Conference Session

Educational Research and Methods Division (ERM) Technical Session 29

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Paul Harvie, Embry-Riddle Aeronautical University ; Kimberly A. Luthi, Embry-Riddle Aeronautical University ; Monica Surrency, Embry-Riddle Aeronautical University ; John K. Wilson, Embry-Riddle Aeronautical University

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Educational Research and Methods Division (ERM)

, vol. 15, no. 2, pp. 7-15, 2014.[7] S. B. Wilson and P. Varma-Nelson, "Small Groups, Significant Impact: A Review of Peer- Led Team Learning Research with Implications for STEM Education Researchers and Faculty," Journal of Chemical Education, vol. 93, pp. 1686-1702, 2016.[8] S. B. Wilson and P. Varma-Nelson, "Implementing Peer-Led Team Learning and Cyber Peer-Led Learning in an Organic Chemistry Course," Journal of College Science Teaching, vol. 50, pp. 44-50, 2021.[9] J. E. Klobas, S. Renzi and M. L. Nigrelli, "A scale for the measurement of self-efficacy for learning (SEL) at univeristy," Bocconi University, 2007.[10] K. Wilson, K. Luthi, D. Harvie and M. Surrency, "Strategies for Engagement of Non- Traditional Students

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fanyi Zhang, Purdue University; Beth M. Holloway, Purdue University ; Eric Holloway, Purdue University

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Educational Research and Methods Division (ERM)

-Efficacy (ASE). The ASE evaluates an individual’s confidence regarding theiracademic abilities [30]. This instrument consists of eight items, including “I know how to takenotes [31].” Items were rated from 1 (strongly disagree) to 7 (strongly agree). The developmentstudy provided validity evidence based on reliability coefficients and convergent evidence for theproposed score use. We could not find any follow-up validation studies of the scale, likelybecause academic self-efficacy measurements are often tailored to specific research contexts orpedagogical purposes. In our research, we performed both EFA and CFA to validate the score’sproposed factor structure further and assess individual item loadings.3.3 Data ProcessingAll analyses were

Conference Session

Self-Regulation and Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Taiwo Raphael Feyijimi, University of Georgia; Olanrewaju Paul Olaogun, University of Georgia; ISAAC DAMILARE DUNMOYE, Engineering Education and Transformation Institute, College of Engineering, University of Georgia, Athens, GA, USA; Nathaniel Hunsu, University of Georgia

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Educational Research and Methods Division (ERM)

," Annual Review of Organizational Psychology and Organizational Behavior, vol. 9, pp. 339-363, 2022.[28] T. Sitzmann, K. Ely, K. G. Brown, and K. N. Bauer, "Self-assessment of knowledge: A cognitive learning or affective measure?," Academy of Management Learning & Education, vol. 9, no. 2, pp. 169-191, 2010.[29] E. M. Kissling and M. E. O'Donnell, "Increasing language awareness and self-efficacy of FL students using self-assessment and the ACTFL proficiency guidelines," Language Awareness, vol. 24, no. 4, pp. 283-302, 2015.[30] A. Knight, "Using self-assessment to build self-efficacy and intrinsic motivation in athletes: a mixed methods explanatory design on female adolescent volleyball players

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eduardo Rodriguez Mejia M.Sc., Rowan University; Cheryl A. Bodnar, Rowan University

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Educational Research and Methods Division (ERM)

the median for each EVT prompt and mean for each of the EVT constructs werecalculated. Paired T-tests were used to determine if there were any statistical significance of thedifferences (p value equal or less than 0.05) between the motivation constructs (i.e., interest, attainment, 2utility, self-efficacy, and cost) of students in the pre-writing and writing phase. Lastly, Cohen’s d wasdetermined to measure the effect size of the possible differences.LimitationsThe greatest limitation in this study is the low number of participants due to the limited number ofstudents enrolled in the CEE program under study. The sampling distribution

Conference Session

Educational Research and Methods Division (ERM) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mohammad Faraz Sajawal, University of Oklahoma; Javeed Kittur, University of Oklahoma

