scholarly journals VIS-HAPT: A Methodology Proposal to Develop Visuo-Haptic Environments in Education 4.0

2021 ◽  
Vol 13 (10) ◽  
pp. 255
Author(s):  
Julieta Noguez ◽  
Luis Neri ◽  
Víctor Robledo-Rella ◽  
Rosa María Guadalupe García-Castelán ◽  
Andres Gonzalez-Nucamendi ◽  
...  
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Digital Literacy ◽  
Engineering Students ◽  
Meaningful Learning ◽  
Physics Concepts ◽  
Haptic Technology ◽  
Sense Of Touch ◽  
Haptic Environments

Education 4.0 demands a flexible combination of digital literacy, critical thinking, and problem-solving in educational settings linked to real-world scenarios. Haptic technology incorporates the sense of touch into a visual simulator to enrich the user’s sensory experience, thus supporting a meaningful learning process. After developing several visuo-haptic simulators, our team identified serious difficulties and important challenges to achieve successful learning environments within the framework of Education 4.0. This paper presents the VIS-HAPT methodology for developing realistic visuo-haptic scenarios to promote the learning of science and physics concepts for engineering students. This methodology consists of four stages that integrate different aspects and processes leading to meaningful learning experiences for students. The different processes that must be carried out through the different stages, the difficulties to overcome and recommendations on how to face them are all described herein. The results are encouraging since a significant decrease (of approximately 40%) in the development and implementation times was obtained as compared with previous efforts. The quality of the visuo-haptic environments was also enhanced. Student perceptions of the benefits of using visuo-haptic simulators to enhance their understanding of physics concepts also improved after using the proposed methodology. The incorporation of haptic technologies in higher education settings will certainly foster better student performance in subsequent real environments related to Industry 4.0

scholarly journals Understanding Barriers to Student Success: What Students Have to Say

2017 ◽  
Author(s):  
Elizabeth Kuley ◽  
Sean Maw ◽  
Terry Fonstad
Keyword(s):  
Student Success ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Engineering Students ◽  
First Year ◽  
Self Directed Learning ◽  
Directed Learning ◽  
College Of Engineering ◽  
The University

This paper focuses on feedback received from a set of qualitative questions that were administered to undergraduate students in the College of Engineering at the University of Saskatchewan, as part of a larger mixed methods study. The larger study aims to identify what characteristics, if any, can predict or are related to student success; The “start-stop-continue” method was utilized to assess student perceptions about  their success in the college as a whole. The students were asked: Are there any specific things that you can think of that act/acted as barriers to your success in engineering (stop)? What could the college do/change to make first year more successful for engineering students (start)? Is there anything in your engineering degree so far that you feel is done well and helps students succeed (continue)? Students identified the quality of instruction early in their program as well as adjustment to college workloads and self-directed learning as the most significant barriers tostudent success.

Addressing Discrepancies in Faculty and Student Perceptions of the Quality and Rigor of Online Courses

2019 ◽  
pp. 120-148 ◽  
Author(s):  
Anisah Bagasra ◽  
Mitchell Brent Mackinem
Keyword(s):  
Historically Black ◽  
Student Performance ◽  
Student Perceptions ◽  
Online Courses ◽  
Faculty Perceptions ◽  
Online Programs ◽  
Course Quality ◽  
Historically Black University ◽  
Online Coursework

The chapter addresses the discrepancies that exist between student and faculty perceptions of online courses, specifically differences in beliefs about the quality of online courses and the rigor of online coursework. The authors present data collected from faculty and students before the launch of undergraduate and graduate online programs and over the course of the first four years of online course offerings at a small, Historically Black University (HBCU). The data is used to discuss ways to reduce incongruities in how students and faculty view online courses with a focus on faculty establishing their expectations for student performance in the online environment, measuring course quality, and using student evaluations to enhance course quality. Congruent beliefs and expectations are important to ensure that both faculty and students involved in online courses are satisfied with their experiences, leading to better retention and learning outcomes.

scholarly journals An Analysis of Students’ Perception of Online Assessments and its Relation to Motivation Towards Mathematics Learning

2021 ◽  
Vol 19 (5) ◽  
pp. pp416-431
Author(s):  
Ma. Theresa Christine C. Valdez ◽  
Lea D. Maderal
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Mixed Methods Research ◽  
Engineering Students ◽  
Mathematics Learning ◽  
Classroom Interaction ◽  
The Philippines ◽  
Ease Of Use ◽  
Online Assessments ◽  
The Government

