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A Jug Goes So Often to the Well Until it Breaks: Refurbishing the Thirteen Fundamental Objectives of Instructional Laboratories by Integrating the SOLO Taxonomy 27th

A Jug Goes So Often to the Well Until it Breaks: Refurbishin...

引用

27th International Conference on Interactive Collaborative Learning-ICL

作者： Schade, Marcel Terkowsky, Claudius Boettcher, Konrad Kaufhold, Nils Ortelt, Tobias R. May, Dominik Behr, Alexander S. Varney, Valerie Wilkesmann, Uwe TU Dortmund Univ Dortmund Germany Univ Wuppertal Wuppertal Germany TH Cologne Cologne Germany

ISBN: (纸本)9783031856488;9783031856495

The instructional laboratory's role in engineering education is critical, yet its fundamental objectives often fail to foster deep learning. Feisel and Rosa's (2005) taxonomy, a key framework for designing and reflecting on laboratory experiences in engineering education, outlines thirteen Fundamental [Learning] Objectives derived from an expert workshop. However, these objectives, as originally formulated, do not consistently promote deep learning. This paper presents the first step to create a refined version of this taxonomy, aimed at enabling deep learning across all objectives. Utilizing a deductive qualitative content analysis informed by the SOLO Taxonomy-a model that categorizes learning outcomes from simple to complex-this revision focuses on the use of specific verbs and attributes that align with higher levels of understanding (Relational and Extended Abstract Understanding). The revised taxonomy ensures that each learning objective is crafted to enhance deep learning, potentially improving both the planning and evaluation of educational effectiveness. The anticipated outcome is a more effective framework that can serve not just as a theoretical guide, but also as a practical tool in shaping engineering education to meet contemporary demands. This approach not only repairs the "broken jug" of the current taxonomy but replaces it with one more attuned to the needs of deep learning, suggesting that educational tools must evolve alongside educational goals.

关键词： Thirteen Fundamental Laboratory Objectives revised SOLO Taxonomy Laboratory Instruction

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Psychology and STEM Education: From the Classroom to Society 16th

Psychology and STEM Education: From the Classroom to Society

引用

16th Learning Ideas Conference

作者： Botsari, Evi Sdravopoulou, Konstantina Psycharis, Sarantos Sch Pedag & Technol Educ ASPETE Athens Greece

ISBN: (纸本)9783031416361;9783031416378

The aim of this paper is to explore the role of psychology in STEM education and, by combining literature from not well connected strands, to eventually offer a conceptual framework encompassing some important aspects of psychology that relate to STEM education. Psychology is indispensable in educational research, but the participation of psychologists and the incorporation of psychological research in STEM education has been rather weak or overlooked. Why and how this happened might prompt for a deeper examination, eventually leading us to address issues relating psychology not only to individual learners, but also to society. Most commonly, the contribution of psychology is exemplified by focusing on cognitive issues such as how students learn and reason in science, technology, mathematics and engineering classes;how their creativity can be enhanced;and how they interact with technology. For instance, it has shown to be particularly useful in the exploration of gaming experiences in education (e.g., by using mobile phones and videogames). Further, social psychology can elucidate how people form attitudes towards scientific practices and particular domains of technology and engineering. In short, most of the branches of psychology (i.e., with the exception of psychanalysis) enter in STEM education (cognitive psychology, social psychology, psychology of emotions, etc.) either directly (in the STEM class) or indirectly (formation of attitudes towards STEM-related subjects). With these considerations, a typology of actual and potential contributions of psychology to STEM education is proposed here, which can be useful as a vision for orienting future psychological research in STEM education.

关键词： STEM Psychology STEM Education Psychology Bibliometric

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Creating a Postcard Puzzle for Educational Purposes in Junior High School Science 27th

Creating a Postcard Puzzle for Educational Purposes in Junio...

