Displaying all 20 results
- 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
- ML and Generative AI Tools and Policies
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Alyson G. Eggleston, Pennsylvania State University; Robert J. Rabb P.E., Pennsylvania State University
- Tagged Divisions
- Computers in Education Division (COED)
severaldimensions—formality, level of detail, conciseness, sentence structure; and (4) serve as a tool toeducate engineering students’ on the true distinctions between human writing and LLM-sourcedtext, challenging them to find LLM-written content online (e.g., social media posts and LinkedInblogs). Using additional tools that analyze syntax (Expresso), students can become aware of theirown writing style, how it contrasts with their peers, and how to objectively alter and improvewriting tendencies that challenge readability. Below in Figure 3, modules 1-3 are presented as aseries of steps with the inclusion of experimentation and play, which are integral for truelearning. Adult learners reported adapting and adopting selected LLM-assisted
- Conference Session
- Teaching with ML and Generative AI
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Bobby F Hodgkinson, University of Colorado Boulder; Nathan Eric Whittenburg, University of Colorado Boulder
- Tagged Divisions
- Computers in Education Division (COED)
customer feedback data on Amazon, categorizing opinions into positive,negative, and neutral sentiments, showcasing its utility in understanding customer perceptions. Inthe context of academic peer reviews, Kim and Calvo [4] introduced a method for summarizingfeedback in academic essay writing, employing sentiment score-based techniques to analyzereviews written by engineering students, highlighting the application of sentiment analysis ineducational settings. Finally, Wang and Wan [5] focused on sentiment analysis of peer reviewtexts for scholarly papers, proposing a multiple instance learning network with an abstract-basedmemory mechanism to predict overall recommendations and identify sentiment polarities in peerreview texts, thereby
- Conference Session
- Computer Engineering Topics
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Timothy Sellers, Mississippi State University; Tingjun Lei, Mississippi State University; Chaomin Luo, Mississippi State University; Gene Eu Jan; Zhuming Bi, Purdue University, Fort Wayne
- Tagged Topics
- Diversity
- Tagged Divisions
- Computers in Education Division (COED)
], which introducessome active programming teaching methods. Portela employed four approaches to develop theinstructional plan, namely: BYOD, flipped classroom, gamification, and using the skills ofindividual students to solve posed problems. Tewolde presented a method for improving studentmotivation in a microcontroller-based embedded systems course to enhance students’ role inactive learning [10]. The method consists of three tools, namely: laboratory assignments forpractical hands-on activities, “peer teaching” techniques, and self-proposal, which enablesindividual creativity. For some complex and difficult to understand courses such as programmingalgorithms-related subjects, Garcia et al. [11] proposed a method in the form of
- Conference Session
- Programming Education 2
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kwansun Cho, University of Florida; Syeda Fizza Ali, Texas A&M University; Sung Je Bang, Texas A&M University; Saira Anwar, Texas A&M University
- Tagged Divisions
- Computers in Education Division (COED)
coding is aninstructional activity where the instructor thinks aloud as they write code in real-time in frontof the students [9], [10]. Live coding facilitates students' understanding of coding and allowsthem to learn debugging a good programming practice from the instructor [11]. Priorliterature has found that most students in introductory programming courses view live codingpositively and often prefer it over static instructional activities [12], [13]. However,depending on how it is conducted, live coding can become a passive activity for students [9].Previous research findings report that during passive live coding, students may disengage,feel disoriented, or struggle to keep up with the instructor [14], [15].To overcome the passive attention
- Conference Session
- Computers in Education Division (COED) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Thomas Rossi, University of New Haven; Pulin Agrawal, Pennsylvania State University; Negein Immen, Pennsylvania State University; Angelina Krystal Valentin, Pennsylvania State University; Neha Sagi, Pennsylvania State University; Domenico Alford-Egizio, Pennsylvania State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Computers in Education Division (COED)