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Educational Research and Methods Division (ERM)

higher self-efficacy in using ChatGPT as a learning tool in comparison with othergender identities. Furthermore, Freshmen engineering students tend to have high perceptions onusing ChatGPT as a learning tool, while junior engineering students have the lowest. Finally,freshmen engineering students tend to have high perceptions on ease of accessing ChatGPT, whilesophomore engineering students have the lowest.Keywords: ChatGPT, concerns with ChatGPT, ethical considerationsIntroductionEngineers working in Open Artificial Intelligence (OpenAI) developed the language model ChatGenerative Pre-Trained Transformer (ChatGPT). It's a kind of artificial intelligence (AI) systemthat can produce text responses to a variety of questions and prompts that seem

Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bruce Frederick Carroll, University of Florida; Janice Mejía, Northwestern University; Kent J. Crippen, University of Florida; Sheila Castro, University of Florida

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Educational Research and Methods Division (ERM)

Paper ID #42415Latina Engineering Student Graduate Study Decision Processes—Developmentand Initial Results of a Mixed-Methods InvestigationDr. Bruce Frederick Carroll, University of Florida Dr. Carroll is an Associate Professor of Mechanical and Aerospace Engineering at the University of Florida. He holds an affiliate appointment in Engineering Education. His research interests include engineering identity, self-efficacy, and matriculation of Latin/a/o students to graduate school. He works with survey methods and overlaps with machine learning using quantitative methods and sequential mixed methods approaches.Dr. Janice

Conference Session

Student Teams and Teamwork

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yiyi Wang, San Francisco State University; Xiaorong Zhang, San Francisco State University; Fatemeh Khalkhal; Stephanie Claussen, San Francisco State University; Ana Karen Biviano

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Educational Research and Methods Division (ERM)

through P3). Also, students who reported better interactions withteammates (B.5) had a stronger sense of self-efficacy in engineering classes in a statisticallysignificant way. Except for interactions with teammates, all behavior metrics were positively andsignificantly linked to the EI dimension that measured how much they were perceived as a goodengineer by their professors and peers. Similarly, when a student was perceived as a goodengineer by their peers, he or she tended to do a better job keeping the team on track (B.2), at asignificance level of 0.001. Results were detailed in Appendix Table A.4.Teamwork behaviors were linked to team conflicts in modest ways. Students who ratedthemselves lower on interactions with teammates tended to

Conference Session

Educational Research and Methods Division (ERM) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Autumn R. Deitrick, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University

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Educational Research and Methods Division (ERM)

Small and Big-C creativity in Poland,” The International Journal of Creativity &Problem Solving, vol. 19, pp. 7-26, 2009.[45] J. C. Kaufman and R. A. Beghetto, “Beyond big and little: The four c model ofcreativity,” Review of general psychology, vol. 13, no. 1, pp. 1-12, 2009.[46] M. Karwowski, I. Lebuda, and E. Wiśniewska, “Measuring creative self-efficacy andcreative personal identity,” The International Journal of Creativity & Problem Solving, 2018.[47] P. Tierney and S. M. Farmer, “Creative self-efficacy development and creative performanceover time,” Journal of applied psychology, pp. 96, no. 2, 2011.[48] A. Bandura, Social foundation of thought and action: A social cognitive theory, EnglewoodCliffs, NJ: Prentice-Hall, 1986.[49] T

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Las Vegas; Danxu Wang, University of Nevada, Las Vegas; Emma Regentova, University of Nevada, Las Vegas; Venkatesan Muthukumar, University of Nevada, Las Vegas; SJ Kim, University of Nevada, Las Vegas; Jonathan Hilpert, University of Nevada, Las Vegas

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Educational Research and Methods Division (ERM)

in today will be important for my future goals”. Interest wasdefined as interest in the subject material. An example of Interest is “I found fulfillment in doingengineering ”.Self-perceptions and definitions were operationalized as students’ personal and social attributeswhile learning. Two underlying factors were used to measure self-perception and definitions:Self-efficacy (3 items; α= .83; ω=.86) and Self-concept (3 items; α= .73; ω=.78) [26-28]. All self-perceptions and definitions questions were listed in one block with the following prompt “Pleaseconsider how confident you were today in the camp”. Self-efficacy was defined as students’ self-assessment in solving content related problems. An example of Self-efficacy is “I

Conference Session

Educational Research and Methods Division (ERM) Technical Session 21

Collection

2024 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, Tufts University; Collette Patricia Higgins, Tufts University

