Conference Session

Educational Research and Methods Division (ERM) Technical Session 23

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fadhla B. Junus, Purdue University ; Junior Anthony Bennett, Purdue University ; Theresa Green, Purdue University ; Jason Morphew, Purdue University ; Ruth Wertz, Purdue University

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Educational Research and Methods Division (ERM)

Paper ID #42845Visuospatial and Embodied Cognition in STEM Education: A SystematicLiterature ReviewMrs. Fadhla B. Junus, Purdue University Fadhla Junus, a third-year Ph.D. student at Purdue University’s School of Engineering Education, brings a unique blend of industry experience and academic expertise to her research on technology-enhanced learning, specifically in developing personalized learning environments for higher-education computer programming students. She is interested in investigating how students learn computer programming, how to make learning computer programs easier, what theories support designing

Conference Session

Educational Research and Methods Division (ERM) Technical Session 24

Collection

2024 ASEE Annual Conference & Exposition

Authors

Samuel B. Gavitte, Tufts University; Milo Koretsky, Tufts University; Jeffrey A. Nason, Oregon State University

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Educational Research and Methods Division (ERM)

Paper ID #43285Board 72: Discourse Moves and Engineering Epistemic Practices in a VirtualLaboratorySamuel B. Gavitte, Tufts University A PhD student at Tufts University working with Dr. Milo Koretsky and Dr. Jeff Nason to research engineering epistemic practices in the context of virtual and physical lab activities.Dr. Milo Koretsky, Tufts University Milo Koretsky is the McDonnell Family Bridge Professor in the Department of Chemical and Biological Engineering and in the Department of Education at Tufts University. He is also co-Director of the Institute for Research on Learning and Instruction (IRLI). He received his B.S

Conference Session

Educational Research and Methods Division (ERM) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Neha B. Raikar, University of Maryland, Baltimore County; Nilanjan Banerjee

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Diversity

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Educational Research and Methods Division (ERM)

Paper ID #44171Evaluation of the Effect of Anonymous Grading on Student Performance onHigh-Stakes AssessmentsDr. Neha B. Raikar, University of Maryland, Baltimore County Dr. Raikar is a Senior Lecturer at the University of Maryland, Baltimore County, in the Chemical, Biochemical, and Environmental Engineering department. She has taught both undergraduate and graduate-level courses. Dr. Raikar also has 3 years of industry experience from working at Unilever Research in the Netherlands.Dr. Nilanjan Banerjee Nilanjan Banerjee is an Associate Professor at University of Maryland, Baltimore County. He is an expert in mobile and

Conference Session

Educational Research and Methods Division (ERM) Technical Session 17

Collection

2024 ASEE Annual Conference & Exposition

Authors

Oluwafemi J. Ajeigbe, Texas A&M University; Talodabiolorun Anne Oni, Washington State University; Oluwafemi J. Sunday, Washington State University ; Olusola Adesope, Washington State University; Olufunso Oje, Washington State University; Bernard J. Van Wie, Washington State University; Jacqueline Gartner Ph.D., Campbell University; Prashanta Dutta, Washington State University; David B. Thiessen, Washington State University

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Diversity

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Educational Research and Methods Division (ERM)

received his PhD degree in Mechanical Engineering from Texas A&M University in 2001. He is the Director of the NSF NRT-LEAD program and a Professor in the School of Mechanical and Materials Engineering at Washington State University.David B. Thiessen, Washington State University David B.Thiessen received his Ph.D. in Chemical Engineering from the University of Colorado in 1992 and has been at Washington State University since 1994. His research interests include fluid physics, acoustics, and engineering education. ©American Society for Engineering Education, 2024Enhancing Engineering EducationEnhancing Engineering Education: A Comparative Analysis of Low-Cost Desktop Learning Module

Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

Wei Lu, Texas A&M University; Behbood Ben Zoghi P.E., Texas A&M University

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Educational Research and Methods Division (ERM)

across all disciplines.ASEE 2024 Educational Research and Methods (ERM) Division References[1] W. Lu & B. Zoghi, “Designing a professional master’s program to build life-long successfulskills for engineering managers,” In 13th annual International Conference of Education,Research and Innovation, November 9-10, 2020. [Online]. Available:doi:10.21125/iceri.2020.1794. [Accessed February 4, 2024].[2] M. White, “A Brief History of Generative AI,” January 2023. [Online]. Available: Medium,https://matthewdwhite.medium.com/a-brief-history-of-generative-ai-cb1837e67106. [AccessedFebruary 4, 2024].[3] “A Guide to the Engineering Management Body of Knowledge, 5th edition,”ASEM.org.[Online]. Available: ASEM

Conference Session

Educational Research and Methods Division (ERM) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Paul Fernandez, Utah Valley University; Walker Eads, Utah Valley University; Israd Hakim Jaafar, Utah Valley University; Abolfazl Amin, Utah Valley University; Abdennour C. Seibi, Utah Valley University

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Diversity

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Educational Research and Methods Division (ERM)

Experiences of Non-traditional Students: A perspective from higher education. Studies in Continuing Education, 57-75.Bohl, A. J., Haak, B., & Shrestha, S. (2017). The Experiences of Nontraditional Students: A Qualitative Inquiry. The Journal of Continuing Higher Education, 166-174.Carpenter, N. E., & Pappenfus, T. M. (2009). Teaching Research: A Curriculum Model That Works. Journal of Chemistry Education, 940-945.Carpi, A., Ronan, D. M., Falconer, H. M., & Lents, N. H. (2016). Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM. Journal of Research in Science Teaching, 169-194.Ditta, A. S., Strickland-Hughes, C. M., Cheung, C

Conference Session

Educational Research and Methods Division (ERM) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ziliang Zhou, California Baptist University; Xiuhua Si, California Baptist University

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Educational Research and Methods Division (ERM)

responses:I have a good understanding of the concept of specific heat.The student responses are tabulated below. Table 2 Student responses to the survey question Likert scale responses pre-lab post-lab A strongly agree 21 33 B agree 24 19 C neutral 10 3 D disagree 0 0 E strongly disagree 0 0 sum 55 55 agree % (A+B)/sum 82% 95% improvement 13%The percentage of students agreeing with the survey

Conference Session

Educational Research and Methods Division (ERM) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, The University of Texas at San Antonio

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Diversity

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Educational Research and Methods Division (ERM)

Paper ID #44003Latino/a/x Engineering Students and Nepantla: A Multi-Case Study withinthe US SouthwestDr. Joel Alejandro Mejia, The University of Texas at San Antonio Dr. Joel Alejandro (Alex) Mejia is an Associate Professor with joint appointment in the Department of Biomedical Engineering and Chemical Engineering and the Department of Bicultural-Bilingual Studies at The University of Texas at San Antonio. His research has contributed to the integration of critical theoretical frameworks in engineering education to investigate deficit ideologies and their impact on minoritized communities, particularly Mexican Americans

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brittany Leigh Oletti, United States Military Academy

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Educational Research and Methods Division (ERM)

.Cuevas, J. (2015). Is learning styles-based instruction effective? A comprehensive analysis of recent research on learning styles. Theory and Research in Education, 13(3), 308-333. https://doi.org/10.1177/1477878515606621Fauziah, H. & Cahyono, B. Y. (2022). Prevalent beliefs in learning styles myths: Indonesian research trends on learning styles. Issues in Educational Research, 32(4), 1384-1402. http://www.iier.org.au/iier32/fauziah.pdfFelder, Richard & JE, Spurlin. (2005). Applications, reliability, and validity of the Index of Learning Styles. International Journal of Engineering Education. 21. 103-112.Felder, Richard & L.K. Silverman, “Learning and Teaching Styles in Engineering Education,” Engr

