Conference Session

Computers in Education 3 - Modulus I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Larysa Nadolny, Iowa State University of Science and Technology; Md Imtiajul Alam, Iowa State University of Science and Technology; Michael Geoffrey Brown, Iowa State University of Science and Technology; Monica H. Lamm, Iowa State University of Science and Technology

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Computers in Education

-2020resulted in 176 relevant publications. Our analysis focused on document metadata and abstracts, amethodology similar to other content analyses examining journals’ trends over time. We used textmining software Leximancer 1 to examine the overall themes in the text and to investigate theevolution of game related research in five-year periods. The software provided evidence for thestatus of the field and changes over time. Leximancer applied automatic processing of the text indetermining a semantic model for critical terms and concepts, highlighting the role ofdevelopment and design, measurements of learning, and changes in term use over time. The 15year period was characterized by a focus on students, games, and learning, including topics on

Conference Session

Computers in Education 3 - Modulus I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

James Kretzschmar, University of Wyoming; Robert F. Kubichek, University of Wyoming; Cameron H. G. Wright P.E., University of Wyoming; Steven F. Barrett, University of Wyoming; Jeffrey R. Anderson, University of Wyoming

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Computers in Education

physically built, tested,and verified using computer-based test equipment.During the Fall 2018 semester the laboratory portion of our Microcontroller course was completelyredesigned and implemented in the Spring 2019 semester (school lab). After providing initialinformation about working with the Texas Instruments Code Composer Studio IntegratedDevelopment Environment (IDE) and the MSP430 microcontroller, students completed labsinvolving the following topics: (1) Input/Output pins, (2) Basic Clock System, (3) Analog toDigital Converter, (4) Interfacing an LCD Display Module, (5) Timer Module (interrupts), (6)Timer Module (pulse width modulation), and (7) Serial Communication. In these exercises,students were required to use an oscilloscope and logic

Conference Session

Computers in Education 5 - Online and Distributed Learning 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sunay Palsole, Texas A&M University; Jaskirat Singh Batra, Texas A&M University; Xi Zhao, Texas A&M University

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Computers in Education

surveys, but there was also the realization that a large part of the success was due to the rapport-building activity that had already occurred in the 6-8 weeks before the start of the pandemic-related closures. Subsequent student surveys toward the end of April indicated that while the students had a great appreciation of the efforts undertaken by faculty in ensuring semi-uninterrupted learning, the studentsindicated that they missed interactions. Very early studies have shown that student interaction iskey to their success in courses. Chickering and Gamson [1] consider 5 of their seven principles tobe keys for interaction and 2 among those five deals with faculty to student and student tostudent interactions. Delving into this issue of

Conference Session

Computers in Education 5 - Online and Distributed Learning 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Zhou Zhang, New York City College of Technology; Yizhe Chang, California State Polytechnic University, Pomona; Sven K. Esche, Stevens Institute of Technology; Andy S. Zhang, New York City College of Technology

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Diversity

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Computers in Education

theories, know the usage of the hardware andsoftware, and gain rich experience in robotics.Keywords: IoT, Robotics, Mechanical Engineering Technology, Framework1. IntroductionDistance/online learning 1 is becoming an important form at academic institutions, and the growthin distance/online learning has been outpacing the growth of enrollment 2,3,4. At present, thepandemic has been even further pushing distance/online learning to the peak based on the censusfrom the United States Census Bureau 5. According to the data of EducationData.org, 98% of theinstitutions have moved most of the in-person classes to the online sections 6. From the samesource, the parents have many concerns including poor content, little collaborative learning,inconsistent

Conference Session

Computers in Education 3 - Modulus I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Thad B. Welch, Boise State University; Cameron H. G. Wright P.E., University of Wyoming; Michael G. Morrow, University of Wisconsin - Madison

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Computers in Education

attendance ofa technical conference. All of our students choose to attend this conference at their own expense.This paper will discuss these challenges and provide a selected assessment.IntroductionThe authors present one pre-COVID planned experiment and three COVID changes necessary tosupport senior and first-year graduate Electrical and Computer Engineering (ECE) courses. 1. The pre-COVID experiment was based on offering two senior and first-year graduate classes in a 7-week format, one following the other. Thus, a student could complete two courses (6-credits), in one semester, dealing with two closely related topics. In this case, the courses were Digital Communication Systems and Wireless Communications. 2. The first of the

