Displaying all 17 results
- 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)
participate but also to explain theimportance of AI in science to their peers and community. This enabled scholars to feel apersonal connection as their scientific project was envisioned within a real-world context. Figure 2. Google Teachable Machine [16].Measures and data sourcesThe self-reports of the children’s self-efficacy for AI were collected via a survey administeredon Qualtrics before and after the Shark AI program. Self-efficacy for AI was assessed using anadapted version of the original Science subscale (9 items) and the Technology and Engineeringsubscale (9 items) of the widely used 37-item S-STEM questionnaire developed by NorthCarolina State University’s Friday Institute [19]. Only the Science and Technology
- Conference Session
- The Best of Computers in Education Division (COED)
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Phyllis J. Beck, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University
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- Computers in Education Division (COED)
formative times in their computing education [6, 8]. There have been many attempts at developing novel approaches to support various aspects of programming metacognition, improve self-efficacy, and provide automated feedback and assessment for students in introductory programming courses [5, 6, 8]. Programming metacognition can be broadly defined as how students think about programming and the problem-solving strategies they employ to achieve a goal when given a programming task [9]. However, most of these methods have yet to be successfully scaled and applied in the classroom. Previous studies suffer from issues such as being too small, difficult to validate or replicate, and software that is not shared or is abandoned
- Conference Session
- The Best of Computers in Education
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Jayma Koval, Georgia Institute of Technology; Diley Hernandez, Georgia Institute of Technology; Tom McKlin; Douglas Edwards, Georgia Institute of Technology; Rafael A. Arce-Nazario; Joseph Carroll-Miranda; Isaris Rebeca Quinones Perez, University of Puerto Rico, Rio Piedras; Lilliana Marrero-Solis; Jason Freeman, Georgia Institute of Technology; Taneisha Lee Brown; Pascua Padro; Stephen Garrett; Analia E. Rao; Marion Usselman, Georgia Institute of Technology
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] and measured to what extent students felt included,valued and respected. We used this scale with the purpose of exploring students’ sense ofbelongingness, specifically in CS, and modified the items to include “in computing.” Adefinition of computing was also included, “Computing is defined as doing things like making anapp, coding, fixing a computer or mobile device, creating games, making digital music, etc.”Sample questions then asked students to indicate the extent to which they agreed with statementssuch as, “I feel comfortable in computing” and “Compared with most other students at myschool, I know how to do well in computing.”Self-Efficacy: Self-efficacy captures students’ beliefs that they can accomplish designated tasks[38] related to
- 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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- Computers in Education Division (COED)
research exists on theuse of case studies to motivate non-STEM majors to study technological topics, particularly incontexts where hands-on technology activities complement the case study by exploring itsunderlying themes and demonstrating the significance of the technology. In this course, the casestudies serve an additional purpose; they provide real-world examples of the impact of eitherembracing or ignoring a new technology.Self-efficacy refers to the confidence in one’s ability to accomplish specific tasks, and enhancingstudents’ self-efficacy increases the likelihood of achieving desired outcomes [4, 5]. Researchacross various disciplines highlights the critical role of experiential learning in buildingself-efficacy. For example, educators
- Conference Session
- Computers in Education Division (COED) Poster Session (Track 1.A)
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Evelyn Sowells-Boone, North Carolina A&T State University; Pal Dave, North Carolina A&T State University
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- Computers in Education Division (COED)
in Science, Technology, Engineering, and Math (STEM) professions haslong been a problem, especially among minority and female students. According to studies,structural impediments such as a lack of mentorship, limited access to research opportunities,and budgetary restrictions disproportionately affect these populations [1], [2]. To address thesediscrepancies, the ARROWS program at North Carolina A&T State University has taken aholistic strategy that focuses on mentorship, hands-on research, and a supportive academicatmosphere.Mentorship, defined as experienced persons guiding mentees through academic and professionalproblems, has been demonstrated to dramatically increase retention rates [3]. For example, itpromotes self-efficacy
- Conference Session
- Computers in Education Division (COED) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Quintana (Quincy) Clark, Oregon State University; Chidinma Grace Okoye; Theodore Ja