Conference Session

Educational Research and Methods Division (ERM) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Syed Ali Kamal, University at Buffalo, The State University of New York; Syeda Fizza Ali, Texas A&M University; Matilde Luz Sanchez-Pena, University at Buffalo, The State University of New York

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Diversity

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Educational Research and Methods Division (ERM)

. Bira, J. B. Gastelum, L. T. Weiss, and N. L. Vanderford, “Evidence for a mental health crisis in graduate education,” Nat Biotechnol, vol. 36, no. 3, pp. 282–284, 2018, doi: 10.1038/nbt.4089.[2] J. Cornwall, E. C. Mayland, J. Van Der Meer, R. A. Spronken-Smith, C. Tustin, and P. Blyth, “Stressors in early-stage doctoral students,” Studies in Continuing Education, vol. 41, no. 3, pp. 363–380, Sep. 2019, doi: 10.1080/0158037X.2018.1534821.[3] T. John and P. Denicolo, “Doctoral Education: A Review of the Literature Monitoring the Doctoral Student Experience in Selected OECD Countries (Mainly UK),” Springer Science Reviews, vol. 1, no. 1–2, pp. 41–49, Dec. 2013, doi: 10.1007/s40362-013-0011-x.[4] F. A. Huppert, “Challenges

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Youla Ali, University of Oklahoma; Javeed Kittur, University of Oklahoma

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Diversity

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Educational Research and Methods Division (ERM)

Paper ID #43631Teaching Online Engineering: A Systematic Literature ReviewYoula Ali, University of Oklahoma Youla Ali, a Junior majoring in Computer Science at the University of Oklahoma, currently serves as a Research Assistant in the Engineering Pathways program under the mentorship of Dr. Javeed Kittur for the academic years 2023-2024. Her research focuses on online engineering education, driven by her desire to understand the challenges that instructors face when transitioning course components, such as experiments and labs, to remote formats. As an engineering student herself, Youla aims to offer valuable insights

Conference Session

Educational Research and Methods Division (ERM) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Steffen Peuker, California Polytechnic State University, San Luis Obispo; Alessandro Hill, California Polytechnic State University, San Luis Obispo

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Diversity

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Educational Research and Methods Division (ERM)

] K.J. Chapman, M. Meuter, D. Toy, and L. Wright, "Can’t we pick our own groups? Theinfluence of group selection method on group dynamics and outcomes," Journal of ManagementEducation, vol. 30, pp. 557-569, 2006.[12] S.A. Myers, "Students’ perceptions of classroom group work as a function of group memberselection," Communication Teacher, vol. 26, pp. 50-64, 2012.[13] S.A. Rusticus and B.J. Justus, "Comparing student- and teacher-formed teams on groupdynamics, satisfaction, and performance," Small Group Research, vol. 50, pp. 443-457, 2019.[14] B. Rienties, P. Alcott, and D. Jindal-Snape, "To let students self-select or not: That is thequestion for teachers of culturally diverse groups," Journal of Studies in International Education,vol. 18, pp

Conference Session

Educational Research and Methods Division (ERM) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kenneth West, University of Florida; Bruce Frederick Carroll, University of Florida; Jinnie Shin, University of Florida; Kent J. Crippen, University of Florida

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Diversity

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Educational Research and Methods Division (ERM)

NS 0.404 a Chemer, et al. 0.51 b 0.10 b NS 0.24 b NS 0.11 b Model 1 = Complete instrument (28 Items), Model 3 = Reduced instrument (12 Items) a p<0.001, bp<0.01, cp<0.05, NS = Not SignificantConclusion A shortened version of a survey instrument, based on the Mediation Model of ResearchExperiences (MMRE) theoretical framework was developed and evaluated for use in a datadriven, proactive advising process. Items for the shortened instrument were drawn from twosources, with slight differences in wording between questions on the two instruments for thesame underlying constructs. Results from this work indicate that the source instruments aremeasuring somewhat different definitions

