Conference Session

Computers in Education Division (COED) Track 5.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maverick Berner, Marquette University; Darcy Ronan, Sacred Heart University; Dennis W Brylow, Marquette University; Maximus Berner, Marquette University

Tagged Divisions

Computers in Education Division (COED)

participants in the project were ableto realize their new curriculum modules using existing software or classroom technology, here wefocus on those teachers whose designs required a novel digital artifact, such as a new webapplication with specific functionality, customized content to work with an existing tool, or a newpiece of standalone software. By providing the developer support to produce these digitalartifacts, we empower teacher participants to embed CS content into potentially challengingclassroom contexts that are resistant to drop-in, ”one-size-fits-all” integration solutions. Usingthis approach, teachers can create more thoughtful and robust CS curriculum modules that bettercomplement their particular needs.This initiative promotes

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

Tagged Divisions

Computers in Education Division (COED)

career options such as PM and technicalproject manager (TPM).The next guest lecture focused on software engineering concepts. Integration and testing are es-sential to both IoT development and software engineering overall. Continuous integration andcontinuous delivery (CI/CD) are vital in software development but are not often a standard part ofa CS curriculum. Often, class projects are built once and delivered on the due date. To exposethe students to CI/CD, a guest lecturer from a startup gave a guest lecture titled “Good softwareengineering practices and CI/CD.” In this talk, students learned about the CI/CD pipeline and weregiven an opportunity to implement one themselves. Students were able to incorporate some of thepractices presented in

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christine Wusylko, University of Florida; Rachel Still, University of Florida; Pavlo Antonenko; Brian Abramowitz, University of Florida; Jeremy A. Magruder Waisome, University of Florida; Victor Perez; STEPHANIE KILLINGSWORTH, University of Florida

Tagged Divisions

Computers in Education Division (COED)

and preserviceteachers alike have had little training in this topic [7].To help teachers integrate AI into their curriculum, developers and educational researchers arecreating AI educational innovations for young people, many of which introduce AI using largelanguage models (LLMs) and chatbots (e.g. [8], [9]) in afterschool settings (e.g. [10], [11]).While these endeavors have been successfully implemented, there remains a gap for introducingAI technologies beyond LLMs and chatbots in the formal K-12 setting. Specifically, computervision is an underutilized and accessible way to introduce young people to CS and AI, and haspotential to be integrated into core middle school science standards.To address this gap, our interdisciplinary team of

Conference Session

Computers in Education Division (COED) Track 2.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Peter Jamieson, Miami University; Suman Bhunia, Miami University; George D. Ricco, Miami University; Brian A Swanson, Miami University; Bryan Van Scoy, Miami University

Tagged Divisions

Computers in Education Division (COED)

benchmarking process offers insights into the strengths and limitations ofLLMs in an educational context.This work serves as a call to action for educators across disciplines. By systematicallybenchmarking our curriculums against LLM capabilities, we can better understand the evolvingrelationship between AI and education. This understanding will allow us to refine our teachingmethods, emphasize uniquely human skills, and prepare our students for a future wherecollaboration with AI is expected. As we move forward, it is crucial that we, as educators, takecharge of shaping how these powerful tools are integrated into our classrooms and beyond. Thiswork will illuminate the need for curriculum-based learning outcomes at high levels in Bloom’staxonomy.1

Conference Session

Computers in Education Division (COED) Track 3.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xiangqun Zhang, Syracuse University; Ziyang Jiao, Syracuse University; Farzana Rahman, Syracuse University; Bryan Kim, Syracuse University

Tagged Divisions

Computers in Education Division (COED)

from our course. TheCPU pipelining topic is covered by the Computer Architecture course in our department’scurriculum. On the other hand, the Operating Systems course in our department’s curriculumdoes not include the topic of storage. Again, CSC2023 suggests covering the topic of storage ineither the CompOrg course or the OS course[2]. By implementing storage in our course, we nowcover the missing storage topic in the department’s curriculum. Lastly, we want to emphasizeagain that storage is considered mandatory in CompOrg while considered optional in OS assuggested by CSC2023; thus, it is more favorable to implement the storage topic in our coursethan in the OS course.EvaluationIn this section, we evaluate our effort of integrating storage