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(1994) usability inspection methods, usability testing will be done throughfocus groups to explore participants’ perceptions of the user interface design, identify designproblems, and uncover areas to improve the user interface and user experience in Ecampus andhybrid courses (RQ1). A heuristics evaluation [16, 17] of the user interface will be conducted toensure that usability principles are followed to provide a user interface with inclusivity andaccessibility (RQ2). A Likert scale will be adapted from Bandura’s (1989) MultidimensionalScales of Perceived Self-Efficacy [18] to explore participants' self-regulatory efficacy (RQ3).Planned InterventionThe proposed study will combine elements of both exploratory and quasi-experimental
- Conference Session
- COED: Grading Systems
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Marko V. Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Aidan Daniel Carrigg; Karthik Srinivasan; Josephine Relaford-Doyle, University of California, San Diego
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- Computers in Education Division (COED)
differences in GPA alone. Analysis of students’survey responses shows that real-time feedback and unlimited submission attempts helpedstudents assess their learning progress and motivated them to continuously improve theirsolutions. Instant feedback and unlimited submission attempts were regarded by students aslikely having positively impacted academic integrity in the course. The effect of automatedfeedback and optional assignments on students’ need to visit office hours is explored.Implications for future pedagogical practice and research are discussed.IntroductionTimely and effective feedback provided to students on their submitted work has the potential tosignificantly enhance learning, improve student self-efficacy, reduce drop-out rates, and
- Conference Session
- Computers in Education Division (COED) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Valerie A Carr, San Jose State University; Jennifer Avena, University of Northern Colorado; Maureen Smith; Wendy Lee, San Jose State University; David Schuster, San Jose State University; Belle Wei, San Jose State University
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- Computers in Education Division (COED)
Engineering Education, 2024 Work in Progress: Community College Student Experiences with Interdisciplinary Computing Modules in Introductory Biology and Statistics CoursesAbstractInterdisciplinary professionals with both domain and computing skills are in high demand in ourincreasingly digital workplace. Universities have begun offering interdisciplinary computingdegrees to meet this demand, but many community college students are not provided learningexperiences that foster their self-efficacy in pursuing them. The Applied ProgrammingExperiences (APEX) program aims to address this issue by embedding computing modules intointroductory biology and statistics courses at community colleges. Here, we describe an
- 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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- Computers in Education Division (COED)
’ Sense of Belonging: A Key to Educational Success for AllStudents. (2nd ed.). Routledge, 2018.[5] C. Gillen-O’Neel, “Sense of belonging and student engagement: A daily study of first- andcontinuing-generation college students,” Research in Higher Education, vol. 62, no. 1, pp. 45-71,Feb. 2021.[6] M. Bong and E.M. Skaalvik, “Academic self-concept and self-efficacy: How different arethey really?,” Educational Psychology Review, vol. 15, pp. 1-40, Jan. 2003.[7] D.W. Johnson, R.T. Johnson and K.A. Smith. Active Learning: Cooperation in the CollegeClassroom. Edina, MN: Interaction Book Company, 1991.[8] M.J. Baker, “Collaboration in collaborative learning,” Interaction Studies: Social behaviourand communication in biological and artificial systems
- Conference Session
- Computers in Education Division (COED) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Ahmed Ashraf Butt, Carnegie Mellon University; Eesha tur razia babar, University of California, Irvine; Muhsin Menekse, Purdue University, West Lafayette; Ali Alhaddad, Purdue University, West Lafayette
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- Computers in Education Division (COED)
the OR: exploring use of augmented reality to support endoscopic surgery,” in Proceedings of the 2022 ACM International Conference on Interactive Media Experiences, in IMX ’22. New York, NY, USA: Association for Computing Machinery, 2022, pp. 267–270. doi: 10.1145/3505284.3532970.[30] T. Khan et al., “Understanding Effects of Visual Feedback Delay in AR on Fine Motor Surgical Tasks,” IEEE Transactions on Visualization and Computer Graphics, vol. 29, no. 11, pp. 4697–4707, Nov. 2023, doi: 10.1109/TVCG.2023.3320214.[31] M. Menekse, S. Anwar, and S. Purzer, “Self-Efficacy and Mobile Learning Technologies: A Case Study of CourseMIRROR,” in Self-Efficacy in Instructional Technology Contexts, C. B. Hodges, Ed., Cham
- 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
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- Computers in Education Division (COED)
educationalsettings," Journal of Applied Psychology, vol. 28, no. 3, pp. 211-224, 2022.[13] B. Cook-Chennault and V. Villanueva, "Student anxiety in competitive educational games,"Educational Psychology Review, vol. 42, no. 1, pp. 83-95, 2020.[14] A. Cook-Chennault and V. Villanueva, "Inclusive game design in engineering education,"Journal of Diversity in Higher Education, vol. 19, no. 2, pp. 105-118, 2020.[15] R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue, “Women Engineering Students and Self‐Efficacy: A Multi‐Year, Multi‐Institution Study of Women Engineering Student Self‐Efficacy,” J.of Engineering Edu., vol. 98, no. 1, pp. 27–38, Jan. 2009, doi: 10.1002/j.2168-9830.2009.tb01003.x.[16] M. A. Hutchison, D. K. Follman, M. Sumpter, and G. M. Bodner
