Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Johannes Kubasch, University of Wuppertal; Dominik May, University of Wuppertal; Doha Meslem, Bergische Universität Wuppertal

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Computers in Education Division (COED)

Paper ID #48417BOARD # 99: Work in Progress: AI in online laboratory teaching - A SystematicLiterature ReviewMr. Johannes Kubasch, University of Wuppertal Johannes Kubasch is a mechanical engineer and research associate at the Chair of Technical and Engineering Education at the University of Wuppertal. As a engineer in automotive engineering, he initially worked in the automotive supply industry in the development of airbag systems before moving to the University of Wuppertal to work in the field of engineering education. In the past, he worked on the AdeLeBk.nrw project to digitize the university training of prospective

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marshall Ismail, Worcester Polytechnic Institute; Devin Kachadoorian, Worcester Polytechnic Institute; Sahil Mirani, Worcester Polytechnic Institute; D. Matthew Boyer, Clemson University; Tim Ransom, Clemson University; Ahmet Can Sabuncu, Worcester Polytechnic Institute

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Computers in Education Division (COED)

Paper ID #47395BOARD # 63: AI Chatbot for Enhancing Troubleshooting in EngineeringLabsMarshall Ismail, Worcester Polytechnic Institute This paper was co-authored by three Worcester Polytechnic Institute undergraduate students pursuing degrees in Mechanical Engineering and Robotics Engineering. Having previously completed the mechanical engineering laboratory course of which the study is based on, they are familiar with the challenges that students often face when working on lab assignments without sufficient guidance. Their collective experience in the course and guidance by Professor Sabuncu inspired them to create a AI-based

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

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Computers in Education Division (COED)

implementations.Introduction Engineering education literature strongly suggests that robotic labs attract students toengineering while multiple labs with the same mechanical robotic hardware create scaffoldingeffect which improves learning. The main goal of this work is to provide robotics professors withan affordable set of cobot laboratory tools. The work presents a set of vertically integrated roboticlabs based on an inexpensive robotic platform to increase students’ robotic programming skillsand understanding of robots and cobots through scaffolding and progressively more advanced labexercises.What follows are sections on previous work emphasizing experiential learning, then curricularcontext, metrics and results, and finally a summary and future

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

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Computers in Education Division (COED)

education.Positive feedbackEngineering education includes technical material that can be difficult to understand; as a result,many students struggle to stay engaged in a traditional classroom setting. Yousef et al discussedproviding students with online interactive learning platforms will increase students’ engagementby personalizing the learning based on individual student needs, providing interactive virtuallabs, and enhancing collaboration and social learning by connecting students through intelligentdiscussion forums [1]. Using AI and virtual laboratories allows hands-on learning in engineeringwhich will not only increase student engagement, but also help students retain information better[10]. Additionally, AI makes it possible to provide students with

Conference Session

Computers in Education Division (COED) Track 4.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

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

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Computers in Education Division (COED)

engineering education: Challenges and opportunities," IEEE Power Electronics Education, vol. 2005, pp. 1-8, 2005.[5] L. Guo, "Design Projects in a Programmable Logic Controller (PLC) Course in Electrical Engineering Technology," Technology Interface, vol. 10, no. 1, pp. 1523-9926, 2009.[6] R. K. a. J. Krivickas, "Laboratory instruction in engineering education," Global Journal of Engineering Education (GJEE), vol. 11, no. 2, pp. 191-196, 2007.

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joel Nirupam Raj; Ashwath Muppa, Thomas Jefferson High School for Science and Technology; Rhea Nirmal; Teo W. Kamath; Achyut Dipukumar; Aarush Laddha; Mihai Boicu, George Mason University

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Computers in Education Division (COED)

laboratory conditions, the research aims to provide practical insights for educatorsconsidering these tools. The findings will contribute to broader discussions about technology-enhanced learning and the evolving relationship between artificial intelligence and humaninstruction in technical disciplines.Literature ResearchRecent advances in LLMs have shown their potential to transform educational settings, particularlyin programming courses where timely, detailed feedback is important. Fagbohun et al. [1] statesthat LLMs can automate grading with personalized feedback but that they still require carefulhandling of biases combined with human supervision to ensure that LLMs are fair and efficientand to reduce the occurrence of ethical risks like

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

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Computers in Education Division (COED)

industry brief, "The Roadmap to Becoming an AI University" [32], delineates acomprehensive framework for integrating AI within academic institutions. It advises universitiesto embed AI into their curricula across diverse disciplines, extending beyond the traditionalSTEM fields, thereby preparing students for an AI-centric future. It further emphasizes theimportance of investing in advanced computing infrastructure, such as high-performancecomputing clusters and AI laboratories, to support cutting-edge research and attract top-tiertalent. The brief also underscores the necessity of establishing partnerships with industry andsecuring funding to foster innovation and sustain competitiveness. Furthermore, it highlights thesignificance of