Conference Session

Computers in Education Division (COED) Track 6.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bahar Memarian, Arizona State University ; Shawn S. Jordan, Arizona State University

Tagged Divisions

Computers in Education Division (COED)

&md5=3e1217b9c456edeb140ab17ca15940e5 NS -[15] J. Bates, R., Lord, S., Tilley, E., & Carpenter, “A community framing of Integrated Engineering,” in Proceedings of the American Association of Engineering Education (ASEE), 2022.[16] A. E. Bowden, G. M. Warnick, and S. P. Magleby, “Longitudinal evolution of an inclusive, college-wide Integrated Engineering leadership curriculum,” ASEE Annu. Conf. Expo. Conf. Proc., 2014, [Online]. Available: https://www.scopus.com/inward/record.uri?eid=2-s2.0- 84905179376&partnerID=40&md5=75047695b6f6c32e8ec9258513586725 NS -[17] Y. W. Chen, H. H. Choi, B. E. Johnson, M. Beckman, and L. Anderson, “Integrated Engineering leadership initiative for

Conference Session

Computers in Education Division (COED) Track 3.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robert J Kerestes, University of Pittsburgh; Jack Thomas Carnovale, University of Pittsburgh; Paulo Radatz

Tagged Divisions

Computers in Education Division (COED)

explores the integration of Python programming into an introductory course in powersystems analysis, highlighting its critical role in enhancing students’ technical andproblem-solving skills. By introducing Python early, the course provides students with a solidfoundation in essential programming concepts such as functions and basic problem-solvingtechniques. This foundation equips students with the tools to confidently approach complexpower systems analysis problems, preparing them for more advanced coursework. Students buildupon this base in later courses, expanding into object-oriented programming (OOP) to furtherdevelop more scalable and sophisticated Python programs.The curriculum bridges theoretical learning with practical application by

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tayo Obafemi-Ajayi, Missouri State University; Naomi L Dille, Missouri State University; Dhanush Bavisetti, Missouri State University; Sherrie Ilene Zook

Tagged Divisions

Computers in Education Division (COED)

Paper ID #47009BOARD # 71: Integrating Machine Learning into Middle and High SchoolCurricula using Alzheimer’s Disease Prediction ModelsDr. Tayo Obafemi-Ajayi, Missouri State University Dr. Tayo Obafemi-Ajayi is an Associate Professor of Electrical Engineering at Missouri State University in the Engineering Program, a joint program with Missouri University of Science and Technology (S&T). She obtained her B.S and MS in Electrical Engineering and a PhD in Computer Science from Illinois Institute of Technology.Dr. Naomi L Dille, Missouri State UniversityDhanush Bavisetti, Missouri State UniversityMrs. Sherrie Ilene Zook

Conference Session

Computers in Education Division (COED) Track 6.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Raymond Deji Olamijulo, Morgan State University; Kingsley Matthew, Morgan State University; Oluwafemi Samuel Ifesanmi, Morgan State University; Abiola Olayinka Ajala, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

Paper ID #48669Gaming Interests and Engineering Educational Innovation: Leveraging StudentEnthusiasm for Popular Games to Inform Curriculum Development at HBCUsMr. Raymond Deji Olamijulo, Morgan State University Mr Raymond Olamijulo is a graduate assistant in the Computer Science department at Morgan State University. With a research focus on experiment-centric pedagogy in engineering education, Mr. Olamijulo has contributed to advancing both theoretical and practical aspects of engineering education and technology integration in the curriculum. Mr Olamijulo holds a B.Sc. in Information and Communication Technology from

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Computers in Education Division (COED)

