Conference Session

CoED Mechanical Engineering Topics

Collection

2017 ASEE Annual Conference & Exposition

Authors

James E. Lewis, University of Louisville; Thomas D. Rockaway, University of Louisville; Gerold Willing, University of Louisville

Tagged Divisions

Computers in Education

Paper ID #18630Using MyEngineeringLab for Learning Reinforcement in a Mechanics 1: Stat-ics CourseDr. James E. Lewis, University of Louisville James E. Lewis, Ph.D. is an Assistant Professor in the Department of Engineering Fundamentals in the J. B. Speed School of Engineering at the University of Louisville. His research interests include paral- lel and distributed computer systems, cryptography, engineering education, undergraduate retention and technology (Tablet PCs) used in the classroom.Dr. Thomas D. Rockaway, University of Louisville Thomas D. Rockaway, Ph.D., P.E., is an Associate Professor in the Civil and

Conference Session

Mobile Devices and Apps

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kefei Wang, Gonzaga University

Tagged Divisions

Computers in Education

Paper ID #13774Enhancing The Teaching Of CS 1 By Programming Mobile Apps In MIT AppInventorDr. Kefei Wang, Gonzaga University Computer Science Department Gonzaga University Page 26.671.1 c American Society for Engineering Education, 2015 Enhancing the Teaching of CS 1 by Programming Mobile Apps in MIT App InventorAbstractThis paper presents the development of a curriculum of CS 1 course, which conveys the basicsof programming techniques and concepts of Computer Science (CS). To build a solid

Conference Session

Computer Programming and Simulation

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gili Rusak, Siena College

Tagged Divisions

Computers in Education

Paper ID #10210On the Road With Codester: Using An Educational App To Teach ComputerScience To Grade 1-6 StudentsMs. Gili Rusak, Siena College I am currently an undergraduate student at Siena College taking classes in computer science and mathe- matics. Page 24.950.1 c American Society for Engineering Education, 2014 On the Road with Codester: Using An Educational App To Teach Computer Science To Grade 1-6 Students Gili Rusak

Conference Session

Computers in Education 1 - Programming 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Johannah Lynn Crandall, Washington State University

Tagged Divisions

Computers in Education

. American c Society for Engineering Education, 2021 Work in Progress: Effects of computational aspects of differential equations (DE) course delivery on students’ computing experience in engineering instructionIntroductionRecent literature and Industry 4.0 discussions [1] have highlighted the need for engineeringgraduates to gain computational facility in all stages of ill-posed, industry-relevant problemsolving, from problem framing to understanding of and confidence in algorithm output.Chemical and mechanical engineering students grapple with both ordinary and partial differentialequations in their engineering coursework using computational methods that they may not

Conference Session

Computers in Education 1 - Programming 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Astrid K. Northrup P.E., Northwest College; Raymond Edward Floyd, Northwest College; S. Renee Dechert, Northwest College; Andrea Carneal Burrows Borowczak, University of Wyoming

Tagged Divisions

Computers in Education

and presents in several organizations (such as AERA, ASEE, ASTE, NSTA, and SITE.), and she is the current chair- elect for the ASEE PCEE Division. Before beginning her work in higher education, she taught secondary school science for 12 years in Florida and Virginia (USA). American c Society for Engineering Education, 2021CODING IS THE NEW COAL 1 Coding is the New Coal: A History of Integrating Computer Science Across Wyoming’s K-12 Curriculum Astrid K. Northrup, S. Renee Dechert, and Raymond Floyd Northwest

Conference Session

Computers in Education 1 - Programming 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Frank Vahid, zyBooks; University of California, Riverside; Roman Lysecky, University of Arizona; zyBooks; Bailey Alan Miller, University of California, Riverside; Lyssa Vanderbeek, zyBooks

Tagged Divisions

Computers in Education

variety of uses.1 IntroductionTeachers of programming courses have long wanted visibility into their students' programming behavior,such as what dates and times students programmed, how much time they spent, how often theycompiled/ran their programs, how much code they wrote between compiles/runs, and so on.However, in the past, most student programming was done in environments like Eclipse, Visual Studio,or command line tools, that didn't log such activity or make such logs readily available to teachers.Some education-focused environments evolved that logged development behavior, like BlueJ for Java,allowing research into student behavior such as [Jadud05][Jadud06]. Some teachers had students useversion control software like Git to get some