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Educational Research and Methods Division (ERM)

relationships.The research represents a preliminary analysis of data examining the role of students’ socio-academic relationships in their learning in undergraduate science and engineering education. Thebroader study also examines sociocognitive influences, such as self-efficacy beliefs andacademic adjustment, in students’ socio-academic experiences. While findings from thispreliminary analysis appear to undermine research that has consistently documentedunderrepresented minorities (URM) students’ negative experiences in STEM classroomsbroadly, and within engineering classrooms specifically, we intend to analyze these andadditional data using social network analysis, which we believe may be better suited forunderstanding students’ socio-academic

Conference Session

Promoting Well-Being in Engineering Education: Strategies and Perspectives

Collection

2023 ASEE Annual Conference & Exposition

Authors

Haleh Barmaki Brotherton, Clemson University; Marisa K. Orr, Clemson University

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Educational Research and Methods Division (ERM)

can increase the enrollment of students in Engineering. In addition, women’s self-beliefsplay a significant role in choosing their Engineering career. While compared to their maleengineering students, women’s self-perception of their performance and skills in Engineering arelower which could contribute to decreased desire in choosing and remaining in Engineering.Similarly, themes on the shared experience of Engineering identity (Huff, Smith, Jesiek,Zoltowski, & Oakes, 2019)showcase that stable career patterns are associated with higherdegrees of self-efficacy. According to (Byrnes, 1998) self-efficacy beliefs directly impactdecision-making behaviors in a way that college students with higher self-efficacy abilities aremore prone to

Conference Session

Investigating Student Pathways to and through Undergraduate and Graduate Programs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University; Tram Dang, Purdue University; Beata Johnson, Purdue University at West Lafayette (COE); Qian Shi, Purdue University; Cesare Guariniello, Purdue University; Daniel Delaurentis, Purdue University

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Educational Research and Methods Division (ERM)

study following over 23,000 students from 2009 to 2016.The data were analyzed using multiple regression analyses to correlate high school,demographic, academic achievement factors from the 2009 and 2012 data collection waves to astudent’s likelihood of attending college and majoring in a STEM field. The high school levelfactors that were found to be significant predictors for college STEM major declaration includethe student’s family background, high school STEM GPA, and measures for math/scienceidentity. The findings are mixed and suggest further research is needed, particularly indisaggregating the math/science self-efficacy, identity, and utility measures, as well as ininvestigating potential differences in major choice by field separately

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kevin E Wandke, University of Illinois Urbana-Champaign; Christopher D. Schmitz, University of Illinois Urbana-Champaign; Jonathon Kenneth Schuh, University of Illinois Urbana-Champaign; Yang Victoria Shao, University of Illinois Urbana-Champaign

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Educational Research and Methods Division (ERM)

additional benefit of thevideo project that positively impacted student learning outcomes.As we have only run this project for one semester, we have several ways that we would like toimprove. One major improvement would be the addition of better control cases. In the future, foreach demonstration video we create, we would like to show it to one lecture section of the class.However, we will record student enjoyment and self-efficacy data from both a lecture sectionthat saw the demonstration, and one that did not. This will enable us to better understand theimpact of the video demonstrations, as we will be able to measure the impact of the video, whilecontrolling for the difficulty of the content being presented. We also would like to

Conference Session

Student Assessments and Tests

Collection

2023 ASEE Annual Conference & Exposition

Authors

Viyon Dansu, Florida International University; Yashin Brijmohan, University of Nebraska Lincoln; Nathaniel Hunsu, University of Georgia

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Educational Research and Methods Division (ERM)

learning goals in a bid to improve their learning [8]. Also, by self-assessingtheir learning, students are brought into the learning process thereby making them active and notpassive contributors to their own learning [6]. On the other hand, instructors also find self-assessments to be valuable as they take advantage of it to improve students' self-efficacy therebymaking the students commit to learning outside of the classroom [6], [7], [10]. It was found in anengineering course that final grades were higher for students who took self-assessmentscompared to those that didn’t [11]. As a result, Baisley [11] argued that self-assessment eitherimproves the performance of students or that high-performing students are more likely to takeself

Conference Session

Problem- and Project-Based Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Micah Lande, South Dakota School of Mines and Technology