Assessing student performance is a challenge faced by most educational institutions during this time when conducting in-campus classes is affected by the pandemic. Use of online assessments to determine student performance is gaining wider acceptance over the traditional paper-and-pen type as it allows evaluation of what the students learned despite the lack of physical classroom interaction. Although there are studies that examine student perceptions about online learning in general, only a few focus on assessments especially those that consider its relation to affective aspects of learning. The views of students being the primary beneficiaries of the technology would give relevant information in designing appropriate online assessments and can bring about the success of its implementation. Thus, this present study investigated the usefulness of online assessments according to the perspective of students particularly in their math subject and its relation to their motivation towards mathematics learning. A mixed methods research design was conducted to determine the perception and motivation of 127 second year level engineering students via a questionnaire survey after exposure to a set of online assessments. Results showed that students have a high level of motivation towards mathematics learning and have positive perception about online assessments. Using factor analysis, variations in the perception were found to be explained by 4 factors focused on ease of use and functionality, personal preference, technical considerations, and complementation with other methods. Some of these factors were found to be significantly related with various aspects of motivation. Interview of students also revealed they found taking online assessments a positive innovation in giving assignments and prefer them over traditional assignments. The findings derived from this study give teachers a basis in designing more effective online assessments particularly those that address the needs of today’s generation of learners. Further, for a developing country like the Philippines, findings of this study would greatly contribute to the government and academic sector’s efforts in capacity building of its online system of education.

Assessment of Individual Student Performance in Online Team Projects

2011 ◽  
Vol 15 (3) ◽  
Author(s):  
Jay Alden
Keyword(s):  
Student Performance ◽  
Group Process ◽  
Online Courses ◽  
Peer Assessment ◽  
Individual Student ◽  
Assessment Practice ◽  
Group Project ◽  
Team Members ◽  
Team Projects

The use of team projects has been shown to be beneficial in higher education. There is also general agreement that team efforts should be assessed and that the grading ought to represent both (1) the quality of the product developed jointly by the team as well as (2) the degree of participation and quality of contribution by each individual student involved in the group process. The latter grading requirement has posed a challenge to faculty so the question addressed in this paper is “How should individual team members in online courses be assessed for the extent and quality of their contributions to the group project?” To answer this question, four common team member evaluation practices were reviewed and compared to seven criteria representing positive attributes of an assessment practice in an online learning environment. Whereas the Peer Assessment practice received the greatest support in the literature in face-to-face courses, this study that considered the perceptions of graduate faculty and students recommended the Faculty Review practice as the default assessment

Assessment Of Dry Eye Symptoms And Quality Of Sleep In Engineering Students During The Covid-19 Pandemic

2020 ◽  
Vol 11 (SPL1) ◽  
pp. 1202-1207
Author(s):  
Pavithra S ◽  
Dheepak Sundar M
Keyword(s):  
Sleep Quality ◽  
Dry Eye ◽  
Screen Time ◽  
Engineering Students ◽  
Statistical Tests ◽  
Quality Of Sleep ◽  
Cross Sectional ◽  
Eye Symptoms ◽  
Dry Eye Symptoms

To assess dry eye symptoms (DES) and quality of sleep in engineering students during the Covid19 pandemic lockdown and also to assess the association between DES and sleep quality. A cross-sectional questionnaire-based study was carried out among 396 engineering students studying in Saveetha engineering college. The study tool used was a semi-structured google form questionnaire designed for assessing digital device usage, symptoms of dry eye disease and sleep pattern. Responses were analyzed using appropriate statistical tests. Overall 64.1% attained a score of more than 10, indicating the presence of DES. 70.2% of the study population used digital screens for more than 13 hours. A statistically significant association was found between increased screen time and presence of DES(p<0.05). 64.9% had a score of >18 indicating reduced sleep quality. About 77.1% of the students with DES had reduced sleep quality, and a significant association (p<0.01) was observed between the two. During the Covid19 pandemic lockdown, there appears to be rising prevalence of DES in student population, one of the reasons being increased screen time. The sleep quality was also found to be reduced, and a significant association was found between DES and sleep quality.

scholarly journals Students’ Perceived Mathematics Teacher Competence: Longitudinal Associations with Learning Outcomes and Choice of College Major

2021 ◽  
Vol 11 (1) ◽  
pp. 18
Author(s):  
Dongjo Shin ◽  
Jaekwoun Shim
Keyword(s):  
Learning Outcomes ◽  
Student Perceptions ◽  
Secondary Students ◽  
Mathematics Teachers ◽  
Professional Competence ◽  
College Major ◽  
Teacher Competence ◽  
Quality Of Teaching ◽  
Achievement In Mathematics