Conference Session

Computers in Education 1 - Programming 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ben Tribelhorn, University of Portland; Heather Dillon, University of Washington Tacoma; Andrew M. Nuxoll, University of Portland; Nicole C. Ralston, University of Portland

Tagged Divisions

Computers in Education

develop an entrepreneurial mindset (EM) incomputer science students. An entrepreneurial mindset is defined by the Kern EntrepreneurialEngineering Network (KEEN) as supporting students in developing advanced skills and mindsetsto equip students to create personal, economic, and societal value [1]. Traditional computerscience education often focuses on technical and collaboration skills. The mindset is a criticalskill to develop in a software engineering course as many students can rapidly create novelapplications as demonstrated by the rise and success of mobile apps. This class was redesigned tobuild a set of skills and mindsets to focus the students on creating value.The modules described in this paper, and contextualized in purple in Figure 1

Conference Session

Computers in Education 1 - Programming 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pat Ko, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University; Jonathan G. Harris, Northern Gulf Institute; Jamie Lee Dyer, Mississippi State University; Yan Sun, Mississippi State University

Tagged Divisions

Computers in Education

large tasks, and deploying heuristic reasoning, iteration and search todiscover solutions to complex problems.” (Naughton, 2012). Taking a different tactic, the InternationalSociety for Technology in Education and the Computer Science Teachers Association polled teachers,researchers, and practitioners to create an operational definition that lists a set of skills and qualities,instead of stating an all-encompassing principle (ISTE & CSTA, 2011). Figure 1 shows the results of theirinquiry.Computational thinking (CT) is a problem-solving process that includes (but is not limited to) thefollowing characteristics: • Formulating problems in a way that enables us to use a computer and other tools to help solve them. • Logically

Conference Session

Computing Technology Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pedro Arturo Espinoza, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Oscar Antonio Perez, University of Texas, El Paso; Hugo Gomez, University of Texas, El Paso; Randy Hazael Anaya, University of Texas, El Paso; Hector Erick Lugo Nevarez, University of Texas, El Paso; Herminia Hemmitt, University of Texas, El Paso; Peter Golding P.E., University of Texas, El Paso

Tagged Divisions

Computers in Education

the contrary, a classroom that hasintimidating technology, a non-intuitive setup and inadequate furniture will also not meet thebasic teaching needs of instructors and learning needs of students. In fact, technology in theclassroom can be distracting [1], especially if not implemented well. Rather than trying toforetell what a classroom should look like in a few years, one can design a modern instructionalclassroom that 1) has the ability to support multiple learning activities not only from class toclass, but also within the same class period, and 2) includes technology that is not a feature in theroom but rather is seamlessly integrated into the classroom [2]. One cannot assume that becausea new or renovated classroom has been built, that

Conference Session

Computing Technology Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Oscar Antonio Perez, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Herminia Hemmitt, University of Texas, El Paso; Hugo Gomez, University of Texas, El Paso; Pedro Arturo Espinoza, University of Texas, El Paso; Randy Hazael Anaya, University of Texas, El Paso; Hector Erick Lugo Nevarez, University of Texas, El Paso

Tagged Divisions

Computers in Education

attempts to incorporate different technologies inthe classroom [1] appealing to different learning styles. When compared, some of these technologieshave seen more success than others [2]. Some of the most commonly used classroom technologiesare: PowerPoint software [3], computers, chalkboards, web posting of materials, paper handouts,transparencies, laptops, overhead projectors, classroom computers, online course managementsystems, whiteboards, online discussion groups, document cameras, tablet PCs, streaming videos,clickers, VCRs, Acrobat Connect software, and smartphones [4]. However, the impact and effects inthe classroom of one of the newest technologies available to the consumer and educational markets,the 3D printer, has not been extensively