lost in differentlecture styles or written material. The college students being the coaches of each video comparesto peer-teaching which can enrich the learning experience by offering an additional layer ofsupport and engagement alongside the expertise of professors. These videos were intended not as replacements for the lecture materials but ascomplementary resources to reinforce newly acquired knowledge for a deeper understanding.Further, they would serve as valuable review tools not only for students currently enrolled butalso for upperclassmen seeking to refresh their programming skills. This enhances conceptretention and increases student engagement, potentially leading to improved attendance,participation, and grades in computer
- Conference Session
- Computers in Education Division (COED) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Brayan A Díaz, North Carolina State University; Kevin Han, North Carolina State University
- Tagged Divisions
- Computers in Education Division (COED)
class size fluctuates between 7 and 45 students, and thecourse is offered every spring semester. The iterations of the course were analyzed under a multi-casestudy to assess the effectiveness of the different approaches used for EDM courses.Data sourcesClass observation. Extensive data collection was made throughout the course. Every class of bothsemesters had at least one well-trained evaluator taking a class on the student interaction and dynamic ofthe class. Each class observation was documented in a memo, capturing general information such as dateand class topic and insights into class dynamics, student participation, and emerging themes recordedbased on CoP concepts. For example, write down instances where students demonstrated
- Conference Session
- Robotics and Circuits
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Kathryn Lara Wujciak, Tufts University; Briana M Bouchard, Tufts University; Chris Buergin Rogers, Tufts University
- Tagged Divisions
- Computers in Education Division (COED)
improving problem-solving skills, critical thinking, monitoring one’s own progress, or goal-setting [1], [3]. Forexample, an instructor might provide a worksheet where the student writes weekly goals to helpdevelop their goal-setting skills. The student may learn how to effectively set goals which couldhelp in many areas of learning. Domain-specific scaffolding is instructional guidance that isspecific to one domain [1], [3]. It aims to make understanding complex concepts in that domainmore attainable. For example, in a computer science environment, it could look like “fill-in-the-blank” code or black-boxing code. There are many techniques within scaffolding, and below wewill detail those relevant to our course.On an individual level, scaffolding
- Conference Session
- Cybersecurity Topics
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Mahmoud K Quweider, The University of Texas Rio Grande Valley; Liyu Zhang; Alexis Aaron De La Cruz
- Tagged Divisions
- Computers in Education Division (COED)
System using the Creation and Sharing File Store service for sharing your files with others in the Google File Systems with File Cloud Platform. Store Hands-on Lab 07: In this lab, you will practice using the GCloud CLI to create VMs, GCloud CLI Templates, MIGs, Buckets, and NFS sharing. Commands Hands-on Lab 08: In this lab, you will create a VPC network next to the default network Networking with VPC in your account. You will also create two peering VPC network and Peering connections. Hands-on Lab 09: In this lab, you will create a Cloud VPN that securely connects Networking with your peer network to your Virtual Private Cloud (VPC) VPNs network through
- Conference Session
- Programming Education 1
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- John Alexander Mendoza-Garcia, University of Florida
- Tagged Divisions
- Computers in Education Division (COED)
another is creating patterns. For example, in module 4,students are asked to calculate the pi using the Wallis formula, which involves the addition of 1or more terms. Therefore, in the code, the user is asked how many terms they want to use tomake the calculation (e.g., 500), and the code will generate the output using the number of termsthe user provided as input (for 500 terms, the output is 3.14002068). Similarly, in module 5, for-loops, the student must write code that calculates the factorial of a number (they cannot use thefactorial function pre-defined in MATLAB; these series in module 6 are more complex becauseof the use of nested loops. The other kind of problem is patterns. In this area, students are askedto create different shapes
- Conference Session
- ML and Generative AI Tools and Policies
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Lucas J. Wiese, Purdue University at West Lafayette; Alejandra J. Magana, Purdue University at West Lafayette
- Tagged Divisions
- Computers in Education Division (COED)