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Educational Research and Methods Division (ERM)

their way through these learning experiences too, issomething that provides, in the face of ambiguity, to create agency and build self-directedlearners: “Yeah, so I think there are there are course aspects and there's general, general thought process that come through. So, one of the big themes … is self-efficacy. Given a problem, figure out how to solve it. Right. It’s open ended. Is that right? You may not be the technical expert. You may not be even aware of the background, but it's on you to figure it out. And you can do it right. You don't you don't need to be an expert to solve a problem. This whole project-based learning thing, sort of coupling design thinking leads to this increase in self

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mitchell Gerhardt, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Emily Dringenberg, The Ohio State University; Benjamin Ahn, The Ohio State University

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Educational Research and Methods Division (ERM)

.” Ultimately,perceived norms are shaped by an individual’s perception of other’s attitudes toward thebehavior and social expectations about the consequences of the behavior – critical components ofintention.The third component, perceived behavior control, encompasses individuals’ perceptions of theircapacity or control over executing a specific behavior. This concept aligns with the notion ofself-efficacy [36], where actions are contingent upon one’s belief in their capability to performthem, as acknowledged the authors: “It can be seen that our definition of perceived behavioralcontrol…is very similar to Bandura’s conception of self-efficacy” [4, p. 155]. In this manner, theRAA connects to behavioral theories commonly employed in engineering

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, University of Georgia; Daniel Bayah, University of Georgia; Nathan Mentzer, Purdue University ; Scott R Bartholomew, Brigham Young University; Scott Thorne, Purdue University ; Wonki Lee, Purdue University

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Educational Research and Methods Division (ERM)

, "Design thinking as an approach for innovation in healthcare: Systematic review and research avenues," (in English), BMJ Innovations, vol. 7, no. 2, pp. 491-498, 2021, https://doi.org/10.1136/bmjinnov-2020-000428.[11] R. F. DeVellis, Scale development: Theory and applications, 3rd ed. Thousand Oaks, CA: Sage Publications, 2003.[12] A. Jackson, "Validity evidence for the general engineering self-efficacy and engineering skills self-efficacy scales with secondary students," in Proceedings of the 2018 ASEE Illinois-Indiana Section Conference, West Lafayette, IN, 2018, https://doi.org/10.5703/1288284316863.[13] K. A. Douglas and Ş. Purzer, "Validity: Meaning and relevancy in assessment for engineering

Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hoc T. Nguyen, University of Oklahoma; Javeed Kittur, University of Oklahoma

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Educational Research and Methods Division (ERM)

create educational initiatives that improve students'mental health [26]. The study conducted by Hylton et al. (2017) examines the effects of activelearning and flipped classroom pedagogies on motivation and design confidence, which can havea positive effect on mental health in the classroom [27]. The study by Lee et al., (2020) highlightsthe critical role that academic self-efficacy plays in fostering mental health and academic successby examining the relationship between test anxiety and academic self-efficacy as predictors ofacademic performance [28].Exemplar Studies: The conclusions drawn from the two studies discussed in this section providea vital direction for formulating approaches that tackle the substantial influence of exam anxietyon

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Omar Jose Garcia, University of Oklahoma; Javeed Kittur, University of Oklahoma

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Educational Research and Methods Division (ERM)

could spend on research [4].While a career in academia typically requires research, teaching, and service, most doctoraldegrees in the United States are conferred at research intensive universities, where researchaccomplishments are prioritized over instructional training for future faculty members[5]. However, as some engineering PhD students wish to pursue a more teaching-focused careerat a PUI, or a primarily undergraduate institution, these future faculty members eventually findthey did not feel adequately prepared for their career [1].Further investigation on the self-efficacy regarding instruction for engineering PhD students isneeded. Specifically, there is a need to better understand which areas of instruction self-efficacyare related

Conference Session

Educational Research and Methods Division (ERM) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Denise M. Driscoll, Purdue University ; Kristin M. Everett, Everett Evaluation; Alycia J. Sterenberg Mahon, Everett Evaluation

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Educational Research and Methods Division (ERM)

such as identification, commitment,interconnectedness and cultural intelligence. These concepts draw on extensive research in socialidentity theory, self-efficacy theory, the human need for social connectedness, and research on howcultural intelligence enables people to work more effectively with culturally diverse others.In addition, the COI survey aligns well with the focus of NSF on cultivating an inclusiveprofessional culture within ERCs. This culture is characterized by open-mindedness, fairness,collaboration, respectfulness, and encouragement of professional growth. These factors echoexisting research on inclusive environments and their role in motivating individuals, drivinginnovation, and fostering creativity in diverse teams. Although

Conference Session

Educational Research and Methods Division (ERM) Technical Session 24

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kimia Moozeh, Queen's University ; Paul Cameron Hungler P.Eng.

