Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lisa Cullington, Sacred Heart University; Mary V Villani, Farmingdale State College, SUNY, New York; Nur Dean, Farmingdale State College, SUNY, New York; Moaath Alrajab, Farmingdale State College, SUNY, New York; Arthur Hoskey, Farmingdale State College SUNY, New York; Ilknur Aydin, Farmingdale State College, SUNY, New York

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Diversity

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Computers in Education Division (COED)

, both instructorswill be teaching CSC 101 Introduction to Computing. They will follow the same teaching plan andshare lecture materials to minimize differences. They met weekly during the preparation of thematerials and will meet weekly throughout the semester of implementation. Both instructors utilizean assignment system to assign the same questions to students in each course section. Allassessments are shared among the faculty group. Additionally, based on student feedback receivedweekly, the instructors will adjust their lesson plans accordingly.Different Students. Each class does not contain the same number of students, the same majors, andthe same academic preparedness and exposure to computer science. These uncontrolled variablesmay

Conference Session

ML and Generative AI Tools and Policies

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sofia M Vidalis, Pennsylvania State University; Rajarajan Subramanian, Pennsylvania State University; Fazil T. Najafi, University of Florida

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Computers in Education Division (COED)

building code of Florida. Najafi is a member of numerous professional societies and has served on many committees and programs; and continuously attends and presents refereed papers at international, national, and local professional meetings and conferences. Lastly, Najafi attends courses, seminars, and workshops and has developed courses, videos, and software packages during his career. Najafi has more than 300 refereed articles. His areas of specialization include transportation planning and management, legal aspects, construction contract administration, public works, and Renewable Energy. ©American Society for Engineering Education, 2024 Exploring Student

Conference Session

Computers in Education Division (COED) Track 5.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Milad Rezvani Rad, University of Southern Indiana; Ronald Diersing, University of Southern Indiana; Ryan Integlia, University of Southern Indiana; Julian Ly Davis, University of Southern Indiana

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Computers in Education Division (COED)

important to note that this research is still in progress, with plans for additional surveys tofurther explore students' preferences. Given ChatGPT 4.0's strong proofreading abilities, it wasemployed to correct grammatical and spelling errors and enhance the clarity of the text [10].ConclusionsThe findings from this study demonstrate that ChatGPT 4.0 has considerable promise as asupportive educational tool for enhancing MATLAB programming skills. A significant majorityof students (77.2%) indicated that ChatGPT effectively improved their coding comprehension andproblem-solving abilities through real-time feedback and the clarification of complex concepts.The use of ChatGPT also substantially reduced debugging time for most students (81.8%),although

Conference Session

Computers in Education Division (COED) Track 5.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Amy Isvik, North Carolina State University at Raleigh; Veronica M Catete, North Carolina State University at Raleigh

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Diversity

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Computers in Education Division (COED)

toacknowledge that developing identification with people who are perceived as psychologically orgeographically distant requires more extended interventions in surrounding lesson plans andsupplementary materials that prepare students to immerse themselves in a different culture”40.We examine avatars within computing-infused lessons to provide insight into how novicecurriculum creators may start to consider diversity and inclusion within their work. This is aproxy to help determine where the baseline of consideration for diverse groups may be for thesecreators. When a group is invisible or not included in the lesson materials, there is lessopportunity for more in-depth culturally-responsive pedagogical approaches to beimplemented.MethodsDataWe start our

Conference Session

Computers in Education Division (COED) Track 5.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher J. Lowrance, United States Military Academy; Edward Sobiesk, United States Military Academy; Jean R.S. Blair, United States Military Academy; Christa M Chewar, United States Military Academy

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Diversity

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Computers in Education Division (COED)

accessibility and acceleratesproduct development.Table 1 (below) outlines the case studies and experiential learning activities included in the firstpilot and planned for the next iteration of the course. It is important to note that the case studiesand activities listed are tailored to our institution and its unique stakeholder needs. The mainpedagogical contribution of this paper and course lies not in the novelty of these specific pairs, butin the overall design framework, which aims to build student self-efficacy in navigating andleveraging technologies in an era of rapid technological growth. Other institutions and programscould adapt this framework by selecting case studies and hands-on activities that align with theirown objectives and the needs