Conference Session

Computing Technology Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Doipayan Roy, Purdue University; Peter Bermel, Purdue University, West Lafayette (College of Engineering); Kerrie A Douglas, Purdue University, West Lafayette (College of Engineering); Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering); Michael Richey, The Boeing Company; Krishna Madhavan, Purdue University, West Lafayette (College of Engineering); Siddharth Shah

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

online learning environment. We present a method forapplying the K-means algorithm for learner type identification within the more constrainedcontext of a highly technical and advanced MOOC on nanotechnology. We investigate differenttypes of learner behavior that emerge from the above-mentioned clustering and the ways inwhich each group of learners is distinct. Finally, we assign labels to each user group per theirdominant behavioral characteristics and use hypothesis testing to show that the difference inlearner behavior across groups is statistically significant.Literature Review:Learning platforms such as MOOCs provide the means for knowledge dissemination withoutregard to geographic, social and financial barriers [1] and hold the potential

Conference Session

Computing Technology Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, Quinnipiac University

Tagged Divisions

Computers in Education

to university education.The following three research questions are analyzed in this work that were also used in [Ref 10].Q1) If you are required to draw the graph of a given function by using technology, what kind oftechnology would you use? Please either choose one of the following or write your own answerand explain why. 1. Calculator 6. Fortran 2. Excel 7. Matlab 3. C 8. LabVIEW 4. C++ 9.Other______________ 5. C#Q2) If there is a definite integral given, which one of the following would you prefer to use tocalculate the given

Conference Session

Computing Technology Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jingwen(Jess) Li, PSU; EUNSIK KIM, Pennsylvania State University; Alec M Schultis, Harold and Inge Marcus Department of Industrial and Manufacturing Engineering; Andrew Joseph Kapfer, The Pennsylvania State University ; Jimmy Lin, Pennsylvania State University, University Park; Peter A Yake; Domenic M Erjavec; Benjamin Dabat; Ling Rothrock, Pennsylvania State University, University Park

Tagged Divisions

Computers in Education

developed by student teams. Most importantly, we will collect valuable insights from endusers, i.e., what they can learn from the critiquing process, what lessons we can learn from theirfeedback. These will provide us with meaningful information to help evaluate gamificationproducts designed to enhance engineering concept learning.Keywords:Peer-based Gamification, Engineering EducationIntroductionGamification is commonly known as the application of game elements in non-game contexts [1].Game elements include badges, score systems, leaderboard, levels and so on, and they tend tomotivate the game player to engage. In recent years, gamification has seen a rapid application inthe education field due to the fact that game products can enhance student

Conference Session

Computing Technology Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Ryan Smith, Rose-Hulman Institute of Technology

Tagged Divisions

Computers in Education

dealing with student receptivity.1. Peer Review in Student LearningPeer review has become an important pedagogical strategy in higher education. Based upon awell-known process in academic and business communities, the process of colleagues providingadvice to colleagues has migrated to the classroom. Topping provides an overview both of thegains and of the costs of implementing peer review in various discipline-specific classes.1Furthermore, research on collaborative learning has established credibility for students in givingfeedback to their colleagues. The notion of students helping other students in reading andwriting was propagated by early advocates, such as Kenneth Bruffee.2Computer-mediated peer review (CMPR) offers advantages on several

Conference Session

General Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shanshan Li, Purdue University; Yang Chen, Purdue University; David M. Whittinghill, Purdue University, West Lafayette; Mihaela Vorvoreanu, Purdue University, West Lafayette

Tagged Divisions

Computers in Education

bydigital means 1. However the potential of AR as a motivation-stimulated factor in languagelearning and vocabulary learning remains unexplored. The purpose of this study was to explorehow AR might affect student motivation for vocabulary learning.An exploratory pilot study of a freely available augmented reality English vocabulary learningapplication was conducted to assess AR’s influence on students’ learning motivation. Semi-structured interviews were used for gathering assessment data. By analyzing the gatheredqualitative data within the framework of the ARCS Model, our results suggest that AR may helpwith student motivation toward the beginning of the application session, but tended to decreasetoward the end of the session. Several potential

Conference Session

General Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christian Rogers, Indiana University-Purdue University Indianapolis; Jerry Clyde Schnepp, Bowling Green State University