. For instance: as a personal tutor, aSocratic opponent, a reflective study buddy and idea generator, or an explorer [9]. Moreover,Stanford’s Center for Human-centered Artificial Intelligence (HAI) purports benefits of ChatGPTsuch as allowing teachers and instructors to scale their learning, adapt to individual interests, andimprove learning accessibility—all without fear of peer judgment [10]. Of course, though,students can use ChatGPT to cheat. Whether writing essays or answering homework questions,students may be passing off generated text as their own [2], [8]. This requires caution, but thisdisruption can lead to an exciting foray into new skills, new domains, and new meaning behindlife, work, and education [11].3. Conceptual FrameworkThis
- Conference Session
- Computers in Education Division (COED) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- David Reeping, University of Cincinnati; Aarohi Shah, University of Cincinnati
- Tagged Divisions
- Computers in Education Division (COED)
generic examples and sample outputswith little formal evaluation and surveyed student at a high-level about ChatGPT’s usefulness.Previous systematic reviews focusing on using ChatGPT in educational settings have providedseveral general suggestions for how LLMs can be purposefully integrated into the learningprocess. For example, Imran and Almusharraf [11] reviewed 30 papers related to how ChatGPTcould be used as a writing assistant for instructors and students, but the synthesis does not offerconcrete prompts or specific guidance on how one would use such a tool to enhance their workbeyond suggestions offered in the reviewed papers (e.g., grammar assistance, textsummarization, constructing initial drafts, and brainstorming). Beyond only writing
- Conference Session
- Programming Education 2
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Tyler James Stump, The Ohio State University; Abbey Darya Kashani Motlagh, The Ohio State University; Krista M Kecskemety, The Ohio State University
- Tagged Divisions
- Computers in Education Division (COED)
Zealand in their publication, “Parson’s Programming Puzzles: A fun and Effective LearningTool for First Programming Courses.” Parson and Haden describe the unique challenges faced inintroductory programming courses as students are often asked to engage with complex codingactivities [7]. The first of these challenges being that traditional computational activities weredeemed boring by students and often lead to a lack of persistence in completing activities andcourses. The second challenge pinpointed was how to isolate and disentangle the complexsyntactical thinking inherently embedded within code writing. Thus, this challenge probed thequestion of how best to separate the complex, language specific, syntax associated with acomputational language
- Conference Session
- Spotlight on Diverse Learners
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Manuel A. Pérez-Quiñones, University of North Carolina; Debarati Basu, Embry Riddle Aeronautical University
- Tagged Topics
- Diversity
- Tagged Divisions
- Computers in Education Division (COED)
resources they need for general well- being or success in specific metrics” [11,p. 4]. In this definition they connect “fair conditions” with “individuals and groups” and thesuccess in whatever endeavor being evaluated (e.g., “specific metrics”), but clearly at the outcomeof the endeavor.A report calling for technology design to be more inclusive provides another take on thechallenges we face trying to understand equity and equality. In [12], equality is defined aseveryone having “the same opportunity” even if it affords some in the group “an existing (andoften unconscious) unfair advantage.” In contrast, equity means everyone getting an opportunitythat levels the “playing field with their peers” thus increasing the “fairness to compete.”In summary
- Conference Session
- Computer-Supported Pedagogy and Assessment
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Jim Sosnowski, University of Illinois Urbana-Champaign; Julie M Baker, University of Illinois Urbana-Champaign; Olivia Arnold, University of Illinois Urbana-Champaign; Mariana Silva, University of Illinois Urbana-Champaign; David Mussulman, University of Illinois Urbana-Champaign; Craig Zilles, University of Illinois Urbana-Champaign; Matthew West, University of Illinois Urbana-Champaign
- Tagged Topics
- Diversity
- Tagged Divisions
- Computers in Education Division (COED)
Academic Integrity ViolationsThe vast majority of actionable academic integrity reports can be grouped into two categories; (1)using a cell phone or smartwatch during an exam or (2) bringing course material into the lab eitherin the form of a cheat sheet or written on their body. However, we have also seen other studentbehaviors develop which have required us to institute new exam policies. Restrictions regardingwhen students could begin writing on their scratch paper is a good example of a policy changethat occurred in response to student behavior. Until recently, students were allowed to write ontheir scratch paper as soon as they were seated in the lab, a policy based on the assumption thatonce in the lab any information that was written on the
- Conference Session
- Programming Education 2
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Robert Scott Pierce P.E., Western Carolina University; Chaitanya Borra, Western Carolina University