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27th International Conference on Interactive Collaborative Learning-ICL

作者： Bessas, Nikos Tzanaki, Eleni Vavougios, Denis Plagianakos, Vassilis P. Univ Thessaly Dept Comp Sci & Biomed Informat Lamia Greece Univ Thessaly Dept Phys Lamia Greece

ISBN: (纸本)9783031856518;9783031856525

Currently, students seem to be losing their desire for knowledge and learning, particularly in science. This trend of declining interest has intensified, especially since the COVID-19 pandemic, resulting in a drop in performance. In response, teachers are looking for creative and innovative ways to regain students' attention and interest. One proposed approach is the integration of play into the learning process. Therefore, the purpose of this study is to create a postcard puzzle, an alternative to the well-known escape rooms, with the help of Generative AI and integrate it into a science course. By doing so, the teacher aims to spark students' interest and capture their attention, ultimately improving their performance. The goal is to develop an interactive teaching method where students are actively involved through participation in educational games. This process encourages engagement and collaboration among students, thus providing a more enjoyable and hands-on learning experience.

关键词： Artificial Intelligence Postcard Puzzle Teaching Science Junior High School

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BlackPearl: The Impact of a Marine Robotics Competition on a Class of International Undergraduate Students 14th

BlackPearl: The Impact of a Marine Robotics Competition on a...

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14th International Conference on Robotics in Education (RiE)

作者： Maurelli, Francesco Pradhan, Nayan Man Singh Costanzi, Riccardo Constructor Univ Campus Ring 1 D-28759 Bremen Germany Univ Pisa Largo Lucio Lazzarino 1 I-56122 Pisa Italy

ISBN: (纸本)9783031384530;9783031384547

Robotics competitions are a great tool to address challenging tasks, encouraging young people to be active in STEM and developing a complimentary essential skill set in management, teamwork and complex problem solving. This paper presents the experience of a team of undergraduate students participating in a marine robotics competition, receiving the Best Rookie Award. It also outlines lesson learned about embedding robotics field competitions in an undergraduate program.

关键词： Marine robotics Robotics competitions Educational robotics

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Corrective vs. Nurturing Feedback in Design Education: Alternative Models of Critique that Positively Impact Students' Sense of Self-efficacy 16th

Corrective vs. Nurturing Feedback in Design Education: Alter...

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16th Learning Ideas Conference

作者： Bejtic, Zinka Amer Univ Sharjah Sharjah U Arab Emirates

ISBN: (纸本)9783031416361;9783031416378

Design students' attitudes, thoughts, and beliefs are essential to producing innovative, creative work. Self-efficacy, a construct of the cognitive theory that defines one's belief in their capacity to reach a specific goal, is a critical variable that predicts students' motivation and ability to perform a particular task successfully. This paper critically examines the quality of feedback in design education, arguing that it has a direct positive or negative impact on students' sense of self-efficacy. Solely corrective feedback given in a poorly established learning milieu that does not allow a relationship of trust to flourish has a direct negative impact on students' thoughts and their self-esteem. It is hypothesized that nurturing feedback has the potential to positively impact students' self-efficacy and increase their overall effort and perseverance, prompting them to embrace a challenge as they face a difficult task. This allows students to take on a more active role as constructors of their knowledge. A case study was conducted in a senior design studio course with 16 students of the Multimedia Design program and one instructor in the Department of Art and Design at the American University of Sharjah (UAE). The paper reports on problems created by a lack of appropriate feedback and proposes strategies to transform feedback into a tool for nurturing students' sense of self-efficacy. It further provides insight for all instructors who teach in educational environments where feedback plays an essential role.

关键词： Creative pedagogy Self-efficacy Nurturing feedback

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Intelligent Digital Humans for Bias-Free Recruitment Interviews: A Diversity & Inclusion Training Program 16th

Intelligent Digital Humans for Bias-Free Recruitment Intervi...