Tagged Divisions

Computers in Education

testing approach described in the introduction, we created an online quizsystem called Point Barter. It allows students to take an exam using a web browser. Questionsare presented sequentially and the interface is similar to most online testing environments.However, for each question, a barter button is available and is labeled with a predetermined pointvalue (figure 1.). Figure 1. Screenshots before bartering and after bartering.The student can choose to answer the question with or without using the barter feature. If he does Page 24.1159.4not use the barter feature, the test proceeds like other online tests. However, if he

Conference Session

General Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Perry Samson, University of Michigan

Tagged Divisions

Computers in Education

embedded in the slides the instructor uploads into a tray (see Figure 1). The Figure 1. Workspace for instructor in LectureTools. Instructors upload their presentation slides into LectureTools and can add videos and a variety of question types to challenge student understanding. Instructors can also hide slides and reveal them during class.instructor can “hide” slides so students cannot see them in class until released. The instructorhas the additional option that they can add videos to the presentation directly from popularsystems such as YouTube, Vimeo and more. An advantage of this is that students will haveaccess to the slides, videos andquestions during and after class.Students report higher levels ofengagement using LectureTools thantheir

Conference Session

General Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephen Michael Morse, Texas Tech University; Audra N. Morse, Texas Tech University; Venkatesh Uddameri; Elma Annette Hernandez, Texas Tech University; David L. Ernst, Texas Tech University - Construction Engineering

Tagged Divisions

Computers in Education

interpolation, regression, numerical integration and solving linear systems ofequations. This course is not intended to cover all numerical methods students may need insubsequent courses in their degree plan but rather to provide a basic skill set they can build onthroughout their education. Table 1 lists the topics covered in the Introduction to Engineeringcourse. The first section of Table 1 lists the topics related to numerical methods and the latersection lists the topics related to programming. Page 24.1223.3Table 1. Introduction to Engineering Course Topics Course Topics Geometry and Trigonometry Review

Conference Session

Computers in Education Division Technical Session 1: Topics Related to Engineering - Part 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joseph A. Lyon, Purdue University, West Lafayette; Aparajita Jaiswal, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette

Tagged Divisions

Computers in Education

qualitatively identified differentways in which students engaged with MATLAB Live and how those differed between studentprogrammers' comfort levels. Additionally, quantitative analysis was used to understand theeffects the intervention had on student self-efficacy. The guiding research questions were: (1)How did such technology-supported scaffolded (MATLAB Live) modeling activity experiencesimpact student self-efficacy regarding programming and computational modeling? (2) Based onstudent comfort level with programming (self-efficacy), how did students vary in their reportedexperiences of MATLAB Live? The results of this analysis show that the MATLAB Livescaffolding proved beneficial to both novice and experienced programmers, yet student

Conference Session

Computers in Education Division Technical Session 1: Topics Related to Engineering - Part 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Fadi Castronovo, California State University, East Bay; Robert Schaffer, Mission College; Varsha Reddy Kandi

Tagged Divisions

Computers in Education

CourseABSTRACT In this paper, the research team will discuss the lessons learned from the design of a newIntroduction to Engineering course at two California institutions: a community college, and auniversity. The design of the course focused on engaging students with innovative technologyand empowering students to develop technology-based engineering solutions for their semesterproject. The goal of this paper is for the authors to share their experiences in 1) designingVR-infused activities and design challenges for their courses, 2) developing two VR-readyclassrooms, and 3) implementing virtual reality (VR) in their classroom environments. Thedesign of the class was focused on the adoption of group-based problem-solving, educationalgames, and

Conference Session

Computers in Education Division Technical Session 1: Topics Related to Engineering - Part 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Enrique Alvarez Vazquez, North Dakota State University; Manoel Cortes-Mendez, Georgia Institute of Technology; Ryan Striker P.E., North Dakota State University; Lauren Singelmann, North Dakota State University; Mary Pearson, North Dakota State University; Ellen M. Swartz, North Dakota State University