, respectively. He also hasextensive experience in working collaboratively with several universities in Asia, the World Bank Institute,and USAID to design and conduct workshops promoting active-learning and life-long learning that issustainable and scalable. Dr. Lawanto’s research interests include cognition, learning, and instruction,and online learning. ©American Society for Engineering Education, 2025 WIP: Voices of the Future: Student Insights on AI's Role in Shaping Learning, Integrity, and Norms in Higher EducationAbstractThis work-in-progress paper explores university students’ perspectives on Generative ArtificialIntelligence (GAI) tools, such as ChatGPT, an increasingly prominent topic in the

Conference Session

Computers in Education Division (COED) Track 2.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Trini Sofia Balart, Texas A&M University; Sidney Katherine Uy Tesy, Texas A&M University; Kristi J. Shryock, Texas A&M University

Tagged Divisions

Computers in Education Division (COED)

technologies continue to evolve [27].Studies highlight a growing shift toward career adaptability, where engineers must continuouslyreskill and upskill to remain relevant in an AI-integrated job market [21]. This transitiondemands a holistic curriculum that integrates both technical and durable skills, ensuring thatgraduates can navigate automation, digital transformation, and AI-driven workplaces [27].Challenges in IntegrationTechnical and Pedagogical Limitations Educators exhibit varying attitudes toward the adoption of GenAI tools in the classroom.While some recognize their potential to enhance learning and problem-solving, others expressconcerns regarding accuracy, reliability, and ethical implications [2]. Leading universities havebegun

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ratana Prinyawiwatkul; brian Warren, Southern University and Agricultural & Mechanical College; Shuju Bai, Clayton State University; Albertha Hilton Lawson, Southern University and A&M College

Tagged Divisions

Computers in Education Division (COED)

. This approach ensures that all students develop the necessary skills to thrive ina digital world.BackgroundComputer LiteracyComputer literacy is defined as the understanding and ability of the learners to work withapplications, software configurations, and operating and programming environments [10]. Skilllevels range from basic use to advanced problem-solving. As computers have been integral andessential in academic life for quite some time, students are invariably required to learn and utilizethem. Avoidance is not an option, given the necessity of computer literacy in navigating theireducational pursuits effectively. A significant indicator of technological advancement in a learningenvironment is measured by the degree to which educators

Conference Session

Computers in Education Division (COED) Track 3.E

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Computers in Education Division (COED)

streaming as an informal learning opportunity within the formal classroom to aid in bridgingthe gap for student self-efficacy in programming skills, confidence, and communication skillswhile also providing a low-pressure environment to learn. We propose continued work insoftware development live streaming research by providing an opportunity for students incomputer science curriculum to live stream software or game development. Our motivationbehind this project is to continue to justify the importance of and promote informal learningopportunities for computer science students and software engineers. The potential benefits ofstudents streaming software and game development reiterate the importance of continuededucation for developers and

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jinyi Jiang, Nanyang Technological University; Ibrahim H. Yeter, Nanyang Technological University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

Project and holds editorial roles as Associate Editor of the IEEE Transactions on Education and Editorial Board Member for the Journal of Research and Practice in Technology Enhanced Learning. He is also the upcoming Program Chair-Elect of the PCEE Division at ASEE. His current research interests include STEM+C education, specifically artificial intelligence literacy, computational thinking, and engineering. ©American Society for Engineering Education, 2025Bridging Gender and Disciplinary Gaps: A Tri-Pillar Framework forInclusive Artificial Intelligence Literacy among Female UndergraduatesAbstractAs Artificial Intelligence (AI) becomes integral across various sectors, AI literacy has emergedas an

Conference Session

Computers in Education Division (COED) Track 4.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Leslie Bondaryk, The Concord Consortium; Aaron Kyle, Duke University; Ido Davidesco, University of Connecticut; Chad Dorsey; Bianca Montrosse-Moorhead, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

successful patterns for positivelearning outcomes in integrated STEM programs, specifically, those programs that mergescience and engineering with embodied signals and models, and particularly for non-majors [6],[18], [19]. The studies described here include continued refinement of two integrated STEMcurricular units, one for high school [20], [21] and one for middle school [22]. The high schoolcurriculum introduces students to bioengineering in the context of microprocessors and controlprogramming with expanded opportunities for modeling, algorithm development, andexploration of physical systems. The middle school curriculum is an IoT engineering unit thatintroduces middle school students to feedback mechanisms to control environmental conditionsin