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Educational Research and Methods Division (ERM)

] Rationalize the use of VRLo et al., 2021 AR Environmental Technology Acceptance N/A Implementation and evaluation[5] Education Model [75] of interventionMakransky and VR N/A Intrinsic motivation [89]; Presence [28], [30]; Development of a theoreticalPetersen, 2021 Self-efficacy [90]; Immersion [28], framework[19] Embodiment [91]; [30]; Cognitive load theory Representation

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University; Tyler Milburn, Virginia Polytechnic Institute and State University

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Educational Research and Methods Division (ERM)

multidimensional theory that considered both a person’s beliefs abouttheir success and potential value of the outcome could be created [14]. At a high-level, EVTposits that a person’s motivation is a combination of two primary factors: their expectations ofsuccess (the expectancy) as well as the worth or importance attached to the outcome (the value)[15]. The expectancy half of a person’s motivation is a combination of a person’s self-efficacy,expectancies, self-concept, perceived control over a situation, and the attributions associated withan outcome, whereas the value portion considers their psychological needs, the intrinsic vs.extrinsic value of the outcome, the utility of the outcome, as well as its cost [14]. JacquelineEccles-Parsons (and

Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brittany Boyd, American Institutes for Research; Jing Yan, Tennessee State University; Taylor Lightner, QEM Network; Mercy Mugo; Ivory A. Toldson, Howard University; Lin Li P.E., Tennessee State University

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Educational Research and Methods Division (ERM)

(S-STEM) grant to increase engineering degree completion of low-income, high achievingundergraduate students. The project aims to increase engineering degree completion byimproving student engagement, boosting retention and academic performance, and enhancingstudent self-efficacy by providing useful programming, resources, and financial support (i.e.,scholarships). This work is part of a larger grant aimed at uncovering effective strategies tosupport low-income STEM students’ success at HBCUs. The next section will discuss thebackground of this work.Keywords: Historically black colleges/universities (HBCUs), learning environment,undergraduate, underrepresentationBackgroundA public historically black land-grant university in the southeastern

Conference Session

Student Experiences and Development – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Qin Liu, University of Toronto; Greg Evans P.Eng., University of Toronto; Yunze Wei, University of Toronto; Milad Moghaddas, University of Toronto; Kashish Mistry, University of Toronto, Faculty of Applied Science and Engineering; Tamara Kecman, University of Toronto

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Educational Research and Methods Division (ERM)

, self-efficacy in problem solving, academic performance, and knowledge retention as indicators oflearning effectiveness.Some students also used achieved outcomes to gauge their learning effectiveness. The outcomesidentified by focus group participants included enhanced conceptual understanding (ST11),increased confidence in problem solving (ST9), better grades (ST11, ST12) and betterknowledge retention (ST10), particularly after some time (ST12). The three student responsesalso illustrated the importance they placed on understanding the course structure (ST9) and theconnections among topics (ST9, ST10). It was also a math-based course, but the whole course was structured around problems. We started the class every day with a problem

Conference Session

Exploration of Written and Team Communication

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kristin L. Schaefer P.E., UH; Jorge Rosales; Jerrod A. Henderson, University of Houston

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Educational Research and Methods Division (ERM)

presence of the words, rather than the same % as the standarddictionary. This still gives a measure of relative usage when comparing across papers.Refer to Table 8 for our custom dimension findings related to the following discussion. Allpapers used generic study jargon (e.g., data, research, etc.). While all papers used somedemographic jargon, they primarily communicated age, race, and sex dimensions ofdemographics rather than meaningfully discussing location or socioeconomic status. EnEdJargon was unsurprisingly the highest category for most papers [17]–[19], [22]. Besides thegeneric eID Jargon, these papers tended to focus on the identity dimensions of attitude,intersectionality, and mentors rather than self-efficacy or competence. Besides the

Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marjan Naghshbandi, University of Toronto; Sharon Ferguson, University of Toronto; Alison Olechowski, University of Toronto

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Educational Research and Methods Division (ERM)

while maintaining students’ satisfaction levels [66].For a holistic understanding of CS support programs’ impact on affective outcomes, we will alsoinclude measures that have been previously associated with persistence in STEM, such astechnical confidence [31], [32], [36], [69], [70] and professional role confidence [34], [63], [71].Further, we will be interested in how social capital influences the relationship between students’perceived performance/competence in CS and persistence. Performance/competence is theorizedto be an advanced measure of self-efficacy [36] – also linked to student retention in CS [72] –and shown to have a direct effect on students’ interest and persistence in CS [36]. Finally, wewill also add social-benefit interest

Conference Session

Educational Research and Methods Division (ERM) Technical Session 26

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xinfeng (Kevin) Quan, Westlake University; Chaoyi Wang, Zhejiang Normal University ; Chenhui Zhang, Self-employed

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Educational Research and Methods Division (ERM)

students’ agentic engagement, self-efficacy, growth mindset, and other related aspects. 1In recent years, there has been increasing attention paid to students’ epistemic beliefs and theirimpact on learning efficacy. Epistemic belief, which reflects students’ views on the nature ofknowledge and knowing, plays a crucial role in the cognitive, metacognitive, and affectivedimensions of students’ learning. Research has demonstrated that interventions targeting epistemicbeliefs can significantly enhance learning outcomes (Greene et al., 2018). Epistemic cognition -mostly measured in terms of belief (Greene et al., 2018) – is identified as the apex of

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laura Ngoc Nhi Nguyen, University of Oklahoma; Javeed Kittur, University of Oklahoma; Jude Okolie, University of Oklahoma; Moses Olayemi, The University of Oklahoma

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Educational Research and Methods Division (ERM)

centered on applying anengineering design process and fostering effective teamwork behaviors. While the study revealedgains in technology and communication self-efficacy ratings among students, there was a declinein engineering self-efficacy, highlighting the need for further guidance to bridge the gap betweengameplay and academic content. Despite some challenges, the study recognized the potential ofvideo games to enhance student engagement and understanding of engineering principles,particularly regarding rapid iteration and practical application of the design process. Additionally,qualitative feedback underscored students' enthusiasm for the game but emphasized theimportance of clear connections between gameplay and learning objectives. Overall

Conference Session

Self-Regulation and Learning

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gabriel Astudillo, Pontificia Universidad Católica de Chile; Isabel Hilliger P.E., Pontificia Universidad Catholica de Chile; Jorge Baier, Pontificia Universidad Catholica de Chile; Sofía Helena María Olmedo Saavedra, Pontificia Universidad Catholica de Chile

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Educational Research and Methods Division (ERM)

other underrepresented groups in engineering degrees, whoexperience more difficulties to feel welcome in college settings as future engineers [4].Prior work has shown that several factors can influence an individual’s well-being and mentalhealth, including social factors, motivation, and academic discipline, among others [1]. Otherconcepts that have been explored are self-sufficiency, sense of belonging, and social self-efficacy[1]. Studies have also examined the relationships among self-reported stress, anxiety, anddepression; engineering identity; and perceptions of inclusion of undergraduate engineeringstudents [3].In this context, it has become critical to determine the predictive factors of student well-beingand how well-being affects

Conference Session

Disciplinary Engineering Education Research – Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

G. R. Marvez, Tufts University Center for Engineering Education and Outreach; Greses Perez, Tufts University

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Educational Research and Methods Division (ERM)

reflect students’ lived experiences?RQ2: How can serious games like Next Stop provide an opportunity for students to experiencecomplex transportation engineering and urban design collaborative problem solving?RQ3: What is the role of playful experiences in engaging students into difficult conversationsabout complex engineering problems that affect their communities?We intend to conduct interviews with bilingual students about their experiences with the gameand how they identify as an engineer through self-efficacy STEM student measures [28]. Thesedata sources will help us explore the ways that games can shift students into the mindset of anengineer and how best to meet the educational materials needs of multilingual students. We willalso video