Tagged Divisions

Computers in Education

collaborate on solving problems.IntroductionIn Fall 2019, we taught a class called Cardiovascular Engineering under the Electrical andComputer Engineering Department of North Dakota State University. The class leveragesInnovation Based Learning (IBL) [1], a pedagogy similar to Project Based Learning [2] butemphasizing the creation of novel ideas and the development of projects with social impact.Besides having to meet IBL’s requirements, we faced a challenge: our 36 students were based indifferent locations. Most were spread across two different campuses. Some were taking thecourse online from various locations across the country. Good communication, inside andoutside the class, had to be achieved under these constraints since good communication

Conference Session

Computers in Education Division Technical Session 1: Topics Related to Engineering - Part 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ali Sheharyar, Texas A&M University at Qatar; Arun R. Srinivasa, Texas A&M University; Eyad Masad

Tagged Divisions

Computers in Education

). In this paper, we demonstrate the AR tool and share our experience andthe assessment results.IntroductionSpatial ability or visuo-spatial ability is the capacity to comprehend, reason and remember thespatial relations among objects or space 1 . It is of value for the success in engineering and othertechnical fields. In engineering, for instance, engineers utilize spatial skills when designing partsof a machine; they must understand functions and interaction of the parts from multipleperspectives while integrating the parts among a variety of other components in an assembly 2 . Itis very common to find higher spatial ability in people working on engineering and architecturerelated activities 3 .Engineering students differ in their development

Conference Session

Computers in Education Division Technical Session 1: Topics Related to Engineering - Part 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caeley Ashtyn Joy Gibbs, Queen's University

Tagged Divisions

Computers in Education

undergraduate student’sdesign ability, the following research questions will be evaluated:1) Do students who use the VR tool perform better on design problems compared to students who do not use the VR tool?2) Are the distribution of grades for the design problems of the participant groups affected by student participation in the VR challenge?3) Do the students feel that VR helps them learn course concepts?4) Does the VR tool increase student’s confidence levels when completing engineering design challenges on chemical processing plants?5) Do participants feel the VR experience enhanced their design abilities and gave them an advantage when moving from their undergraduate degree to industry or post graduate work?4.0 MethodsThe research will be

Conference Session

Computers in Education Division Technical Session 1: Topics Related to Engineering - Part 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

James E. Lewis, University of Louisville; Brian Scott Robinson, University of Louisville; Nicholas Hawkins, University of Louisville

Tagged Divisions

Computers in Education

Cornerstone projects that all students demonstrate andpresent at the end of the semester. Throughout the semester up to Cornerstone demonstrations,course instruction, activities, and deliverables have been designed in a dual-purpose manner, inthat they augment student practice of essential engineering skills (such as introductoryprogramming), while at the same time scaffolding progression towards Cornerstone Projectcompletion. Scaffolded lesson plans related to programming have been designed to exposestudents to two primary means of programming interface and methodology. These respectivelyinclude 1) Arduino-based platforms focused on instruction of algorithm-based programmingmethodology, and 2) Programmable Logic Controllers (PLCs) focused on

Conference Session

Computers in Education 9 - Technology 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emre Tokgoz, Quinnipiac University; Samantha Eddi Scarpinella, Quinnipiac University; Michael Giannone, Quinnipiac University

Tagged Divisions

Computers in Education

Engineering Students for Solving Calculus Questions 1 Emre Tokgöz, 1Samantha Scarpinella, 1Michael Giannone 1 Emre.Tokgoz@qu.edu, 1 Samantha.Scarpinella@qu.edu, Michael.Giannone@qu.edu 1 Industrial Engineering, School of Engineering, Quinnipiac University, Hamden, CT, 06518, USATechnology choices of engineering students for solving calculus questions can depend on technologiesthey learned in high school, web-based resources they are aware of, major specific programmingrequirements, and technologies taught by their mathematics instructors. STEM students are usuallyexpected to demonstrate paper-pencil solution and critical thinking ability to questions while

Conference Session

Computers in Education 9 - Technology 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chelsea L. Gordon, zyBooks, A Wiley Brand; Roman Lysecky, University of Arizona; zyBooks, A Wiley Brand; Frank Vahid, University of California, Riverside