Conference Session

Educational Research and Methods Division (ERM) Technical Session 15

Collection

2024 ASEE Annual Conference & Exposition

Authors

Olanrewaju Paul Olaogun, University of Georgia; Nathaniel Hunsu, University of Georgia

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Educational Research and Methods Division (ERM)

High engagement No/weak conceptual Strong conceptual change change2.3 Purpose of the StudySince the seminal work of Posner and the follow up study by Pintrich, several studies haveexamined the roles of cognitive, motivational, and affective factors on knowledge revision. Thiscurrent study aims to synthesize findings from these various studies to determine the variablesthat influence conceptual change and their relative effectiveness. Specifically, this systematicreview aims to achieve the following objectives: a. Identify the main categories of factors that predict conceptual change or knowledge revision. b. Identify the main categories of factors that

Conference Session

Educational Research and Methods Division (ERM) Technical Session 19

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hudson James Harris, University of Oklahoma; Javeed Kittur, University of Oklahoma

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Educational Research and Methods Division (ERM)

Paper ID #43879Generative Artificial Intelligence in Undergraduate Engineering: A SystematicLiterature ReviewMr. Hudson James Harris, University of Oklahoma Hudson Harris is a first-year biomedical engineering student at the University of Oklahoma. Fascinated by the potential implications of artificial intelligence (AI) in the coming years, Hudson authored this paper to capture a snapshot of current research on generative AI within undergraduate engineering. This work aims to serve as a foundational resource for ongoing academic discourse and future developments. Hudson’s interest in the intersection of AI and

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexander Pagano, University of Illinois at Urbana - Champaign; Taylor Tucker Parks, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois at Urbana - Champaign

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Educational Research and Methods Division (ERM)

sequences: A review and analysis,” Stud. Sci. Educ., vol. 47, pp. 123–182, Sep. 2011.[12] C. B. Zoltowski, W. C. Oakes, and A. E. Cardella, “Students’ ways of experiencing human-centered design,” J. Eng. Educ., vol. 101, no. 1, pp. 28–59, 2012.[13] E. A. Sanders, M. H. Goldstein, and J. L. Hess, “Assessing Ways of Experiencing Human- centered Design via Student Reflections,” ASEE Annu. Conf. Expo. Conf. Proc., 2021.[14] J. Hehn and F. Uebernickel, “Towards an understanding of the Role of Design Thinking for Requirements Elicitation - Findings from a Multiple-Case Study,” Am. Conf. Inf. Syst. 2018 Digit. Disruption, AMCIS 2018, pp. 1–10, 2018.[15] Stanford d.school, “Bootcamp Bootleg,” Stanford d.school, p. 47, 2010.[16] R. Razzouk

Conference Session

Educational Research and Methods Division (ERM) Technical Session 6

Collection

2024 ASEE Annual Conference & Exposition

Authors

Qin Liu, University of Toronto; Greg Evans P.Eng., University of Toronto; Oliver Pan, University of Toronto

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Diversity

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Educational Research and Methods Division (ERM)

may not be a consensus about thedefinition and measurement of student engagement [15, 16]. While some maintain that“[s]tudents always lie at the heart of conversations about student engagement” (p. 3) [17], othersbelieve that it is important to recognize the role of postsecondary institutions in student 2engagement [18-20]. Consequently, it is posited that student engagement consists of twocomponents: (a) the extent to which students participate in educationally effective activities; and(b) the institutional resources, learning opportunities and services, and students’ perceptions ofthe institutional environment that supports student learning and

Conference Session

Educational Research and Methods Division (ERM) Technical Session 26

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lakshmy Mohandas, Purdue University; Nathan Mentzer, Purdue University ; Adrie Koehler; Elnara Mammadova, Purdue University ; Shawn Farrington, Purdue University