Conference Session

Computers in Education Division (COED) Track 3.E

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ankunda Kiremire, Louisiana Tech University; Kevin A Cherry, Louisiana Tech University; Christian Smith, Louisiana Tech University

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Computers in Education Division (COED)

other subfields onlyrequires the development of a bank of challenge questions and tasks that are interconnected anddesigned to be tackled collaboratively by student teams.Future WorkWe have identified several paths for improvement that we would like to explore. One area offocus is the scalability of our Datastorm challenges. Specifically, we aim to evaluate thefeasibility of larger-scale challenges involving more student teams and extended durations that gobeyond the typical classroom period and size. We plan to pilot this approach and assess its impacton learning outcomes. Our expectation is that this will further motivate students while fosteringdeeper learning and improved retention.Another area for enhancement is the incorporation of real

Conference Session

Computers in Education Division (COED) Track 6.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gabriel Beal, zyBooks, A Wiley Brand; Chi Yan Daniel Leung, zyBooks, A Wiley Brand; Joe Mazzone, zyBooks, A Wiley Brand; Chelsea L Gordon, zyBooks, A Wiley Brand; Yamuna Rajasekhar, zyBooks, A Wiley Brand

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Computers in Education Division (COED)

to‬W‭begin to see if broader patterns across the class can be identified. Currently we‬ ‭only display the “Outliers” to the instructor but in the future we would like the‬ ‭same metrics to be available across the entire class. With this we can begin to try‬ ‭and identify trends that span across multiple labs.‬‭Future Work‬‭ oving forward we plan to expand our behavioral insights into other sections of‬M‭the interactive textbook. This would include monitoring behavior within smaller‬ ‭activities that the students are expected to complete during their reading. The‬ ‭primary goal for our long term work is to identify and report to instructors‬ ‭whether classes are struggling with learning objectives before it reaches a point‬ ‭where the

Conference Session

Computers in Education Division (COED) Best of CoED Paper Session (Track 1.B)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jean Louis, University of Florida; Nadia Simone Jean Morrow, University of Florida; Juan E Gilbert, University of Florida

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Computers in Education Division (COED)

thesetechnologies with hands-on exercises.2.4.3 Service LayerThe service layer of the IoT stack can be categorized as using a cloud service to store, compute, for-ward, or visualize data. In this course, students were introduced to essential software engineeringconcepts related to system design. Although the class projects would not need to scale to service100,000 users, the knowledge of how engineers plan for and accommodate applications at scalehelps promote good engineering practices. Oftentimes, IoT classes focus on the cloud to store,forward, or display data only. In future sections of this paper, we mention assignments leveragingthe Arduino cloud for an alarm system (Figure 4), a self-hosted NodeJS server interacting withFirebase for a real-time

Conference Session

Computers in Education Division (COED) Track 3.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Eric L Brown, Tennessee Technological University; Douglas A. Talbert, Tennessee Technological University; Jesse Roberts, Tennessee Technological University

Tagged Divisions

Computers in Education Division (COED)

pathways based upon established frameworks.Traditional curriculum plans, such as those from institutions designated by the NCAE-C incybersecurity defense education (CAE-CD) and cyber operations (CAE-CO) designation tracks,involve a manual process of identifying knowledge units for specific courses. Throughout themapping process, gaps are identified in curriculum plans based on the knowledge of the subjectmatter expert(s) (SME). Performing this task for one framework is challenging enough; considerthe increased complexity and risk of error when multiple frameworks are cross-referenced intothe plan. Improvement opportunities exist in the curriculum mapping and gap analysis process.This leads to the question of whether an LLM can speed up the

Conference Session

COED: Computing in K-12 / Early Childhood Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Computers in Education Division (COED)

planning lessons, educators must account for the applicable digital environment tocreate a comprehensive and effective learning experience for children [106]. The Facilitator element (Figures 3 and 4a) refers to any adult, such as familymembers, friends, or educators, who acts as a gatekeeper for technology for young children.Their determination of children’s technology access should be in accordance with appropriateselection, usage, integration, and evaluation strategies."Stakeholders are responsible forassessing educators’ capabilities and providing professional development training thatincludes “in-depth, hands-on technology exercises, ongoing support for the latest technologytools, and examples of successful practices to meet outcome