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)

avenues for future work with these results. One intriguing possibility isto use AI tools as a first step in programming process. For instance, students can generate theircode as more of a pseudo-code and then test their initial thoughts with ChatGPT. This would workwell as a pre-laboratory assignment, which would be especially helpful for students that do nothave access to the software at home. It has the potential to make that initial program and AI test asort of precompiling game to test how close their initial program comes to what ChatGPT outputs.Then in the beginning of lab they can test both their initial and their AI revised programs.Another potential avenue to explore is the use of AI tools in transitioning between differentprogramming

Conference Session

Computers in Education Division (COED) Track 5.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Zhou Zhang, SUNY Farmingdale State College; Wenhai Li, Farmingdale State College; Khosro Shirvani, State University of New York, College of Technology at Farmingdale; Yue Hung, Farmingdale State College; Yizhe Chang, California State Polytechnic University, Pomona; Sven K. Esche, Stevens Institute of Technology (School of Engineering and Science)

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Computers in Education Division (COED)

-basedcollaborative tools 11 and virtual laboratories 12, are critical for its effectiveness. When thoughtfullyapplied to courses like tool design, where hands-on learning and collaboration are essential, theflipped classroom model has the potential to revolutionize engineering education 13.1.2. Balancing Traditional and Modern PedagogiesTraditional teaching methods in Tool Design courses, while effective for foundational theoreticallearning, often emphasize rote memorization and isolated problem-solving, limiting creativity andteamwork development. The rigid separation of theory from practical application further hindersstudents' ability to connect abstract concepts to real-world scenarios, particularly in diversesettings like HSIs, where traditional

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Maria Elena Truyol, Universidad Andres Bello, Santiago, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile; Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico; Universidad Andres Bello, Santiago, Chile; Claudia Bascur, Universidad Andres Bello, Santiago, Chile

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Computers in Education Division (COED)

; Universidad Andres Bello, Santiago,Chile Dr. Genaro Zavala is Associate Director of the Research Laboratory at the Institute for the Future of Education, Tecnol´ogico de Monterrey. He collaborates with the School of Engineering of the Universidad Andr´es Bello in Santiago, Chile. A National Researcher Level 2 (SNI-CONACYT), he has over 20 years of experience in educational research. His work spans conceptual understanding in physics, active learning, AI in education, and STEM interdisciplinarity. He leads initiatives on faculty development, competency assessment, and technology-enhanced learning. With 100+ publications, he integrates educational psychology, digital transformation, and sustainability. Dr. Zavala also

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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Computers in Education Division (COED)

-yearundergraduate curricula in various Engineering or related courses, particularly as a complementto physical lab work.8. References[1] “Future of Jobs Report 2025,” 2025. [Online]. Available: www.weforum.org[2] B. Ray and R. Bhaskaran, “Integrating simulation into the engineering curriculum: a case study,” International Journal of Mechanical Engineering Education, vol. 41, no. 3, pp. 269–280, 2013.[3] F. Stern et al., “Integration of Simulation Technology into Undergraduate Engineering Courses and Laboratories,” in 2003 Annual Conference, Citeseer, 2003, pp. 8–757.[4] A. F. McKenna and A. R. Carberry, “Characterizing the role of modeling in innovation,” International Journal of Engineering Education, vol. 28, no. 2, p. 263

Conference Session

Computers in Education Division (COED) Track 2.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jason M. Keith, Iowa State University of Science and Technology; Jason Coleman, Kansas State University; Lis Pankl, Mississippi State University

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Diversity

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Computers in Education Division (COED)

the Associate Director ofthe Data Science program partnered to create easily accessible videos for instructors. They alsostarted holding regular workshops for faculty online and in the library.KSU currently has one research center and one interdisciplinary institute with a significantamount of activity related to artificial intelligence. The Center for Artificial Intelligence and DataScience within the Computer Science Department conducts basic and applied research into topicsincluding algorithms for data analysis, multi-agent and cooperative reasoning, knowledgerepresentation and machine learning from temporal and spatial databases. The center currentlyhas nine faculty operating in eight research laboratories. The Institute for Digital

Conference Session

Computers in Education Division (COED) Track 6.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Shana Shaw, Texas A&M University; L. Taylor Starr, Texas A&M University; laila badran, Texas A&M University