Conference Session

Computers in Education Division (COED) Track 3.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

Nebraska - Omaha Dr. Michelle Friend is an Associate Professor in the Teacher Education Department at the University of Nebraska at Omaha. She teaches CS teaching methods and research methods. Her research focuses on equity in computer science and interdisciplinary connections between computer science and other subjects. She received her Ph.D. from Stanford University in Learning Science and Technology Design, and previously taught middle school computer science.Dr. David S. Allen, Kansas State University David is an Associate Professor in the Department of Curriculum and Instruction at Kansas State University and the Director of the Center for STEAM Education. His work involves professional development for K-12

Conference Session

Computers in Education Division (COED) Track 4.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Safia Malallah, Kansas State University; Ejiro U Osiobe; Lior Shamir, Kansas State University; David S. Allen, Kansas State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

Osiobe .Lior Shamir, Kansas State University Associate professor of computer science at Kansas State University.Dr. David S. Allen, Kansas State University David is an Associate Professor in the Department of Curriculum and Instruction at Kansas State University and the Director of the Center for STEAM Education. His work involves professional development for K-12 schools in STEAM related areas, and he is currently focused on on-line programing development in mathematics and computer science education. ©American Society for Engineering Education, 2025 Designing a Virtual World Experience to Foster Computational Thinking in Young Learners: An Hour of Code Initiative

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher Allen Calhoun, University of Cincinnati; David Reeping, University of Cincinnati; Siqing Wei, University of Cincinnati; Aarohi Shah, University of Cincinnati

Tagged Divisions

Computers in Education Division (COED)

of Engineering and Computing Education. ©American Society for Engineering Education, 2025 WIP: Developing an Instrument to Understand Engineering Student usage of Digital External Resources from Solution Manuals to Generative AI IntroductionThe overall structure of the higher education system has not changed in quite some time, especiallyin engineering education. As Sorby et al. astutely observe, "Over the years, we educators havedone some tinkering around the edges, such as adding in a capstone design project, or replacingFortran with other programming languages—but the basic structure of the curriculum remainsunchanged even though our students can now

Conference Session

Computers in Education Division (COED) Track 4.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carlos Sotelo, Tecnologico de Monterrey, School of Engineering and Sciences; David Sotelo, Tecnologico de Monterrey, School of Engineering and Sciences; Erick Ramírez-Cedillo, Tecnologico de Monterrey, School of Engineering and Sciences; Félix Martínez-Jiménez, Tecnologico de Monterrey, School of Engineering and Sciences; Ana I. Benavides Lahnstein, Manchester Metropolitan University; Alison Buxton, University of Sheffield

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

Administration £ 150 Staff £ 729 Figure 12. Workshop enhancing STEM education.ConclusionThe article work, as part of the ongoing Research Development Fund 2023, presents an approachto teaching STEM through a cost-effective AM kit. Approximately 90 primary school-agestudents took part in workshops implemented in a museum and a primary school located in theNorth of England, integrating AR and AI were used. The 3D model chosen was the Chichén Itzápyramid, selected not only to further Mexican Culture but also to teach science and engineering.Additionally, children interacted with animated university educators and experts on AMenhancing the interactive

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Nadya Shalamova, Milwaukee School of Engineering; Olga Imas, Milwaukee School of Engineering; James Lembke; Maria Pares-Toral, Milwaukee School of Engineering; Derek David Riley, Milwaukee School of Engineering; Daniel Bergen, Milwaukee School of Engineering