Conference Session

COED: Spotlight on Diverse Learners

Collection

2023 ASEE Annual Conference & Exposition

Authors

Reymi Then, Universidad Tecnológica de Santiago; Maria Mercedes Larrondo-Petrie, Florida Atlantic University

Tagged Divisions

Computers in Education Division (COED)

represents a significant investment [3] and[4], and the obsolescence time of many of these equipment's is relatively short, however, they areessential to guarantee the training of young people in STEM areas [2].In the case of schools, it has not been possible for the Dominican Republic to establish a plan thatallows for the massive and consistent incorporation of STEM contents into basic and middleeducation, despite several efforts to steer national education towards offering the competenciesthat this methodology provides [5]. For the public sector, the greatest results achieved are forpolytechnic high schools, which, thanks to strategic alliances with sectors such as the CatholicChurch or other institutions, have managed to establish policies

Conference Session

Computers in Education Division (COED) Track 2.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Venkata Alekhya Kusam, University of Michigan - Dearborn; Zheng Song, University of Michigan - Dearborn; Khalid Kattan, University of Michigan - Dearborn; Bruce R Maxim, University of Michigan - Dearborn

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Computers in Education Division (COED)

withtasks such as lesson planning, providing detailed feedback, and notably, creating assessments 13,14 .By generating quiz questions tailored to specific topics, ChatGPT has the potential to save timeand introduce a new level of customization to assessments.This study investigates the effectiveness of using ChatGPT to create quizzes that align withlearning objectives and accurately assess student understanding. It aims to provide evidence-basedinsights for educators and AI researchers by addressing the following research questions: • RQ1: How to more effectively generate quizzes using AI? • RQ2: How do AI-generated quizzes compare to manually crafted assessments in measuring understanding and differentiating performance? • RQ3: How

Conference Session

Computers in Education Division (COED) Track 5.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Erik Verlage, The Ohio State University; Christian Gabbianelli, Massachusetts Institute of Technology; Kachina Studer, Massachusetts Institute of Technology; Ashim Dhakal, The Ohio State University; Zhen Zhao, Massachusetts Institute of Technology; Meredith Thompson, Massachusetts Institute of Technology; John Liu, Massachusetts Institute of Technology

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Computers in Education Division (COED)

S6: Western Electric rules for control charts and quiz Week 3: Control Charts S7: Sampling plan S8: Overview of the S chart Week 4: Process Capability G: Full statistical process control gameTable 1. Overview of weekly content outline and corresponding simulation sequences andlearning game in the first four weeks of the learning module on statistical process control.In Week 1, simulation sequence S1 introduces the basic GUI elements and gives an overview ofthe injection molding process, input parameters, and error states, as shown in Figure 2. The firsttask for the user is to fix the tool by adjusting the main barrel temperature. In sequence S2 theuser is then

Conference Session

Computers in Education Division (COED) Track 5.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carlos R Morales, Purdue University at West Lafayette

Tagged Divisions

Computers in Education Division (COED)

faced by thecompanies they researched in the previous step and then critically articulated how and why theywere likely to succeed based on the results achieved by projects they had researched. As part ofthis analysis, the students also articulated how their situation was distinguishable from situationsthat they had identified as failures.This process enabled the students to identify (a) the goals of the project, (b) the characteristicsrequired for success at accomplishing the task, (c) the results of specific companies applyingthose principles, and (d) a plan for organizing a team with the required skills, size, andorganization to foreseeably succeed.After establishing a roadmap of the needs of the team, the students turned their attention to

Conference Session

Computers in Education Division (COED) Track 3.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maria R. Ebling, United States Military Academy; Ryan Edward Dougherty, United States Military Academy; Nicholas Clark, University of St. Thomas

Tagged Divisions

Computers in Education Division (COED)

studentsacross a broader set of courses, including introductory and upper division courses. This expansionwould allow us to increase the diversity of the teaching material and instructors, increasing ourconfidence in the answers. However, to obtain a definitive answer to these questions, we need alarger community than is available at our institution. Such an expansion would greatly increasethe diversity of teaching material, instructors, and students and help to provide the communitywith a definitive answer to these questions.The analogies created by the OS students offer a rich source of data. We plan to examine theseanalogies to better understand their characteristics. Duran and his colleagues [14] also consideredcriteria for evaluating models of