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Diversity

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Educational Research and Methods Division (ERM)

with a range of 1 to 7, signifying a moderate belief in their ability to control effort and attention intheir HyFlex class. The non-significant Pearson correlation (r = 0.019, p = 0.773) indicated that students whoopted for face-to-face or remote participation had a comparable experience in effort regulation. Students, onaverage, scored 4.58 in peer learning, indicating a moderate belief in working and learning with peers in theirHyFlex class. The non-significant Pearson correlation (r = -0.020, p = 0.716) revealed that face-to-face orremote participants had similar experiences in peer learning.Study 8: Krishna, B. (2023). Effect of Modalities on Group Performance in Hyflex Environment (30685608)[Master’s thesis, Purdue University]. ProQuest

Conference Session

Educational Research and Methods Division (ERM) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

John R. Rogers, Benedictine College; Taylor Goring; Joel Michael Iwanski

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Educational Research and Methods Division (ERM)

grader toprocess the work and provide feedback. Lengthy feedback times are suboptimal from a learningperspective since the student may miss opportunities to learn from the feedback. Faster feedbackresults in better learning because the feedback has better connection to the work when thememory of the work is fresh.One way to reduce grading time is to employ low-resolution grading, that is, grading methods thatuse low numbers of possible grade levels. Grading on a scale of 100% without fractionalpercentage points has 100 levels. Grading on an A-B-C-D-F scale without pluses and minuses hasfive levels. Miguel and Larson 1 recommend using the lowest number of grading levels that allowsan accurate assessment of student learning, and they state that

Conference Session

Educational Research and Methods Division (ERM) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tazim Ahmed, The University of Texas at Arlington; Syed Mufid, The University of Texas at Arlington; Shuchisnigdha Deb, The University of Texas at Arlington; Mahmudur Rahman, The University of Texas at Arlington

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Educational Research and Methods Division (ERM)

Paper ID #42949Enhancing Teamwork Skills in STEM Education: A Behavioral Theory-BasedApproachTazim Ahmed, The University of Texas at Arlington Tazim Ahmed is currently a PhD student in Industrial Engineering at the University of Texas at Arlington. His research primarily focuses on Human Factors Engineering, Cognitive Engineering, and Engineering Education.Syed Mufid, The University of Texas at Arlington Syed Mufid is currently a Master’s student in Industrial Engineering at the University of Texas at Arlington. His research interests encompass Human Factors, Radio Frequency Identification (RFID) and Supply Chain

Conference Session

Educational Research and Methods Division (ERM) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Joanna Tsenn, Texas A&M University; Jonathan Weaver-Rosen, Texas A&M University; Mohammad Waqar Mohiuddin; Shadi Balawi, Texas A&M University; Carlos R. Corleto, Texas A&M University

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Educational Research and Methods Division (ERM)

engineers," Proceedings of the IEEE, vol. 88, no. 8, pp. 1367-1370, 2000.[2] L. Small, K. Shacklock, and T. Marchant, "Employability: a contemporary review for higher education stakeholders," Journal of Vocational Education & Training, vol. 70, no. 1, pp. 148-166, 2018.[3] R. J. Marandi, B. K. Smith, R. F. Burch, and S. C. Vick, "Engineering soft skills vs. engineering entrepreneurial skills," The International Journal of Engineering Education, vol. 35, no. 4, pp. 988-998, 2019.[4] H. Jang, "Identifying 21st century STEM competencies using workplace data," Journal of Science Education and Technology, vol. 25, pp. 284-301, 2016.[5] L. Ballesteros-Sanchez, I. Ortiz-Marcos, and R. Rodriguez-Rivero

Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Umer Farooq, Texas A&M University; Saira Anwar, Texas A and M University