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16th Learning Ideas Conference

作者： Salvetti, Fernando Bertagni, Barbara Contardo, Ianna e REAL Labs Logosnet CH-6900 Lugano Switzerland e REAL Labs Logosnet Houston TX 77008 USA e REAL Labs Logosnet New York NY 10013 USA

ISBN: (纸本)9783031416361;9783031416378

This article is about an intelligent digital human model enhanced by artificial intelligence, designed to meet the requirements from a multinational company in need of training for their human resources personnel on bias-free recruitment interviews. We have been creating a new generation of avatars with social intelligence, who are capable not only of presenting a wide variety of topics in a dynamic and engaging manner but also of interacting with the audience and communicating emotions and moods. We have been customizing avatars for role plays, building them as real interlocutors who facilitate training in how to handle difficult conversations by including aspects such as non-verbal communication, different communication styles, and diversity and inclusion. Practicing conversations with avatars accelerates learning from experience without the risks associated with learning in the field. At the end of each interview, timely feedback is provided so learners can determine how to improve their performance. These digital humans are able to perform like realistic human beings, challenging the interviewer both at a verbal and para-verbal level, as well on the cognitive and the emotional levels - making it easy for the interviewer to get trapped into biases and false assumptions. The key message is this: diversity and inclusion best practices are, first of all, about mindset.

关键词： Bias-free interviews Diversity & Inclusion Digital humans

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Cybersecurity Awareness, Education, and Workplace Training Using Socially Enabled Intelligent Chatbots 16th

Cybersecurity Awareness, Education, and Workplace Training U...

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16th Learning Ideas Conference

作者： Abdelhamid, Sherif Mallari, Tanner Aly, Mona Virginia Mil Inst Lexington VA 24450 USA

ISBN: (纸本)9783031416361;9783031416378

Over the past ten years, chatbot technology has become a burgeoning field within AI, finding practical applications in sectors such as banking, customer service, medicine, education, and e-commerce. Nevertheless, the use of intelligent agents in cybersecurity needs to be more extensive. Recently, most research in cybersecurity has focused more and more on detecting malicious activities automatically. Unfortunately, few works focused on how the human factor can result in such attacks. Human-induced attacks and errors are found to be either unintentional or intentional. The first type, our focus, can result from lacking training and cyber awareness. Attackers use different tactics to lure victims into unsafe behaviors, leading to potential personal blackmail, ransomware attacks, or data breaches through phishing emails. Usually, to address the problem mentioned above, universities, employers, and organizations provide cyber awareness education. However, the problem is that the training is a one-time process and does not provide the necessary continuing support and education. As a result, people usually find themselves in a situation where they need specific advice before engaging in a particular activity. Sometimes, they might need someone to alert them to a suspicious email, fishy link, or abnormal attachment. In response, in this study, we discuss the integration of chatbots with social networking for cybersecurity public awareness, education, and workplace training. We focus on utilizing chatbots as social, collaborative agents to protect users against cyber-attacks. The chatbots provide continuous support to users by providing immediate answers and advice on what to do in various threatening situations. In addition, admin users add training material remotely into chatbots, and users can view and answer interactive questions to ensure they are up-to-date regarding cyber awareness.

关键词： Chatbot Artificial Intelligence Cybersecurity Awareness Workplace Training Social Network Analysis

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Explainable Prediction of Student Performance in Online Courses 16th

Explainable Prediction of Student Performance in Online Cour...