Conference Session

COED: Cybersecurity Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

Fitratullah Khan, The University of Texas, Rio Grande Valley; Ala Qubbaj, The University of Texas, Rio Grande Valley; Laura Saenz; Liyu Zhang, The University of Texas, Rio Grande Valley

Tagged Divisions

Computers in Education Division (COED)

implementation of thedeveloped embedded stackable accelerated credentials.References[1] F. Khan (PI), M. Quweider (CO-PI), K. Crouse (CO-PI), D. Ortiz (CO-PI), AcceleratingCredentials of Purpose and Value Grant Program, THECB NOGA Award #2020-GE-84425,The University of Texas Rio Grande Valley (UTRGV), January 2022.[2] Texas Higher Education Coordinating Board (THECB), TX60x30 project,https://reportcenter.highered.texas.gov/agency-publication/miscellaneous/thecb-60x30-strategic-plan, [Accessed Feb. 28, 2023].[3] BS Cyber Security Curriculum, Informatics and Engineering Systems Department, TheUniversity of Texas Rio Grande Valley (UTRGV),https://www.utrgv.edu/cyberspace/academics/undergraduate/bscs, [Accessed Feb. 28, 2023].[4] Texas Senate Bill

Conference Session

COED Programming Education 1: Students, Motivation, and Mastery

Collection

2023 ASEE Annual Conference & Exposition

Authors

Thomas Rossi, Penn State Behrend; Paul C. Lynch, Penn State Behrend

Tagged Divisions

Computers in Education Division (COED)

theyhave benefited from it regarding how ready they are to approach the homework for that week inthe course. In the future, it would be interesting to see if by changing to more industry standardways of planning code such as the use of pseudocode or flowcharts would impact the studentoutcomes.6.0 Works Cited[1] J. P. Penny and P. J. Ashton, "Laboratory-style teaching of computer science," ACM SIGCSE Bulletin, vol. 22, no. 1, pp. 192-196, 1990.[2] O. Hazzan, N. Ragonis and T. Lapidot, Guide to Teaching Computer Science, Cham: Springer, 2020.[3] M. Prince and R. Felder, "The Many Faces of Inductive Teaching and Learning," J. College Science and Teaching, vol. 36, no. 5, pp. 14-20, 2007.[4] M. Prince and R. Felder, "Inductive Teaching and

Conference Session

Computers in Education Division (COED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ella Kokinda, Clemson University; D. Matthew Boyer, Clemson University

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Computers in Education Division (COED)

timestamps of interactions, the first author hasidentified 12 codes with sub-codes found in Table 1 as part of the video analysis and deep diveinto the actions and interactions on stream. With these codes, we also plan on analyzing thefrequency and duration of on- and off-topic conversations and problem-solving duration.Video Selection and Analysis We identified live streamers by browsing streams on Twitch in theSoftware & Game Development category and YouTube Live using the search andrecommendations feature, sampling from streamers with the most viewers to no viewers.Selecting from a varied range of viewership provides a more comprehensive view of live streamsand the types of engagement that can occur at all levels of stream popularity. We

Conference Session

Spotlight on Diverse Learners

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sung Je Bang, Texas A&M University; Saira Anwar, Texas A and M University

Tagged Divisions

Computers in Education Division (COED)

Processing for Assisting in Writing English SentencesAbstractMany non-English speaking international students come to the United States to pursueundergraduate engineering programs. However, most of them struggle to learn and use Englishproficiently. This struggle to learn and use English poses various challenges. For example, suchstudents struggle to describe their plans and thoughts to their college peers and colleagues atwork. Also, it is mostly harder for such students to make their place in academic or industrycareers. Some of these difficulties arise because students cannot identify sentence structures ordifferences between various types of sentences in English. Writing in complete sentences is oneway to convey

Conference Session

Computers in Education Division (COED) Track 4.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marlee Jacobs, Utah State University; Daniel Kane, Utah State University; Rosemary Yahne, Utah State University; Wade H Goodridge, Utah State University