Tagged Divisions

Computers in Education

beforestudents get feedback, which can hinder learning.Today, many courses use a cloud-based auto-grader. Students submit theirprograms to a webpage, which in seconds gives feedback on the program's runtimecorrectness along with a score. Students can then resubmit to improve their score[1], [2] aided by automated feedback [3]. The benefits include reduced humanresources, and immediate feedback to aid learning [4]. Drawbacks include little orno feedback on coding style [5], potential student overreliance on the auto-graderto test programs [6], and potential cheating of the auto-grader [7]. Some instructorscombine manual and auto-grading, letting the auto-grader provide an initial scorebased on runtime correctness, and then later manually adding a score

Conference Session

Computers in Education 9 - Technology 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Efthymia Kazakou, zyBooks, A Wiley Brand; Alex Daniel Edgcomb, zyBooks, A Wiley Brand; Yamuna Rajasekhar, zyBooks, A Wiley Brand; Roman Lysecky, University of Arizona; zyBooks, A Wiley Brand; Frank Vahid, University of California, Riverside

Tagged Divisions

Computers in Education

800universities have submitted 90 million times. Our homework activities are integrated intoweb-based interactive textbooks. Such a homework activity is a sequence of progressively moredifficult levels. A student must complete the first level's question to move on to the secondlevel's question, and so on. Each level contains numerous same-difficulty questions, one ofwhich is randomly selected when the student arrives at a level. A student's submission isauto-graded, and the student receives specific and immediate feedback to the given question andtheir submission. If the student answered incorrectly, then the student can try again on a newrandomly-generated question of the same difficulty. Our homework activity philosophy is: (1)randomized -- each

Conference Session

Computers in Education 9 - Technology 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mahgol Nowparvar, Pennsylvania State University ; Xing Chen, Pennsylvania State University ; Omar Ashour, Pennsylvania State University ; Sabahattin Gokhan Ozden, Pennsylvania State University Abington; Ashkan Negahban, Pennsylvania State University

Tagged Divisions

Computers in Education

range of learner groups across different disciplines in engineering education. On the otherhand, there is a growing interest in using immersive technologies such as virtual reality (VR) inengineering education. While there are many literature review articles on each of these subjectsseparately, there is a lack of review articles on the application of combined PBL-VR learningenvironments in engineering education. This paper provides an assessment of the applicationsand potential of implementing immersive technologies in a PBL setting to utilize the advantagesof both paradigms. More specifically, this paper aims to provide insights related to two mainquestions: (1) where (in what disciplines/subjects) PBL and VR have been used together

Conference Session

Computers in Education 9 - Technology 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David Beevers, Pennsylvania State University; Qi Dunsworth, Pennsylvania State University

Tagged Divisions

Computers in Education

their analysis.BackgroundHomework is a crucial part of every student’s education, especially in STEM disciplines. Thestatement that “the one who does the work does the learning,” [1] can be clearly seen in actionby any educator. However, in recent years more and more students are turning to copying andmissing this crucial part of the learning process [2]. The growth of online homework “help”websites has made it easier and easier for students to attempt to shortcut this critical step in theirlearning process. In fact, many students don’t even consider the use of such websites to completetheir homework to be cheating. [3] There have been some attempts with online homeworksystems to use randomized variables and questions to mitigate this problem

Conference Session

Technical Session 4: Modulus Topics 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yamuna Rajasekhar, zyBooks; Alex Daniel Edgcomb, Zybooks; Frank Vahid, University of California, Riverside

Tagged Divisions

Computers in Education

by activity) at 43 universities, toprovide insight into how such activities impact the student learning experience in digital designcourses. Key insight: Students tend to make small mistakes on early levels, then quickly solvethe harder levels, enabling most students to complete a challenge activity within 10 minutes.1. IntroductionDigital design is a crucial course, often required for Electrical Engineering (EE), ComputerEngineering (CE), and Computer Science (CS) majors. EE and CE require the course duringlower-division, and CS tend to require the course during upper-division, which causes difficultyfor instruction because students have varied backgrounds. Another difficulty with teaching (andlearning) digital design is the blend of