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

pivotal moment inAI adoption driving rapid transformation across many fields. For higher education, the newtechnological wave demands a reevaluation of traditional teaching and learning models to remainapplicable in an AI-driven world [2]. Higher education institutions now face a monumental taskof embracing AI literacy as a core competency, akin to such fundamental competencies ascritical thinking and effective communication. However, integrating AI into higher educationpresents several challenges, including the lack of standardized guidelines for curricularintegration and established governance structures, ethical and safety concerns, facultypreparedness, quality and reliability of outputs, and the potential of increasing the digital divideand

Conference Session

Computers in Education Division (COED) Track 3.E

Collection

2025 ASEE Annual Conference & Exposition

Authors

Samuel B Mazzone, Marquette University; Dennis W Brylow, Marquette University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

Angeles, ECS expandednationwide with NSF support. However, teachers in Milwaukee encountered challenges inadapting the ECS curriculum, particularly Unit 3 on web development, due to virtual settings,rising truancy, and Chromebook limitations. Many teachers opted for web-based alternatives withautomated coding activities, despite these being less effective for underrepresented students.These platforms lacked project submission and feedback features, increasing teacherworkload.In response, we developed the ECS Web Lab (ECS-WL), a Chromebook-compatible web tooldesigned to facilitate HTML and CSS learning while preserving ECS’s core principles: CScomprehension, inquiry-based learning, and educational equity.ECS-WL integrates features such as an in

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)

various groups in engineering.Dr. Wade H Goodridge, Utah State University Wade Goodridge is a tenured Associate Professor in the Department of Engineering Education at Utah State University. His research lies in spatial thinking and ability, curriculum development, and professional development in K-16 engineering teaching. ©American Society for Engineering Education, 2025 Challenges and Opportunities: A Systematic Review of AI Tools in Engineering EducationIntroductionThe integration of Artificial Intelligence (AI) into engineering education is transforming howstudents approach complex technical concepts and solve problems. With engineering disciplinescovering a wide

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.

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

give students a springboard into their careers.Dr. Kaitlin Tyler, ANSYS, Inc. Kaitlin Tyler is currently a Senior Academic Program Engineer at Ansys. Her role focuses on supporting the usage of Ansys tools in academia, with an emphasis on materials teaching and pre-university engagement. She is also the lead for the Ansys Academic Content Development Program, which focuses on developing instructional content to support integration of Ansys tools in curriculum. Her background is in materials science, with a PhD in the subject from the University of Illinois Urbana-Champaign. She is very involved in ASEE. At the publication of this paper, she is the Awards Chair (past Division Chair) for the Materials Division and

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gerald Tembrevilla, Mount Saint Vincent University; Mohosina Jabin Toma, University of British Columbia, Vancouver

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

climate anxiety through educational technologyand experiential learningDr. Gerald TembrevillaGerald Tembrevilla is an Assistant Professor in the Faculty of Education at Mount Saint VincentUniversity in Halifax, Canada. He teaches and conducts research on the integration of emerging,learning, and collaborative technologies to enhance hands-on science, experiential learning,scientific argumentation skills of K-12 students, preservice, and practicing teachers. He alsoinvestigates the complicated impacts of such technologies in the design, assessment, andimplementation on K-12 STEM curriculum, pedagogy, and institutional policies in thePhilippines and Canada.Mohosina Jabin TomaMohosina Jabin Toma is a PhD student in the Department of Curriculum and

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

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

and opportunities,” “I can analyze the role and effect of cyberspace in a given applicationsetting,” “I can apply a critical mindset to analyze technologies for their risks, challenges, andopportunities,” and “I can explore and integrate technology for advantage.”The surveys were anonymous and optional, with all 16 students from this single-section coursecompleting the pre-course survey and 14 students completing the post-course survey. Althoughtwo students did not participate in the post-course survey, the response rate was 87.5%, making ita reasonable indicator of overall trends.The results, summarized in Figure 3, show an increase in mean scores across all five statements.Error bars indicate standard deviations, and responses generally