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Diversity

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Educational Research and Methods Division (ERM)

practices in US classrooms," Teach. Teach. Educ., vol. 99, p. 103273, Mar. 2021, doi: 10.1016/j.tate.2020.103273[3] M. J. Hannafin, J. R. Hill, S. M. Land, and E. Lee, "Student-centered, open learning environments: Research, theory, and practice," Handbook of Research on Educational Communications and Technology, pp. 641-651, May 2013, doi: 10.1007/978-1-4614- 3185-5_51[4] B. L. McCombs and J. S. Whisler, The Learner-Centered Classroom and School: Strategies for Increasing Student Motivation and Achievement. The Jossey-Bass Education Series. San Francisco, CA: Jossey-Bass Inc., 1997.[5] J. N. Agumba¹ and T. Haupt, "Collaboration as a strategy of student-centered learning in construction technology

Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

Robert Harold Lightfoot Jr., Texas A&M University; Tracy Anne Hammond, Texas A&M University

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Diversity

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Educational Research and Methods Division (ERM)

Paper ID #41332WIP: Assessment of Student Retention and Satisfaction in Computer ScienceService Courses When Using Competency-Based Grading and AssignmentChoiceMr. Robert Harold Lightfoot Jr., Texas A&M University Robert Lightfoot received his master’s degree in software engineering from Southern Methodist University and his bachelor’s degree in computer science from Texas A&M. Before joining Texas A&M, he worked at Ericsson (now Sony-Ericsson), then with DSC (Motorola) deploying Cellular network infrastructure. Now, a Professor of Practice, teaching Computer Science at Texas A&M University.Dr. Tracy Anne

Conference Session

Educational Research and Methods Division (ERM) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anjing Dai, Arizona State University; Xingchen Xu, Arizona State University; Li Tan, Arizona State University, Polytechnic Campus

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Diversity

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Educational Research and Methods Division (ERM)

discrimination faced byAsian engineering students in postsecondary education. The identified relevantstudies need to be consistent with this research scope. In order to do that, we focus onboth Asian American and Asian international college students within the engineeringdiscipline, reflecting our centered research interest. Considering the scope of ourstudy and the research questions, we established relevant studies in our review asstudies that satisfy the following three conditions: a) the presence of Asian students,b) a focus on college engineering majors, and c) relevance to experiences ofdiscrimination.Selecting Studies We conducted the literature search using a variety of scholarly databases,including Semantic Scholar, Google Scholar, ERIC

Conference Session

Educational Research and Methods Division (ERM) Technical Session 29

Collection

2024 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, Rowan University; Richard Tyler Cimino, New Jersey Institute of Technology

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Diversity

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Educational Research and Methods Division (ERM)

Sciences. The International Journal of Assessment and Evaluation. 24(1). 1-24.Renshaw, T. L., & Bolognino, S. J. (2016). The college student subjective wellbeing questionnaire: A brief, multidimensional measure of undergraduate's covitality. Journal of Happiness Studies, 17(2), 463-484. https://doi.org/10.1007/s10902-014-9606-4Rodríguez-Simmonds, H. E., Pearson, N. S., Jackson, B. P., Langus, T. C., Major, J. C., Kirn, A., & Godwin, A. (2018). Interpersonal interactions that foster inclusion: Building supports for diversity in engineering teams. ASEE Annual Conference and Exposition.Scheidt, M., Godwin, A., Berger, E., Chen, J., Self, B. P., Widmann, J. M., & Gates, A. Q. (2021). Engineering students

Conference Session

Educational Research and Methods Division (ERM) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Trevor Franklin, Cornell University

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Diversity

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Educational Research and Methods Division (ERM)

. Bilec, A. Dukes, A. Nave, A. Landis, and K. Parrish, “Developing and Sustaining Inclusive Engineering Learning Communities and Classrooms.” In 2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022.[3] D. T. Rover, M. Mina, A. R. Herron-Martinez, S. L. Rodriguez, M. L. Espino, and B. D. Le, “Improving the Student Experience to Broaden Participation in Electrical, Computer and Software Engineering,” in 2020 IEEE Frontiers in Education Conference (FIE), 2020, pp. 1–7.[4] L. Long and J. A. Mejia, “Conversations about Diversity: Institutional Barriers for Underrepresented Engineering Students,” J. Eng., vol. 105, no. 2, 2016.[5] M. E. Matters, C. B. Zoltowski, A. O. Brightman, and P. M. Buzzanell