Tagged Divisions

Computers in Education Division (COED)

spatial ability for blind and low-vision populations. His research has helped inform teaching methods and develop strategies for improving STEM education accessibility. Currently, he is studying how AI tools are utilized by students across USU’s colleges to optimize their educational value. Daniel has also served as president of the ASEE student chapter at USU where he initiated outreach activities at local K-12 schools and promoted student engagement in research.Rosemary Yahne, Utah State University Rosemary Yahne is an undergraduate student at Utah State University. She plans to graduate with a Bachelor of Science in civil engineering with a minor in geology. Her research interests include spatial ability impact on

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

MALEK EL KOUZI, Queen's University; Omar I.M Bani-Taha, Carleton University; Richard Reeve, Queen's University

Tagged Divisions

Computers in Education Division (COED)

. The research shows that using AR and gamificationimproves young children's learning, especially in alphabet writing [14]. Also,Thompson et al. conducted a comprehensive, multi-year study to identify andcharacterize educational Augmented Reality environments suitable for students ofvarious ages and skill levels. Throughout the research, the students, parents, andteachers actively collaborated to plan, construct, and enhance six AR prototypes. Basedon their student’s positive outcomes, these kinds of software can be used in classrooms.[15]. Students need to be active participants in their learning, fully engaged inexploring the various aspects of 21st-century education. Moreover, there is a necessityto enhance the demanded qualifications

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Muhammed Yakubu, University of Toronto; Jasnoor Guliani, University of Toronto; Nipun Shukla, University of Toronto; Dylan O'Toole; Hamid S Timorabadi P.Eng., University of Toronto

Tagged Divisions

Computers in Education Division (COED)

studies conductedover a full academic term, allowing students to integrate the tool into their regular study habits.Technically, we will explore alternative LLM prompting strategies and question generationarchitectures, such as self-review or Twin-Star approach [13], to improve the quality andrelevance of the generated questions, and reduce hallucination. We also plan to experiment withusing learning objectives, rather than just past/extracted questions, as a criterion for questiongeneration, to explore whether it could result in improved question alignment.References [1] J. Xu et al., “Active recall strategies associated with academic achievement in Young Adults: A systematic review,” Journal of Affective Disorders, vol. 354, pp. 191–198

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Linda Davis Ahlstrom, Utah State University; Oenardi Lawanto, Utah State University; Cassandra J McCall, Utah State University; Michaela Harper, Utah State University; Wade H Goodridge, Utah State University; Daniel Kane, Utah State University

Tagged Divisions

Computers in Education Division (COED)

, p = 0.021., felt hopeful about having AI availablein their classes X2 (10, N = 131) = 17.2778, p = 0.068. and also thought they would use AI toolsin their future field of work X2 (10, N = 131) = 17.8624, p = 0.057. Other interesting findingswere the reuse questions outlined above. Men were significantly more likely to report a tendencyto reuse AI technology than women on every question asked about reuse of AI (see Table 4).There was a significant difference in race as well. White engineering students reported theyintended to reuse AI for solving tasks in the future (see Table 4).Table 4 Plans to reuse AI by gender and by race χ² Tests Item Demographic χ

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Susannah Cooke, ANSYS, Inc.; Kaitlin Tyler, ANSYS, Inc.

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Diversity

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Computers in Education Division (COED)

more recently in January 2025,so has yet to reach this level but is seeing around 10 downloads per month currently.The Ansys Academic Healthcare SimLab application, meanwhile, is not yet publicly released buthas gone through a thorough beta-testing process, with a total of ten academics at sevenuniversities so far providing in-depth feedback on demonstrated function and usability of theapp. The feedback to date has been positive, with comments such as “the information is well-balanced – not overwhelming” and “it’s an excellent tool for teaching hemodynamics”.6. Next stepsThe Jupyter Notebook education resources discussed in Section 3 seem useful and valuedenough by the community that the Ansys Academic Program plans to make more available

Conference Session

Computers in Education Division (COED) Track 3.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wesley A Brashear, Texas A&M University; Sandra B Nite, Texas A&M University; Richard Lawrence, Texas A&M University; Dhruva Chakravorty, Texas A&M University