Conference Session

Computers in Education Division (COED) Track 4.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hossein Jamali, University of Nevada, Reno; Andrew L DeBolt; Henry Dalton, University of Nevada, Reno; Jenavieve K Layosa, University of Nevada, Reno; Ilana Rose Macy; Ponkoj Chandra Shill, University of Nevada, Reno; David Feil-Seifer, University of Nevada, Reno; Frederick C Harris, University of Nevada, Reno; Sergiu Dascalu, University of Nevada, Reno; Rui Wu, East Carolina University

Tagged Divisions

Computers in Education Division (COED)

robotics in industry and society highlights the importance ofrobotics education as part of the STEM curriculum. The barriers presented by the costand complexity of physical robots have led to the exploration of alternative solutions, suchas simulation-based learning. The FORE platform represents a significant advancementin this area, providing an accessible, scalable, and comprehensive solution to teachingrobotics. By integrating coding, simulation, and interactive lessons, the platform em-powers students to develop the skills needed for success in the evolving field of robotics.2 Related WorkRobotics education has long been a challenging field due to the high costs associated withphysical robots, limited access to resources, and the

Conference Session

Computers in Education Division (COED) Track 2.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Deana Delp, Arizona State University

Tagged Divisions

Computers in Education Division (COED)

addresses the integration of artificial intelligence (AI) topics intointroductory engineering courses. With the proliferation of AI in everyday life, it is important tointroduce the topic early in the engineering curriculum. This paper focuses on generative AI andmachine learning topics using two different educational strategies. The objective of this researchwas to explore students’ comprehension of AI and their motivation to engage in AI learning afterbeing introduced to AI tools.In a first-semester project engineering course, generative AI was introduced as a tool. Studentswere guided on the ethical and effective use of generative AI and were encouraged to discuss itslimitations. Students had the option to use generative AI for their writing

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ahmed Ashraf Butt, University of Oklahoma; Saira Anwar, Texas A&M University; Asefeh Kardgar, Texas A&M University

Tagged Divisions

Computers in Education Division (COED)

model is an effective tool for creating engaging content forstudents. Similarly, another study [9] demonstrated its ability to evaluate students’ essays likehuman graders.As LLMs continue to transform various aspects of education, one critical area where theirpotential remains largely unexplored is their ability to help in curriculum design, particularly inevaluating learning objectives (LOs) [10]. Writing and implementing good LOs are essential foraligning the three aspects of curriculum design: course content, assessments, and instructionalstrategies [11]. The LOs provide a framework for students and instructors to ensure that learningoutcomes are clearly defined and achievable. These basic building blocks can guide towards thesequence that

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hannah Oluwatosin Abedoh, Morgan State University; Blessing Isoyiza ADEIKA, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Abiola Olayinka Ajala, Morgan State University; OLUWATOYOSI OYEWANDE, Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

enables the creation of personalized learning content, automated feedback, and real-timeacademic support. A notable example is OpenAI’s ChatGPT, a large language model trained togenerate human-like text responses, assisting students and educators in various academic tasks,including writing, coding, and content summarization [4]. While several generative AI models,such as Google Bard and Anthropic's Claude, offer similar capabilities, ChatGPT is known for itswidespread adoption in educational contexts, its advanced natural language processingcapabilities, and its frequent integration into learning management systems and academicworkflows. These factors position ChatGPT as a leading AI tool in education, making it an idealcase for examining the

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)

, which encompass actively engaging withsociety and adequately preparing students for academic success. The value ofcollaborative research lies in its capacity to enhance students' social management skills.According to El Kouzi and McArthur, students develop a positive attitude towardslearning activities enhanced with augmented reality, exhibiting enthusiasm andliveliness [16]. Augmented reality's primary benefit lies in its capacity to merge digitalelements with the physical world, providing users with an immersive experience thatseamlessly integrates virtual sensations into their environment, as opposed to solelydisplaying information [17]. The study conducted by Iqbal et al. [18] underscored theimportance of augmented reality (AR) in