- 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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- Computers in Education Division (COED)
teachers in rural areas. It measures teachers’ perceptions about rural life, activities and behaviors as well as relationships with persons in the rural community.The RIS showed an acceptable internal reliability of α = 0.72−0.83 which boasts of its effectiveness in capturing rural identity. The teacher mindset survey, carved out of [47] and [48], was avital instrument in supplying the valuable insights into diverse aspects of teachers’ mindsets. It measures parameters such as concerns on social comparison, self-efficacy, comfort being oneself, measurement of task value, as well as the perceived costs of participating in the training program. Each survey item were measured on a 5-point Likert scale, with 1 being“strongly disagree” to 5 being
- Conference Session
- Computers in Education Division (COED) Track 2.D
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Ryan Tsang, University of California, Davis; SYDNEY Y WOOD, University of California, Davis
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- Computers in Education Division (COED)
, 30, 34]. Hence, the majority of stud-ies reporting benefits of LLMs focus more on student engagement, interaction patterns, and be-haviors, or student perceptions, such as satisfaction, perceived benefit, self-efficacy, or motiva-tion [33, 37, 25, 39, 40, 41, 26, 42, 7, 43, 27, 44, 45, 46].We discuss the relevance of this work at further length in Section 5 but note here that our studydiffers significantly in context, as our tasks are not assessing programming ability specifically,but broader knowledge and problem-solving skills related to computer engineering and embeddedsystems.3 MethodsTo test the potential impact of LLMs in SRL, we designed a 2-stage study consisting of a coun-terbalanced repeated measures experiment, and a
- 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)
3.95 0.75 -0.27 0.08 15 3.3 4.12 0.83 -0.2 0.04 16 2.7 4.25 1.55 0.53 0.28 17 3.15 4.02 0.87 -0.15 0.02 M: 1.02 SS: 0.44 M: mean of the difference between the two surveys (Post-Pre) SS: sum of squares of deviations3.2.2 Descriptive Results of Survey QuestionsThis section provides a detailed descriptive results of the survey questions.Q3 - Self-Efficacy in Problem Solving: Rate your confidence in solving programming
- 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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- Computers in Education Division (COED)
the curriculuminclude anxiety [9], self-efficacy [10], attitude, perceived ease of use/technology acceptance [11]and perceived usefulness. Furthermore, there is evidence that suggests that as the number ofinstructional technologies available at institutions grow, faculty are less likely to use them [12]due to lack of interest/capacity to use the tool, self-efficacy and personal ideals in pedagogy.Trouble points in utilization include underestimating the complexities of using any newtechnology including formulation of instructor comfortability and knowledge as well as the timerequired to deliver courses using different technology platforms [13-15].Schroeder [16] recently projected a short-term vision of AI in higher education, including
- 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
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- Computers in Education Division (COED)
control. The classroom experience revealedgains in students’ self-efficacy in engineering design and improvements in ability to recognizekey components of feedback-control systems. Class tests also revealed challenges associatedwith scaffolding both students and teachers at these grade levels and levels of experience orinterest in computational subjects. Students struggled with algorithmic design in particular,which made it harder for them to complete the capstone projects in the curricula. There werealso lessons learned about robust design and instrumentation of physical devices in classes thatmight only use them for a short period of time, posing hurdles for both students and teachers.Software affordances developed for programming and analyzing
- Conference Session
- Computers in Education Division (COED) Track 5.B
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jina Wilde, The University of Texas at San Antonio; Michael Zawatski, The University of Texas at San Antonio; Darean Wilde, The University of Texas at San Antonio; Emiliano Beltran, The University of Texas at San Antonio; Amanda S. Fernandez, The University of Texas at San Antonio; Timothy Yuen, The University of Texas at San Antonio
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institutionalchange, leading some teachers to question the feasibility of long-term CS integration.To support teachers in their professional development, the program offered reimbursement for upto two attempts at the CS teacher certification exam, upon submission of receipts. One teacher,who taught business and math, successfully passed the exam after studying the program’smaterials and engaging with coding exercises. While passing the exam was a measurable success,many teachers explored and implemented engaging CS activities in their classrooms. Teachersintegrated CS concepts in various ways, such as through after-school clubs, free-time activities, orelective courses. Some used program resources to support projects like Unity game development,robotics, and