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16th Learning Ideas Conference

作者： Capuano, Nicola Rossi, Diego Stroele, Victor Caballe, Santi Univ Basilicata Sch Engn Potenza Italy Univ Fed Juiz de Fora Juiz De Fora Brazil Open Univ Catalonia Barcelona Spain

ISBN: (纸本)9783031416361;9783031416378

Student Performance Prediction (SPP) models and tools are useful for quickly identifying at-risk students in online courses and enable the provision of personalized learning plans and assistance. Additionally, they give educators and course managers the information they need to recognize the programs that require improvement. High accuracy is essential for such tools, but understanding the reasons of their predictions is equally important to ensure fairness and build trust in their adoption. Although many SPP models and tools have been proposed so far by different researchers, very few of them take explainability into account. This research proposes an SPP approach that is both effective and explainable. Based on demographic, administrative, engagement, and intra-course outcome data, it enables the prediction of student performance in terms of success/failure and final grade. It supports multiple machine learning models and includes post-hoc techniques for explainability capable of justifying the behavior of the whole system as well as its individual predictions.

关键词： Learning analytics Educational data mining Student performance prediction Explainable artificial intelligence

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Gamifying Diabetes - An Education Game Teaching People with Diabetes About Physical Activity 16th

Gamifying Diabetes - An Education Game Teaching People with ...

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16th Learning Ideas Conference

作者： Rauchensteiner, Maria Anna Colsman, Tim Fatykhova, Albina Faizan, Nilufer Deniz Utesch, Matthias Christoph Wittges, Holger Krcmar, Helmut Tech Univ Munich D-80333 Munich Germany

ISBN: (纸本)9783031416361;9783031416378

It has been found that sports is beneficial for individuals with type 1 diabetes. The risk for a severe hypoglycemia is increased by sports and needs to be managed carefully. Since health apps have a positive influence on the intended health behavior and clinical health outcomes, we decided to develop a health app for people with type 1 diabetes. We analyzed current apps for people with type 1 diabetes and found that there was no app focused on sports with type 1 diabetes. Thus, we decided to develop an app to teach people how to safely engage in sports with type 1 diabetes. For this, we worked together with the startup GLAICE which plans to bring a health app to the market that helps people with diabetes with their day to day lives and the management of their glucose levels. The startup's focus topic is sports with diabetes. We developed a prototype of the app using the Design Thinking Method. Our solution is focused on the correct sports preparation and doing sports correctly with type 1 diabetes. We do this by using a game with multiple scenarios. Depending on how the user answers a series of questions, the player character can either have a successful sports day or can have a hypoglycemia during or after sports. Our targeted audience are people with type 1 diabetes between 18 and 35 years. We evaluated the prototype on people with diabetes, and 58 students visiting 12th grade tested the prototype for usability. For this, we used the System Usability Survey to receive the students' feedback. The students graded the prototype's usability with a B+. They also gave us further feedback by answering open questions. Our results show that this game is a successful first approach for teaching people with type 1 diabetes about sports with type 1 diabetes via app.

关键词： Gamification Type 1 diabetes Education Learning game Exercise with Type 1 diabetes Sports Physical activity

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On Autonomous Mobile Robot Exploration Projects in Robotics Course 14th

On Autonomous Mobile Robot Exploration Projects in Robotics ...

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14th International Conference on Robotics in Education (RiE)

作者： Faigl, Jan Pragr, Milos Kubik, Jiri Czech Tech Univ Dept Comp Sci Fac Elect Engn Prague Czech Republic

ISBN: (纸本)9783031384530;9783031384547

Autonomous mobile robot exploration can be considered a representative task where multiple problems need to be addressed and solutions integrated into a software framework that exhibits desired autonomous behavior of the robot. The problem includes online decision-making in selecting new navigational waypoints towards which the robot is autonomously navigated to explore not yet covered part of the environment. A mobile robot's navigation consists of localization, mapping, planning, and execution of the plan by following the path toward the waypoint. For these very reasons, we decided to include mobile robot exploration as one of the tasks in our Artificial Intelligence in Robotics course opened at the Faculty of Electrical Engineering, Czech Technical University in Prague. In this paper, we present our experience running the course, where the students start with relatively small isolated tasks that are then integrated into a full exploration framework. We share the students' feedback on our initial approach for the task that becomes a mandatory part of the course evaluation and grading.

关键词： Robot course design Autonomous robot exploration

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