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)

Paper ID #41514Use of Theories in Extended Reality Educational Studies: A Systematic LiteratureReviewDr. Kimia Moozeh, Queen’s University Kimia Moozeh is a research associate at Queen’s university in Engineering Education. Her PhD dissertation at University of Toronto explored improving the learning outcomes of undergraduate laboratories. Her research interests are lab-based learning, online learning and metacognition.Dr. Paul Cameron Hungler P.Eng., Dr. Paul Hungler is an assistant professor in the Department of Chemical Engineering and Ingenuity Labs at Queenˆa C™s University. Prior to starting his current position, Major

Conference Session

Educational Research and Methods Division (ERM) Technical Session 15

Collection

2024 ASEE Annual Conference & Exposition

Authors

Camila Andrea Olivero-Araya, The Ohio State University; Monique S. Ross, The Ohio State University

Tagged Divisions

Educational Research and Methods Division (ERM)

research questions and theoretical framework, providing a structured foundation for the subsequent analytical phases [11]. b) Identifying one unique individual to organize the completion of the multiple case study report, despite the potential involvement of multiple researchers in the data collection phase of single case studies [11].Lastly, because of the nature of multiple case study research, the analysis process may encounterchallenges due to the substantial volume of data involved. Establishing a systematic approach toorganizing data from the inception of the collection process becomes paramount to navigatingthis challenge effectively [9].To better understand this section, let’s focus on the example presented in Table 3 and

Conference Session

Educational Research and Methods Division (ERM) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Daniel Kane, Utah State University; Wade H. Goodridge, Utah State University; Angela Minichiello, Utah State University

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Diversity

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Educational Research and Methods Division (ERM)

the NationalScience Foundation.References[1] D. F. Lohman, “Spatial Ability and G.” 1993.[2] K. S. McGrew, “CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research,” Intelligence, vol. 37, no. 1, pp. 1–10, Jan. 2009, doi: 10.1016/j.intell.2008.08.004.[3] H. B. Yilmaz, “On the Development and Measurement of Spatial Ability,” International Electronic Journal of Elementary Education, vol. 1, no. 2, pp. 83–96, Mar. 2009.[4] C. Julià and J. Ò. Antolì, “Enhancing Spatial Ability and Mechanical Reasoning through a STEM Course,” International Journal of Technology and Design Education, vol. 28, no. 4, pp. 957–983, Dec. 2018.[5] M. Stieff and D. Uttal, “How

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sierra Outerbridge, University of Central Florida; Michelle Taub, University of Central Florida; Marino Nader, University of Central Florida; Sudeshna Pal, University of Central Florida; Ricardo Zaurin, University of Central Florida; Hyoung Jin Cho, University of Central Florida

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Educational Research and Methods Division (ERM)

, vol. 100, no. 3, pp. 613–628, Aug. 2008, doi: 10.1037/0022-0663.100.3.613.[22] J. P. Concannon, S. B. Serota, M. R. Fitzpatrick, and P. L. Brown, “How Interests, self- efficacy, and self-regulation impacted six undergraduate pre-engineering students’ persistence,” European Journal of engineering Education, vol. 44, no. 4, pp. 484–503, Jul. 2019, doi: 10.1080/03043797.2017.1422695.[23] G. Chen, S. M. Gully, and D. Eden, “Validation of a New General Self-Efficacy Scale,” Organizational Research Methods, vol. 4, no. 1, pp. 62–83, Jan. 2001, doi: 10.1177/109442810141004.[24] P.R. Pintrich, D. Smith, T. Garcia, and W. McKeachie, “A Manual for the Use of the Motivated Strategies for Learning