Conference Session

Computers in Education 10 - Technology 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tristan M. Ericson, York College of Pennsylvania

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Computers in Education

thesubject matter. It also shows students how computer tools can effectively solve largerengineering problems similar to those encountered beyond undergraduate education.1. IntroductionThis paper will not explore course design for teaching MATLAB or argue for its utility inengineering curricula. That is well-traveled ground. Many papers already demonstrate theusefulness of MATLAB and Simulink in undergraduate engineering courses. The goal here,instead, is to present techniques and strategies for using this tool in an upper-level course thathave made a marked improvement in effectiveness and student appreciation. The paper beginswhere I did with an advanced elective teaching assignment: believing that MATLAB is apowerful engineering education tool

Conference Session

Computers in Education 2 - Programming 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Safia Malallah, Kansas State University; Khaled Nasser Alsalmi, The Public Authority for Applied Education and Training; Joshua Levi Weese, Kansas State University

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Diversity

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Computers in Education

just technologyconsumers; they can use these abilities to impact the world. Policymakers have taken action toempower CT education worldwide [1], yet, not all countries have acknowledged the need forthis knowledge like Kuwait. According to the Human Development Index (HDI) in 2020,Kuwait ranked 63 out of 189 countries, with the lowest HDI score among neighbor's countries.This paper aims to measure awareness of CT in educational institutions to propose a plan thatcan promote CT in the Kuwait education system. ISTE developed a CT Model to guide theway to implement CT in K–12 education [2]. To efficiently allocate the resources, educationalresearchers suggest first estimate stakeholder awareness of the concept [3]. Because CT is arelatively new

Conference Session

Computers in Education 6: Best of CoED

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Luwen Huang, Massachusetts Institute of Technology; Kayla M. Bicol; Karen E. Willcox, University of Texas at Austin

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Computers in Education

learning pathways of interest. Using the network model,we model the disruption due to COVID-19 related school closures in Spring 2020. Analysis onthe network model enables identification of propagating effects of the closures on later grades andreveals pathways with potential high vulnerability. When combined with school-specific and/orstudent data, this model could provide valuable analytics support to decision makers.1 IntroductionIn the spring of 2020, millions of students abruptly shifted to online instruction, and in somecases, no instruction, as COVID-19 disrupted schools nationwide. But this disruption is notsimply localized to a single semester: consider, for example, the downstream effects on a fifthgrader, who needs to master adding

Conference Session

Computers in Education 10 - Technology 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeffrey Todd McDonald, University of South Alabama; Dawn McKinney, University of South Alabama; Todd R. Andel, University of South Alabama

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Computers in Education

Digital Logic courses in Computer Science curriculum, andfor recruiting undergraduate researchers in cybersecurity related disciplines. We relate anecdotalsuccess in using the tool for such engagements and context for student involvement as part of anobject-oriented and agile software engineering project.1. IntroductionDigital logic instruction is typically a core component of Computer Science (CS), ElectricalEngineering (EE), and Computer Engineering (CpE) curricula. Most often, students are exposedto digital logic concepts early in their programs as a foundational steppingstone. CS students donot typically explore digital logic concepts further during their programs except as backgroundknowledge for courses like Computer Architecture or

Conference Session

Computers in Education 6: Best of CoED

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nabeel Alzahrani, University of California, Riverside; Frank Vahid, University of California, Riverside

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Computers in Education

manually, while some schools used custom-built auto-graders, or made use of thefreely-available Web-CAT tool [1]. However, in the past few years, several cloud-based commercialauto-graders have appeared, such as zyBooks [2], Gradescope [3], Mimir [4], Vocareum [5], CodeLab[6], and MyProgramming-Lab [7], many emphasizing ease of use and immediate score feedback tostudents. Based on public information from and direct discussions with those companies, we canconservatively state that at least 500 universities and at least 1,000 courses have switched from manualgrading to auto-grading in recent years, impacting well over 250,000 students per year. According to arecent whitepaper from zyBooks, there is a steep rise in the use of auto-graders in recent