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Diversity

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Computers in Education Division (COED)

sequential coursework, especially until the senior year. The use of AI to help solve engineering problems as a collaboration tool is being used inengineering classrooms at increased frequency, hence the motivation of this paper to look at theuse of AI in developing professional skills in engineering undergraduate education. Using AI asprompts to help students draft papers or laboratory reports is starting to emerge in undergraduateengineering programs, although using AI to teach or enhance professional skills seems to be anew area of research [5]. One paper found that the typical use and extent of using generative AIin engineering classes based on student surveys [6] and the general impact of AI incommunication skills training has been

Conference Session

Computers in Education Division (COED) Track 4.E

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gabriella Marie Haire, University of Florida College of Education; Pavlo Antonenko; Christine Wusylko, University of Florida; STEPHANIE KILLINGSWORTH, University of Florida; Brian Abramowitz, University of Florida; Jeremy A. Magruder Waisome, University of Florida

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Computers in Education Division (COED)

improve motivation and cognition,” Educational Psychologist, vol. 48, no. 4, pp. 243-270, 2013.[15]​ J. Hampton-Marcell, T. Bryson, J. Larson, T. Childers, S. Pasero, C. Watkins, R. Thomas, D. Flucas-Payton and M. E. Papka, “Leveraging national laboratories to increase Black representation in STEM: Recommendations within the Department of Energy,” International Journal of STEM Education, vol. 10, no 1, pp. 4, 2023. Doi: 10.1186/s40594-022-00394-4.[16]​ K. H. Collins, “Confronting color-blind STEM talent development: Toward a contextual model for black student STEM identity,” Journal of Advanced Academics, vol. 29, no. 2, pp. 143-168, 2018. doi: 10.1177/1932202X18757958.[17]​ J.S. Gray, M. A. Brown, and J

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Peter Jamieson, Miami University; Ricardo Ferreira, Universidade Federal de Viçosa; José Nacif, Universidade Federal de Viçosa

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Computers in Education Division (COED)

, personalized online learning experiences. We evaluate the effectiveness of this methodthrough a series of case studies and provide guidelines for instructors to leverage these technologiesin their courses.1 IntroductionLarge Language Models (LLMs) and their emerging skills provide educators with new capabilitiesto improve our teaching and save time. LLMs like ChatGPT have emerged as powerful tools thatcan assist in creating educational content and interactive learning experiences [1].For digital system design and computer architecture, traditional education often relies on expen-sive hardware, specialized software, and physical laboratory spaces. These requirements can limitaccess to hands-on learning experiences, particularly for students in

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rose Thompson, Oklahoma State University; David L Harris, Harvey Mudd College; James Stine Jr., Oklahoma State University; Sarah L Harris, University of Nevada - Las Vegas

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Computers in Education Division (COED)

Paper ID #48675RISC-V System-on-Chip Design Textbook and CourseDr. Rose Thompson, Oklahoma State University Rose Thompson received her Ph.D. in Electrical Engineering from Oklahoma State University and two B.S. degrees in Electrical Engineering and Computer Engineering from the University of Washington. She has also designed chips at the Air Force Research Laboratory. Her professional interests include SoC design and verification, custom instruction set architectures, branch prediction, memory systems, and secure computing. Rose also enjoys biking, hiking, rock climbing, and playing the piano.Prof. David L Harris, Harvey

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)

=aisel.aisnet.org/ukais2024/19&utm_medium=PDF&utm_campaign=P‬ ‭DFCoverPages.‬‭[33]‬ ‭Callaghan,‬ ‭D.‬ ‭E.,‬ ‭Graff,‬ ‭M.‬ ‭G.,‬ ‭&‬ ‭Davies,‬ ‭J.‬ ‭(2013).‬ ‭Revealing‬ ‭all:‬ ‭misleading‬ ‭self-disclosure‬ ‭rates‬ ‭in‬ ‭laboratory-based‬ ‭online‬ ‭research.‬ ‭Cyberpsychology, Behavior, and Social Networking, 16(9), 690-694.‬‭[34]‬ ‭Simkin,‬ ‭M.‬ ‭G.,‬ ‭&‬ ‭McLeod,‬ ‭A.‬ ‭(2010).‬ ‭Why‬ ‭do‬ ‭college‬ ‭students‬ ‭cheat?.‬ ‭Journal of business ethics, 94, 441-453.‬‭[35]‬ ‭Stone,‬ ‭A.‬ ‭(2023).‬ ‭Student‬ ‭perceptions‬ ‭of‬ ‭academic‬ ‭integrity:‬ ‭a‬ ‭qualitative‬ ‭study‬ ‭of‬ ‭understanding,‬ ‭consequences,‬ ‭and‬ ‭impact.‬ ‭Journal‬ ‭of‬ ‭Academic‬ ‭Ethics, 21(3), 357-375.‬

