University; Lance Leon Allen White, Texas A&M University; Tracy Anne Hammond, Texas A&M University
Tagged Divisions
Multidisciplinary Engineering Division (MULTI)
Discovery Channel and other news sources. Hammond is dedicated to diversity and equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu. ©American Society for Engineering Education, 2024 Emotionally Intelligent Machines in Education: Harnessing Generative AI for Authentic Human-Machine Synergy in the ClassroomAbstractThis paper delves into the realm of Generative AI (GenAI) infused with Artificial EmotionalIntelligence (AEI) to enhance cooperative and genuine human-machine interplay. It underscoresthe imperative of assimilating AEI in diverse sectors including education
Conference Session
MECH - Technical Session 11: Integration of Problem-Solving and Design Thinking
Collection
2024 ASEE Annual Conference & Exposition
Authors
Amanda Sterling, Auburn University
Tagged Divisions
Mechanical Engineering Division (MECH)
is repeated until one victor emerges. After this, the instructor typicallypresents the true conclusion, which is always an entertaining time—especially if a team wascorrect but was not voted up to the next level.Students are asked to reflect on the experience together in a classroom-wide discussion. Themain takeaways typically regard:• The criticality of due process, the formality of investigations, and the correct handling/ interpretation of evidence.• The power of perception, and how remaining impartial is paramount when the stakes are so high.• The nuance and broadness of engineering as a profession and skillset. Equipment can be very sensitive to small elements, and a broad knowledge base is needed to not only understand the
Conference Session
ELOS Technical Session 1 - Fluids, Wind, and Flow
Collection
2024 ASEE Annual Conference & Exposition
Authors
Blake Everett Johnson, University of Illinois at Urbana - Champaign; Partha Kumar Das, University of Illinois at Urbana - Champaign
Tagged Divisions
Experimentation and Laboratory-Oriented Studies Division (DELOS)
Conference Session
ELOS Technical Session 1 - Fluids, Wind, and Flow
Collection
2024 ASEE Annual Conference & Exposition
Authors
Peter B. Johnson, Imperial College London; Christian Klettner, University College London
Tagged Divisions
Experimentation and Laboratory-Oriented Studies Division (DELOS)
with the students, but without dictatingtheir activities.In addition to the 2.5 hours described above, students can optionally visit the Wind Tunnel in adifferent room for 30 minutes, which is outside the scope of this paper.Tutors were trained with video footage from previous years and then met with the module leaderfor guidance. A summary of the training follows: Guidance for tutors • Reflect on the purpose of the activity and how students experience it • Students have written guidance and can complete the activity independently • Avoid telling students things directly or giving them instructions • Listen to students, understand their point of view first and use that as a starting point • Be positive and
Conference Session
MECH - Technical Session 7: Assessment and Evaluation in Engineering Education
Collection
2024 ASEE Annual Conference & Exposition
Authors
Jennifer Melanie Bastiaan, Kettering University; Kristy Brinker Brouwer, Kettering University
Tagged Topics
Diversity
Tagged Divisions
Mechanical Engineering Division (MECH)
completed the survey near the end of each school term, with the Winter termsurveys completed in March 2023, and the Spring term surveys completed in June 2023. TheMECH-431 courses were complete by the time the survey was taken by enrolled students, so theywere able to reflect on the course as a whole at the time of completing the surveys.4.1 HypothesisResults are determined in this study by inductive reasoning. Based on the results of the literaturereview, it is clear that some dynamics systems and controls undergraduate laboratory courses atother institutions have effectively employed hands-on laboratory exercises at low cost. Therefore,a reasonable resulting hypothesis is that low cost physical laboratory experiments can beemployed effectively in
Conference Session
Principal Skinner's Secrets: Cultivating STEM in Remote Locations, Steamed Hams!