Conference Session

Computers in Education 6: Best of CoED

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Molly Rebecca Domino, Virginia Polytechnic Institute and State University; Margaret O'Neil Ellis; Dennis Kafura

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Diversity

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Computers in Education

Computational Thinking course for non-majors. An initialquantitative evaluation of the visualizations raised questions about their long-term effectivenessand ease of use. This study represents a qualitative study done to gain deeper insight into theexperiences of students. The results of this study demonstrated students were engaging withcourse materials in unexpected ways but frequently referred back to the visualizations.Additionally, students had an approach to understanding the visualizations that was both helpfuland problematic. These findings help to inform visualization and curriculum designers aboutstudent attitudes and strategies in using course materials.1 IntroductionDue to the abstract nature of Computer Science it is not uncommon for

Conference Session

Computers in Education 3 - Modulus I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Arinjoy Basak, Virginia Polytechnic Institute and State University; Todd Patrick Shuba, Virginia Polytechnic Institute and State University; Jianqiang Zhang, Virginia Polytechnic Institute and State University; Sneha Patel Davison, Virginia Polytechnic Institute and State University; David A. Dillard, Virginia Polytechnic Institute and State University; Jacob R. Grohs, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Clifford A. Shaffer, Virginia Polytechnic Institute and State University

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Computers in Education

workflow, and describesupport for targeted feedback and analysis for the instructors. We present our plans to evaluatethe system, and discuss the results of a preliminary usability study.1. IntroductionRecent studies show problem-solving ability is being increasingly prioritized as a core aspect ofengineering curriculum and a fundamental competency demanded by employers. However, notonly are problem-solving activities time consuming for students, they are also often difficult toassess beyond simply checking for correctness of the final answer. In addition, it is difficult in aclassroom setting to deliver useful feedback [1]. While popular online tutoring frameworks exist[2], [3] that support structures for mathematical problem solving and some

Conference Session

Computers in Education 10 - Technology 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Irini Spyridakis, University of Washington

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Computers in Education

design to anticipate what a user might need and to ensure that “the interface is “easy toaccess, understand, and use” [1]. UI designers must consider their user’s needs, capabilities, andlimitations. Designers can assess their designs through the application of usability heuristics andstrategies for effective UI design, e.g., [2] - [5]. Jakob Nielsen’s 10 usability heuristics [3] are auseful inspection method for evaluating interface designs and can aid in identifying usability,utility, and desirability with individual user interface elements, interactions, and their impact onthe overall user experience.The goal of this paper is to describe a UI module and specifically the report assignment that helpeducate students about effective UI design and

Conference Session

Computers in Education 8 - Video Technology

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Markus Iseli, University of California, Los Angeles; Tianying Feng, University of California, Los Angeles; Gregory Chung, University of California, Los Angeles; Ziyue Ruan; Joe Shochet, codeSpark; Amy Strachman, codeSpark

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Diversity

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Computers in Education

topic of interest in K-12 education. Childrenthat are exposed at an early age to STEM curriculum, such as computer programming andcomputational thinking, demonstrate fewer obstacles entering technical fields [1]. Increasedknowledge of programming and computation in early childhood is also associated with betterproblem solving, decision-making, basic number sense, language skills, and visual memory [2].As a digital competence, coding is explicitly regarded as a key 21st Century Skill, as the“literacy of today,” such that its acquisition is regarded as essential to sustain economicdevelopment and competitiveness [3]. Hence, the reliable evaluation of students’ process data incontext of problem solving tasks that require CT is of great

Conference Session

Computers in Education 2 - Programming 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Xueyi Bao, Notre Dame University; Jun Han, University of Notre Dame; Chaoli Wang, University of Notre Dame

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Computers in Education

comprehensive understanding of basic concepts and algorithms. The software tool includes a studycomponent and a quiz component. Effectiveness of VolumeVisual is evaluated by conducting a formal user studyconsisting of an introduction and training session, a survey, followed by a quiz.1 IntroductionAs visualization has become an indispensable means for analyzing data generated from applications that span variousSTEM fields, more research efforts pay attention to education in data science and human-centered computing. Follow-ing this trend is a significant need for high-quality educational tools for teaching and learning data visualization. Overthe years, different tools have been developed for information visualization (InfoVis) that span across