Conference Session

Computers in Education Division (COED) Track 4.A

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Foley, Universite de Sherbrooke

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Computers in Education Division (COED)

received strong positive feedback.Beyond collaborative projects, Concept-Space opens doors to various educational and researchopportunities. For example, recent research initiatives explore its use as a personal tool forengineering students to interconnect theoretical and practical learning throughout their academicjourney.By introducing Concept-Space in the first year, students gain a structured way toorganize and revisit key concepts, reinforcing knowledge retention and deepening theirunderstanding. This system can also support academic assessment by providing a clear,interconnected view of a student’s learning progression. Additionally, the system shows promisein research laboratories for improving knowledge transfer and collaboration and as a

Conference Session

Computers in Education Division (COED) Track 3.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brian Michael Fiegel, The University of Iowa; Geb W. Thomas, The University of Iowa; Matthew Yazvec

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Computers in Education Division (COED)

system, to enhance engagement. 3. Providing real-time, individualized feedback to support self-regulated learning and metacognition.We evaluated the impact of these features on student engagement, performance, andmetacognition, first with a laboratory study, then in a classroom setting. Our findings provideinsights into how gamification and deliberate practice can address key challenges in teachingSQL and similar technical skills.2. BackgroundNumerous online SQL learning tools, such as SQLBolt, Khan Academy, and SQLZoo, offerstructured practice exercises, however they do not provide progress feedback to the instructor,nor do they permit an instructor to tailor the topics or topic order. The SQLBolt [2] tutorialprovides immediate, context

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

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Computers in Education Division (COED)

, Colombia. His research area is the online Laboratories ©American Society for Engineering Education, 2025 Enhancing Learning and Instruction through Structured Reflection in Pair Programming: A Feedback-Driven Approach in Computer Science EducationAbstractThis study examines the potential impact of a structured reflection mechanism following weeklypair programming sessions on student learning, self-awareness, and skill development in aComputer Science course. The motivation for this research stems from the need to enhancestudents’ critical thinking and ownership of their learning processes while helping them identifyareas for improvement in technical skills such as syntax

Conference Session

Computers in Education Division (COED) Track 2.B

Collection

2025 ASEE Annual Conference & Exposition

Authors

Stephany Coffman-Wolph, Ohio Northern University; Abigail Clark, Ohio Northern University; J. Blake Hylton, Ohio Northern University; Bryan Alan Lutz, Ohio Northern University; Gabriel Mott, Ohio Northern University

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Computers in Education Division (COED)

assignmentsIntroductionPurposeThe practice and evaluation of technical writing in an engineering course context has long been asubject of discussion. While recognized as valuable to student development, there is a tension oftime and attention between traditional technical content and technical writing content, both onthe side of the students, who have only so much bandwidth to dedicate to a course, and theinstructor, who necessarily must minimize the assessment burden wherever possible and has onlylimited lecture time available. Technical writing most commonly makes its way into theengineering coursework through the avenue of laboratory courses and cross-disciplinary designcourses, such as capstone and first-year engineering. In the case of first-year

Conference Session

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

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jesan Ahammed Ovi, Colorado School of Mines; Gabriel Tomas Fierro, Colorado School of Mines; C. Estelle Smith, Colorado School of Mines

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Computers in Education Division (COED)

project, where he led data analysis efforts using advanced statistical and machine learning techniques.Gabriel Tomas Fierro, Colorado School of Mines Gabe Fierro is an Assistant Professor of Computer Science at Colorado School of Mines, with a joint appointment at the National Renewable Energy Laboratory. Dr. Fierro usually works at the intersection of databases, cyberphysical systems, and knowledge graphs where his research focuses on the design and development of data systems that enable sustainable practices at societal scale.Dr. C. Estelle Smith, Colorado School of Mines Dr. C. Estelle Smith is a Tenure-Track Assistant Professor in the Department of Computer Science at the Colorado School of Mines. Her research

Conference Session

Computers in Education Division (COED) Track 2.C

Collection

2025 ASEE Annual Conference & Exposition

Authors

Tammy Mackenzie, The Aula Fellowship; Lisa D. McNair, Virginia Tech; Rubaina Khan, University of Toronto; Animesh Paul, University of Georgia; Sreyoshi Bhaduri, Private Corporation

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Computers in Education Division (COED)