The quality of teaching and teacher plays a significant role in enhancing students’ cognitive and motivational development. The purpose of this study was to identify longitudinal trajectories of student perceptions of mathematics teachers’ professional competence, and to examine how these trajectories were related to students’ engagement and achievement in mathematics and their choice of college major. The data used for analysis were obtained from the Seoul Education Longitudinal Study, a study of 2714 secondary students who were followed up for five successive years. Results showed four heterogeneous trajectories of students’ perceptions of teacher competence, and these trajectories were associated with students’ engagement and achievement in mathematics. In addition, those who consistently perceived their mathematics teachers to be highly competent and whose perceptions of their teachers’ competence became more positive over time were more likely than other students to choose math-intensive majors. These findings imply longitudinal links between mathematics teachers’ professional competence as perceived by their students and students’ choice of college major as well as their engagement and achievement in mathematics.

Digital skills and complex thinking in engineering students of a particular university in Lima in times of pandemic

2021 ◽  
Vol 7 (3C) ◽  
pp. 155-165
Author(s):  
Luis Alex Valenzuela Fernández ◽  
Violeta Cadenillas Albornoz ◽  
Blanca Soledad Zavala Alfaro ◽  
Jean Paul Suazo Zárate ◽  
Cesar Ulloa-Silvestre
Keyword(s):  
Digital Literacy ◽  
Engineering Students ◽  
Private University ◽  
Communication Management ◽  
Management Communication ◽  
Cross Sectional ◽  
Four Dimensions ◽  
Complex Thinking ◽  
Digital Skills ◽  
Medium Level

This article focuses on the relationship of digital skills and complex thinking in engineering students from a private university in Lima, Peru. A non-experimental, descriptive, correlational, cross-sectional quantitative study was carried out. The sample consisted of 175 engineering students who were administered the questionnaires developed in Google Forms for digital skills and the complex XXI scale to measure complex thinking with reliability values of .965 and .941 respectively for the alpha of Cronbach. The descriptive results showed that 48% of the respondents were found at the medium level of digital skills and that in the case of complex thinking there was a significant tie between the medium and high levels (approximately 41%). It was concluded that there was a strong and positive correlation between digital skills and complex thinking (Pearson's correlation = .759). In addition, four dimensions of digital literacy were evaluated (information management, communication management, wearable technology management and organizational aspects) which showed a positive and moderate relationship with complex thinking.

scholarly journals Engineering Education through a Flipped Classroom Model

2018 ◽  
Author(s):  
David Wang ◽  
Adam Gomes
Keyword(s):  
Best Practices ◽  
Student Performance ◽  
Flipped Classroom ◽  
Core Curriculum ◽  
Engineering Students ◽  
Capstone Project ◽  
Variable Control ◽  
Flipped Classrooms ◽  
Comparison Of The Results ◽  
And Control

Abstract – A flipped classroom model is used to teach a 4th year multi-variable control systems course. This course is a technical elective and is not in the core curriculum. The capstone project is to model and control a nonlinear robot in simulation. The students are interdisciplinary Engineering students (Mechanical, Mechatronics, Computer and Electrical). Building upon accepted best practices for flipped classrooms, several additional enhancements are applied and evaluated. The results of student surveys as well as a comparison of the results of student performance in the capstone project between traditional and flipped lecturing techniques are presented. It is believed that the enhancements that were implemented can aid in future flipped classroom initiatives.  

scholarly journals Graphic Design Students’ Per spectives and Attitudes t owards Feedback w ithin Peer Assessment in Design Studio Pedagogy

2016 ◽  
Vol 4 (7) ◽  
pp. 22-33
Author(s):  
ERIC FRANCIS ESHUN
Keyword(s):  
Student Perceptions ◽  
Learning Experience ◽  
Peer Assessment ◽  
Research Question ◽  
Peer Feedback ◽  
Studio Pedagogy ◽  
Design Students ◽  
Quality Learning

This paper reports the validity of the hypothesis that giving and receiving peer feedback during studio critique supports the assumption that the nature of feedback affects student learning and student perceptions of the quality of the learning experience. The research question is whether peer feedback operated under studio pedagogy has the potential of enhancing quality learning. The purpose of this study is to examine student perceptions of peer feedback in a studio-based learning environment. This is a case study where data was collected qualitatively. This study clearly demonstrates the positive perceptions of peer feedback held by design students and the influence these perceptions have on students’ learning outcomes.

Sign in / Sign up

Export Citation Format

Share Document