Conference Session

Computers in Education 2 - Programming 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Petra Bonfert-Taylor, Dartmouth College; Simon Ethan Oster, Dartmouth College

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Diversity

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Computers in Education

a student can leave and return to a codingwindow at any time. Moreover, the instructor can add automatic grading features to a codingwindow in order to provide instant feedback to students. Figure 1 shows a snapshot of one pageof the live textbook, which includes an embedded code window. Figure 1: Live textbook page with embedded code windowAlternatively, Figure 2 depicts what the same content shown in Figure 1 looks like in the staticPDF version of the textbook. In this version, any pre-populated code in the coding windows isautomatically printed in a special text environment with syntax highlighting. Additionally, a QRcode appears next to each static code environment, and scanning the QR code will bring studentsto that

Conference Session

Computers in Education 7 - Modulus 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joseph Maloba Makokha, Stanford University

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Computers in Education

), Roll &Wylie[1] highlight this metaphor, and suggest that it has “run its course” as a useful paradigm. Interms of our understanding of AI, it has been difficult to conduct a holistic examination of thedisciplines that comprise the AI space in the past, due to differences in methods specific to thefields. However, recent advances in tools, as well as increased collaborations among diversepractitioners from the humanities, bioengineering, computer science and others is leading tobetter ways of exploring this space. Why does AI matter in engineering education? First, webegin with the premise that AI can support learning activity during the problem-solving stage byintroducing “surprise”, which has been identified as an important trigger for

Conference Session

Computers in Education 5 - Online and Distributed Learning 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tiffanie R. Smith, Lincoln University; Susan Ellen Safford, Lincoln University; Chidera Iguwe; Mofoluwasho Akinlade

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Diversity

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Computers in Education

to take Introductory Biology and ElementaryStatistics to provide them a chance to work on examples, view tutorials and take quizzes at theirleisure to enhance their classroom experience.Up until Spring 2020, the application was developed and maintained solely as an iOS App, withSwift serving as the primary language as Apple products are common in the educational setting.A recent survey among our students showed that of 26 students in a class in which the app wastested, 17 or 65% used an iPhone or an iPad. Additionally, there are sound development reasonsto focus on one platform or another 1 . Unfortunately, there were problems like the absence of testsfor classes/methods and refactoring issues for the student developers. Also, users found it

Conference Session

Computers in Education 8 - Video Technology

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Walter W. Schilling Jr., Milwaukee School of Engineering

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Computers in Education

been recognized, by researchers and practitioners alike, that feedback plays a decisive role in learning and development, within and beyond formal educational settings. We learn faster, and much more effectively, when we have a clear sense of how well we are doing and what we might need to do in order to improve.” [1]These words open up Hounsell’s article discussing the importance of feedback to the learning process.Overall, we know that giving students effective feedback is one of the most powerful influences ofstudent success [2]. We also know that there are many ways in which feedback to students can fail:feedback which is delivered too late top the student is not timely enough to help them. If feedback isnot engaging

Conference Session

Computers in Education 2 - Programming 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nabeel Alzahrani, University of California, Riverside; Frank Vahid, University of California, Riverside

Tagged Divisions

Computers in Education

classes, as reported in 47 publications from 1985 to 2018. A logic error causes incorrectprogram execution, in contrast to a syntax error, which prevents execution. Logic errors tend to beharder to detect and fix and are more likely to cause students to struggle. The publications described 166common logic errors, which we classified into 11 error categories: input (2 errors), output (1 error),variable (7 errors), computation (21 errors), condition (18 errors), branch (14 errors), loop (27 errors),array (5 errors), function (24 errors), conceptual (43 errors), and miscellaneous (4 errors). Among thoseerrors, we highlighted 43 that seemed to be the most common and/or troublesome. As interest incomputer science education continues to grow, with

Conference Session

Computers in Education 7 - Modulus 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gulustan Dogan, University of North Carolina Wilmington; Yang Song, University of North Carolina Wilmington; Damla Surek, Yildiz Technical University