Collection
2024 ASEE Annual Conference & Exposition
Authors
Marcelo Caplan, Columbia College
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education Division (PCEE)
) • Connectivity Problems (17 Voices) • Challenges and Obstacles of Virtuality (15 Voices) • Difficulties with Specific Content (9 Voices) • Personal Factors (6 Voices)Student statements about obstacles to learning during the course reflect an uneven adaptation tovirtual teaching. Challenges are associated with connectivity and understanding specific topics such asmathematics and circuit laws.3) What changes to the course could improve your learning? When analyzing the answers to thisquestion, the following emerging constructs can be seen (71 student voices) • Suggestions to Improve interaction (43 voices) • Request for More Practices and Activities (37 Voices) • Recommendations to Improve Communication (20 Voices)Below is a
Conference Session
Reimagining Pathways: Nurturing Diversity and Identity in STEM Education
Collection
2024 ASEE Annual Conference & Exposition
Authors
Meghan Williams, Elizabethtown College; Mark Brinton, Elizabethtown College; Kurt M Degoede, Elizabethtown College; Elizabeth Dolin Dalton
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
questionnaire refers to emotions you may experience as part of this class (EGR 210 - Electric Circuits). It is divided into three sections: (a) your emotions related specifically to testing in this course, (b) your emotions related to Circuits class in general, and (c) your experience as part of the larger Engineering program. Please reflect on your experiences during this semester as you answer the questions below.* Required Unique Identifier 1. Copy and paste the unique identifier you received in your email: *Emotions during Electric Circuits testing and examsAttending college classes can create different feelings. This part of the questionnaire refers specifically to emotionsyou may experience during exams in EGR 210 - Electric Circuits. Before
Conference Session
Computer Engineering Topics
Collection
2024 ASEE Annual Conference & Exposition
Authors
Peter Jamieson, Miami University; Nathaniel David Martin, Miami University
Tagged Topics
Diversity
Tagged Divisions
Computers in Education Division (COED)
limitation is mostlikely due to the FPGA’s ability to connect two ALMs during the routing process, where a wirewith a width larger than 1120 cannot be connected between two ALMs. The data we report onlygoes up to a maximum bit-width of 1024, so this limitation is not reflected in our graphs. Also,the Goldschmidt divider has a smaller range than the other dividers because it was not able tosynthesize above a width of 244. This is due to the limited number of DSP blocks.4.1 AreaThe FPGA used in these tests is the 5CGXFC9E7F35C8 from the Cyclone V line. This FPGA ischosen due to its large amount of available ALMs and DSP blocks. The maximum ALMs that ourFPGA has in this study is 113,560. Very few dividers in this study approached this maximumnumber of
Conference Session
Graduate Studies Division (GSD) Technical Session 3: Advising in Graduate Education
Collection
2024 ASEE Annual Conference & Exposition
Authors
Hayden Ross Asbill, Campbell University; Mitchell Ann Letchworth, Campbell University; Anastasia Marie Rynearson, Campbell University; Christina A. Pantoja, Campbell University
Tagged Divisions
Graduate Studies Division (GSD)
Conference Session
ELOS Technical Session 5 - Remote, Virtual, and Digital Realities
Collection
2024 ASEE Annual Conference & Exposition
Authors
Fernando Merida, University of Florida; Sindia M. Rivera-Jiménez, University of Florida
Tagged Topics
Diversity
Tagged Divisions
Experimentation and Laboratory-Oriented Studies Division (DELOS)
standard deviation and the number of participants for each semester. The Likert-scale used in the surveyconcepts across various ranged from "Excellent" (5) to "Poor" (1), enabling participants to rateinstructional delivery formats. The their perceptions regarding the effectiveness of the take-home kits ormodules' effectiveness is widely desk-scale modules in aiding their understanding of theoretical concepts underlying physicochemical phenomena and unit operations.acknowledged among students,reflected in small standarddeviations. Emphasizing the importance of face-to-face components in blended learning, thesemodules received high