- Tagged Divisions
- Computers in Education Division (COED)
this longer-term workis to determine whether students who learn Python as their first programming language are betterprepared to adapt to new languages and programming platforms.IntroductionProgramming is an important professional skill for most engineers. An introductoryprogramming course is part of the first or second-year curricula in most engineering programs.However, it comes with many difficult challenges for both students and faculty [1,2,3,4]. Therole played by the instructor in the development of these skills cannot be totally ignored but isfound to be minimal [5]. Students usually learn by trial and error using tutorials, homework,textbook examples, peer learning, and web-based demonstrations [6]. Many studies [7,8] haveindicated
- Conference Session
- Teaching with ML and Generative AI
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Abdulrahman AlRabah, University of Illinois Urbana-Champaign; Sophia Yang, University of Illinois Urbana-Champaign; Abdussalam Alawini, University of Illinois Urbana-Champaign
- Tagged Divisions
- Computers in Education Division (COED)
SQL-Tutor and esql have been developed to provide interactiveand personalized learning experiences, focusing on individualized instruction and semanticfeedback [2, 23]. These systems address common SQL misconceptions and anti-patterns byoffering dynamic feedback and visual step-by-step explanations of query execution, distinct fromtraditional teaching methods [24, 25]. The proposed Generative AI model aims to extend theseapproaches by providing nuanced semantic error feedback without revealing solutions,encouraging deeper exploration and self-guided learning, representing a novel direction in SQLeducation [26, 27].[28] investigates the effectiveness of peer correction in SQL and NoSQL learning, suggesting it asa viable alternative to
- Conference Session
- Computer-Supported Pedagogy and Assessment
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Zulal Sevkli, Miami University
- Tagged Divisions
- Computers in Education Division (COED)
institutions towards the adoption of computer-based exams [1, 2, 5, 6]. Studies like those by Lappalainen et al. [1], who found improvedoutcomes by beginning with paper-based exams and continue with computer-based exams, andGrissom et al. [4], who reported higher success in writing recursive solutions through computer-based exams, underscore this trend. Deloatch et al. [15] further highlighted a preference forcomputer-based exams, citing perceived improvements in quality, speed, and anxiety reduction.Computer-based exams present both opportunities and challenges, particularly in terms oftechnical stability and academic integrity.. For example, Rajala et al. [2] developed anexamination platform for Java programming, integrating multiple-choice
- Conference Session
- Computer-Supported Pedagogy and Assessment
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Tammy VanDeGrift, University of Portland
- Tagged Divisions
- Computers in Education Division (COED)
exam problems involved writing short code snippets,applying algorithms, applying networking protocols, generating state diagrams, and writingproofs. The instructor watched the video reflections to gain insight into the solution-generationand solution-testing process of their students in addition to assessing students’ work. Theinstructor awarded the maximum grade of the written solution and the video reflection solution;therefore, students could improve their solution on the video and earn a better grade.Students completed an optional end-of-semester survey about all assessment practices in thecourses, including the exams and video reflections. The survey data was analyzed to evaluate ifexam reflection videos were perceived as supportive to
- Conference Session
- Computers in Education Division (COED) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Syed Hasib Akhter Faruqui, Sam Houston State University; Nazia Tasnim, University of Texas at Austin; Iftekhar Ibne Basith, Sam Houston State University; Suleiman M Obeidat, Texas A&M University; Faruk Yildiz, Sam Houston State University
- Tagged Divisions
- Computers in Education Division (COED)
questions depend on the learners themselves. For example, a learner may have varyinglearning styles, such as visual, auditory, or reading/writing preferences, which can influence howthey absorb and process information. Some may prefer hands-on example focused activities, whileothers may prefer reading text books to comprehend complex concepts. Additionally, cognitiveabilities like memory, attention span, and problem-solving skills can influence how learners en-gage with educational materials. For example, some students may struggle with working memory,requiring additional support to retain information, while others may excel in logical reasoning,quickly grasping abstract concepts. Some who are anxious or lack confidence may require ad-ditional