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Diversity

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Computers in Education

believethat our modules had a greater impact on those students who were newer to computationalthinking, over those who had prior experience and were enrolled in upper-level computationalcourses.1 IntroductionAccording to Wing, Computational Thinking (CT) is the thought processes involved informulating a problem and expressing its solution(s) in such a way that an information processor– human or machine – can effectively carry out that solution [1]. The educational philosophybehind Computational Thinking is that problems in every discipline can be solved by the tools ofcomputation such as algorithmic thinking, decomposition, abstraction, pattern recognition. Forinstance, one of the pillars of computational thinking is algorithmic thinking

Conference Session

Computers in Education 6: Best of CoED

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Stairs, University of Toronto; Raman Mangla, University of Toronto; Manik Chaudhery, University of Toronto; Janpreet Singh Chandhok, University of Toronto; Hamid S. Timorabadi, University of Toronto

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Computers in Education

engaged. There is no video datatransmitted outside of students’ web browsers, and individual students are anonymous to the instructor.Testing in undergraduate engineering lectures resulted in 78.2% reporting feeling at least potentially moreengaged during the lecture and at least 34.4% of students reporting feeling more engaged during thelecture. These approaches could be applicable to many forms of remote and in-person education.BackgroundBillions of people are studying, working and socializing remotely in the current COVID-19 pandemic.The videoconferencing market has grown 20 fold some over the past few years, and is expected to growfrom less than $14 billion in 2019 to over $50 billion in 2026 [1][2]. In the CMC (computer mediatedcommunication

Conference Session

Computers in Education 3 - Modulus I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Roxanne Moore, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sabrina Grossman, Georgia Institute of Technology; Jason Freeman, Georgia Institute of Technology; Jason Brent Smith, Georgia Institute of Technology; Tom Berry, Amazon Future Engineer

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Diversity

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Computers in Education

computer science workforce is needed to meet the technical and creative challenges ofthe 21st century [1, 2]. Looking to the future, there will be many jobs in computing in the UnitedStates—more jobs than can be filled based on the current graduation rates in computer science[3]. In order to develop early interest and intention to persist in computing, there is a need forfree, accessible computing experiences for K-12 students so that they become familiar withcomputer science and understand its broad applications and inherent creativity [4]. Examiningmiddle and high school computing experiences specifically, students may be digitally literate(i.e. operate computing devices fearlessly and with fluency) while still having preconceived fearsand

Conference Session

Computers in Education 10 - Technology 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Valerie Varney, TH Cologne; Dominik May, University of Georgia

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Computers in Education

potential is still attributed to these technologies, only a limited number of studiesdocument effective and pedagogically informed use cases [1]. Furthermore, many facultiesstill seem to avoid such technologies altogether, as they see them to be too complex foradoption in parallel to the daily running teaching business [2], [3]. At least VR, AR, and MRtechnologies have not yet made their way into the group of everyday instructionaltechnologies like learning management systems or even online course delivery tools. Hence,most of the documented introduction of AR, VR, and MR so far is more on the level ofcontext specific case studies e.g. [4], [5].In contrast to the afore-mentioned reluctance in widely adopting the described technologies,for those

Conference Session

Computers in Education 8 - Video Technology

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dule Shu, Carnegie Mellon University; Christopher Doss, RAND Corporation; Jared Mondschein, RAND Corporation; Denise Kopecky, Challenger Center; Valerie A. Fitton-Kane, Challenger Center; Lance Bush, Challenger Center; Conrad Tucker, Carnegie Mellon University

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Computers in Education

educators can employ to understandcorrelations between STEM learning topics such as climate change, and students’ susceptibilityto AI-driven misinformation. The proposed approach has the potential to guide STEM educatorsas to the STEM topics that may be more difficult to teach (e.g., climate change), given students’susceptibility to AI-driven misinformation that promotes controversial viewpoints. In addition,the proposed approach may inform students themselves as to their susceptibility to AI-drivenSTEM misinformation so that they are more aware of AI’s capabilities and how they could beutilized to alter their viewpoints on a STEM topic.1. IntroductionThe rapid expansion and adoption of communication technologies has led to the dissemination