Conference Session
Frameworks and Comparative Analyses in ECE Education
Collection
2024 ASEE Annual Conference & Exposition
Authors
Iman Shayegani, University of Cincinnati; Ibrahim Nihad Awartani, University of Cincinnati; David Allen Evenhouse, University of Cincinnati; So Yoon Yoon, University of Cincinnati; Gregory Warren Bucks, University of Cincinnati
Tagged Divisions
Electrical and Computer Engineering Division (ECE)
to improve student teamwork experience and academic performance in circuits analysis course Proceedings of the 129th American Society for Engineering Education (ASEE) Annual Conference and Exposition, 2022 https://peer.asee.org/40873[34] *S. Claussen, V. Dave. “Reflection and metacognition in an introductory circuits course,” Proceedings of the 124th American Society for Engineering Education (ASEE) Annual Conference and Exposition, Columbus, Ohio, 2017. https://peer.asee.org/28788[35] *B. H. Ferri, D. M. Majerich, N. V. Parrish, A. A. Ferri. “Use of a MOOC platform to blend a linear circuits course for non-majors,” Proceedings of the 121st American Society for Engineering Education (ASEE) Annual Conference and
Conference Session
Community Building and Student Engagement
Collection
2024 ASEE Annual Conference & Exposition
Authors
Tridib Kumar Saha, Purdue University ; Jason Morphew, Purdue University
Tagged Topics
Diversity
Tagged Divisions
Electrical and Computer Engineering Division (ECE)
results from the preceding analysis,including further interpretation of the results, and propose some possible explanations.Beginning with demographic variables, Asian students reported stronger beliefs in the value ofcollaborative learning compared to white students. This may reflect cultural differences inlearning styles, or the value placed on group harmony and collective effort. Additionally,Mechanical Engineering (ME) and Industrial Engineering (IE) students showed lowercollaborative learning beliefs compared to their counterparts in Electrical and ComputerEngineering (ECE). These findings suggest that there may be disciplinary differences in thevalue and integration of collaborative learning in different degree programs.Turning to other
Conference Session
Women in Engineering Division (WIED) Technical Session 5 - Careers and Professional Identity
Collection
2024 ASEE Annual Conference & Exposition
Authors
Kristin L Schaefer P.E., University of Houston; Jerrod A Henderson, University of Houston
Tagged Topics
Diversity
Tagged Divisions
Women in Engineering Division (WIED)
gender choice of “Other”was excluded due to the limited number of degrees awarded, reported only for 2019. Our“Native” category reflects combining the racial reporting options of “American Indian/AlaskaNative” and “Native Hawaiian/Other Pacific Islander.” Similarly, our “Multi” category reflectscombining “Foreign,” “Multiracial,” and “Unknown.” Other racial categories are used asreported by ASEE (e.g., “Asian,” “Black,” “Hispanic,” and “White”). Procedurally, the data was first downloaded into a CSV file. A self-generated Jupyter filewas created to clean the data and create the tidy format [21] XLSX files needed by Tableau forcreating the infographics [11]. Once the charts were styled with shapes, colors, and categorieschosen for visual
Conference Session
NEE Technical Session 3 - Courses: development, logistics, and impact
Collection
2024 ASEE Annual Conference & Exposition
Authors
Sanaz Motamedi, University of Florida; Viktoria Medvedeva Marcus, University of Florida
Tagged Topics
Diversity
Tagged Divisions
New Engineering Educators Division (NEE)
-learning systems [21]. To assess students’learning styles, this study used the Visual, Aural, Read/Write, or Kinesthetic (VARK) learningstyles inventory which is a questionnaire consists of 16 items used to assess the respondent’slearning style [21]. The study also used the Dixion scale to measure students’ engagement usingthe adaptive or non-adaptive e-learning system; this scale includes the factors of skills,participation/interaction, performance, and emotion [21]. This study found that students wholearned through the adaptive system learned more, reflected by their engagement scale responsesand overall course outcomes. While this study does not model the relationship between students’learning styles and intentions to use, has a small sample