Tagged Topics

Diversity

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Computers in Education Division (COED)

beyond those covered in the camp to keep students with previous coding experienceor those with natural aptitudes for programming engaged.​ Once the project has been established, the Python coding lessons held throughout theweek can be planned (see Table 1, Fig. 1). The selection of Python lesson topics might not followthe order in which topics are covered in a formal class setting: lessons should be curated to coveronly the material needed for the students to complete the project. For example, some capstoneprojects might require external modules or advanced data structures that might need to becovered instead of simpler concepts or built-in functions. We visualize this approach using ananalogy to building with bricks (Fig. 2). A formal

Conference Session

Computers in Education Division (COED) Track 4.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nebojsa I Jaksic P.E., Colorado State University Pueblo

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

, all usingthe same small inexpensive cobots. As expected, qualitative student responses show positiveimpact on students’ learning, programming skills development and attitudes towards robotics.Also, this work addressed various students’ robotic learning needs through a discussion of variousmyCobot computer hardware options.In the future, it is planned to extend the robotic tasks to obstacle detection and avoidance as wellas digital twins. Also, the use of cobots in education will be emphasized because of cobots safetyfeatures. Bibliography[1] J. Dewey, Experience and Education, Macmillan, N.Y., 1939.[2] D. A. Kolb, Experiential Learning: Experience as the Source of Learning and Development, Prentice Hall, Englewood Cliffs, N.J., 1984

Conference Session

Computers in Education Division (COED) Track 5.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Friday Emmanuel James, Kansas State University; Joshua Levi Weese, Kansas State University; Nathan H Bean, Kansas State University; Russell Feldhausen, Kansas State University; Michelle Friend, University of Nebraska - Omaha; Robert Stewart, Kansas State University; Carrie Grace Aponte; David S. Allen, Kansas State University

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Diversity

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Computers in Education Division (COED)

courses align with the content in typical CS0 and CS1 courses alignedwith AP CS Principles and AP CSA, with the addition of pedagogical content, activities tocreate lesson plans, reflective journals and discussions. The following is an overview of thecurriculum coverage: • Introduction to Computing for Educators (2 credit hours) – Overview of history of computing and modern impact on the society – Theories of Computational Thinking – Pre K-12 Standards • Computer Education Programming Fundamentals (1 credit hour) – Concept knowledge crucial for developing and teaching programming – Practice reading and writing of basic program codes – Basic concepts of conditionals and looping

Conference Session

Computers in Education Division (COED) Track 3.E

Collection

2025 ASEE Annual Conference & Exposition

Authors

Oyku Eren Ozsoy, Embry-Riddle Aeronautical University - Prescott; Luis Felipe Zapata-Rivera, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

everyone it made me feel like I was heard.” • Another student noted: ”The professor creates a document by using our feedback after each section and explains what is the plan based on our feedback.”Q13 - Perception of Being Seen and Understood: Rate how much you felt your feedback wasvalued.Students reflected on how their feedback was valued and how it influenced their learningexperience: • Pre-course confidence in feedback being valued level: 3.27/5. • Post-course confidence in feedback being valued level: 4.3/5. • One student shared: ”Being able to give feedback made me feel heard and understood since I knew that there were changes being made to the class to help cater to my needs.” • Another

Conference Session

Computers in Education Division (COED) Poster Session (Track 1.A)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rawan Adnan Alturkistani, Virginia Tech Department of Engineering Education; Mohammed Seyam, Virginia Polytechnic Institute and State University

Tagged Divisions

Computers in Education Division (COED)

use AI in education was addressedand researchers were interested in applying AI techniques to education, like Khanmigo inKhan Academy [21]. Many studies showed the positive effect of using AI in STEM, non-STEM, and online education. One of the reasons behind this is that using AI is customizable,where teachers can produce a personalized plan for each student depending on theirimprovement needs. Another reason is fast response, where you are a click away from gettingyour answer. Figure 1: AI types [71]. One promising and most common branch of AI has attracted researchers and developers tobenefit in education, which is Generative Artificial Intelligence (GenAI). GenAI is a branchof machine learning that

Conference Session

Computers in Education Division (COED) Track 6.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sandra Monika Wiktor, University of North Carolina at Charlotte; Mohsen M Dorodchi, University of North Carolina at Charlotte

Tagged Divisions

Computers in Education Division (COED)