Conference Session

Computers in Education 10 - Technology 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christian E. Lopez, Lafayette College; Omar Ashour, Pennsylvania State University; James Devin Cunningham, Carnegie Mellon University; Conrad Tucker, Carnegie Mellon University

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Computers in Education

werepositively correlated to the motivation and Engineering Identity scores.1. IntroductionEngineering curricula are typically structured as a set of sequential courses (often taught bydifferent instructors) where later courses build upon the knowledge gained from the earliercourses [1]. The Industrial Engineering (IE) curriculum is no exception. One limitation of thistraditional approach is that the separation in time and context across different courses can makeit difficult for students to connect fundamental topics to real-world problems[2]. This lack ofconnection is a potential factor that impacts engineering students’ attrition rates. Engineeringstudents have graduated at a rate of about 50% for more than 60 years [3]–[8]. Many factorscontribute to

Conference Session

Computers in Education Division Technical Session 6: Computer Science Freshman Courses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joe Michael Allen, University of California, Riverside; Frank Vahid, University of California, Riverside

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Computers in Education

course. Theresults suggest that instructors can start a CS1 class with Coral to enable a smooth start and toteach using an educational simulator, without loss in learning outcomes or programmingcapability. We indicate ideas of how Coral's introduction can be improved, which may yieldfurther improvements.1. IntroductionCS1 courses are difficult and commonly have high rates of Ds, Fs, and withdrawals [1], [2], [3],[4], [5], [6]. One contributing factor is the set of technical challenges in the first several weeks,including nuances of commercial languages like Python, Java, and C++ [7]. Those languageswere designed for professionals, not for learners. For example, Figure 1 shows an earlyinput/output program in a popular Python textbook

Conference Session

Computers in Education Division Technical Session 8: Modulus Topics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ida B. Ngambeki, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette

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Computers in Education

withresearch areas such as communicating spatial information to the blind and visually impaired using mapsand graphs [1] or teleoperated minimally invasive surgical robots [2].With haptic technology, also known as kinesthetic communication or 3D touch, people get a sense of touchin a computer-generated environment, allowing them to interact with virtual objects in a more realistic way.This mechanical simulation aids the development and control of virtual objects and helps in theaugmentation of remote operations on machines and devices. Haptics has brought biomechanics,psychology, neurology, engineering and computing together in an interdisciplinary study of human touchand force feedback [3].In the real-world people act as both receptors and perceivers

Conference Session

Computers in Education Division Technical Session 8: Modulus Topics

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Safia Malallah, Kansas State University; Joshua Levi Weese, Kansas State University

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Computers in Education

curriculum.IntroductionSince 2006 the popularity of computational thinking (CT) - skills for solving problems byadopting the theoretical concepts of computer science - has been increasing substantially,leading to an increase in the amount of research and experiments on the CT method. Yet,there are limited numbers of inquiry investigate approaches to incorporated CT into acurriculum. Betül Czerkawski researched ways to integrate CT across all curriculum, throughsurveying instructional CT designers. She constructed the survey using the ADDIEinstructional design model. One of her findings showed that the Mind Map(s) (MM) strategycan establish a better connection between CT and instructional design [1]; however, verylittle research existed to investigate the correlation

Conference Session

Computers in Education Division Technical Session 2: Teaching and Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

James Christopher Foreman, University of Louisville; Aly Farag, University of Louisville; Asem Ali, University of Louisville; Islam Alkabbany, University of Louisville; Marci S. Decaro, University of Louisville; Thomas Tretter, University of Louisville

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Computers in Education

James Christopher Foreman1 1 Department of Engineering Fundamentals Aly A. Farag2 , Asem Ali2 , Islam Alkabbany2 2 Department of Electrical and Computer Engineering Marci S. DeCaro3 3 Department of Psychological and Brain Sciences Thomas R. Tretter4 4 Department of Elementary, Middle & Secondary Teacher Education University of Louisville, Louisville, KY 40292 April 29, 2020AbstractThis paper is a work in progress, supported by NSF funds, applied to first-year engineeringmathematics courses. An approach to