Min Jou

Observations of achievement and motivation in using cloud computing driven CAD: Comparison of college students with high school and vocational high school backgrounds

Cloud computing technology has matured as it has been integrated with every kind of digitalization processes. It offers numerous advantages for data and software sharing, and thus making the management of complex IT systems much simpler. For education in engineering, cloud computing even provides students with versatile and ubiquitous access to software commonly used in the field without having to step into an actual computer lab. Our study analyzed learning attitudes and academic performances induced by the utilization of resources driven by cloud computing technologies. Comparisons were made between college students with high school and vocational high school backgrounds. One hundred and thirty-two students who took the computer-aided designing (CAD) course participated in the study. Technology Acceptance Model (TAM) was used as the fundamental framework. Open-ended sets of questionnaires were designed to measure academic performance and causal attributions; the results indicated no significant differences in the cognitive domain between the two groups of students, though it is not so in both the psychomotor and the affective domains. College students with vocational high school background appeared to possess higher learning motivation in CAD applications.

A study on the usability of E-books and APP in engineering courses

Developments in cloud technology has made it possible for users to use the Internet and smart handheld devices for performing various tasks. Many types of E-books and APP have been made as a result. However, few investigations have been carried out to determine whether E-books and APP are useful for college-level engineering courses in the classroom settings. Hence, this study has selected a mechanical drawing course where E-books and APP could be used in theoretical and practical teaching to perform an empirical investigation. E-books were used to study the principles of mechanical drawing, while the APP was used for creating mechanical drawings and learning the processes involved in actual mechanical drawing processes. The investigation then analyzed the relationship between learning styles and the usability of the E-books and the APP.Results showed that students gave higher ratings for the aesthetics, convenience, intention to use, user satisfaction, and task-technology fit for E-book usability. For APP, students gave good reviews for 7 aspects, namely intention to use, completeness, consistency and functionality, course management, perceived usefulness, aesthetics, and user satisfaction. Further findings showed that the use of E-books and APP in the learning of CAD was closely related to learning styles and that students with different learning styles have their respective preferences. Student performance in the course after using E-books and APP in the learning was closely related to learning styles. Theorists achieved the best scores in the mechanical drawing course with E-books and the APP, followed by the pragmatist, the activist, the reflector, and finally the mixed learner.To develop E-books that are practical in the field of education, this study recommends converting abstract concepts into actual examples, providing challenging learning activities, offering multi-sensory experiences, establishing logical connections between knowledge points, and giving learners with problem solutions, means of searching for additional information, operational interfaces, and self-learning systems as well. This study offered a direction in the development of usable learning materials (E-books and APP) that would be more helpful and compatible with actual lessons in class. Usability of E-books and APP.A direction in the development of usable learning materials (E-books and APP).Helpful and compatible with actual lessons in class.

A study on the effects of model-based inquiry pedagogy on students' inquiry skills in a virtual physics lab

STEM integrated education has become the guiding principle of science education in many countries and a focus of research efforts. Developmental features of STEM education focus on using technology as a bridge to integrate multiple subjects. The focus on new technologies and practical applications are its major principles, and the aim of STEM education is to train a new generation of multi-skilled professionals capable of integrating knowledge from different fields of study to solve problems effectively. High school science courses based upon technological science models and science investigations have become the major means and methods for STEM education. For the past one hundred years, efforts of elementary education reforms worldwide have been focused on scientific inquiry. The development, utilization, evaluation, and revision of various scientific models and theories play a central role in scientific inquiry. Therefore, model-based inquiry would be crucial in improving the learning of science subjects. This study is based upon results from past MBI pedagogies research carried out by renowned academicians worldwide and incorporated a virtual physics lab developed for this study to create the MBI-VPL pedagogy method. Six main learning modules were designed, namely (1) topic introduction, (2) hands-on experiment, (3) virtual experiment, (4) team work, (5) actual applications, and (6) model adjustments. Results of experimental teaching showed that MBI and MBI-VPL pedagogy were more effective in developing student scientific inquiry skills compared to traditional methods, with significant improvements in the performance of process skills, comprehensive skills, learning attitude, communication skills, and reflection skills. The MBI-VPL pedagogy was able to introduce virtual physics experiment design and analysis, allowing students to gain in-depth practice of process skills, comprehensive skills, and reflection skills of scientific inquiry. Differences were also observed in the development of scientific inquiry skills during the experimental course between students of different genders. Boys performed better in process skills and comprehensive skills, while girls performed better in learning attitude and communications. The degree of student acceptance for the six major learning modules in the MBI-VPL model also showed that students tend to accept the use of process, comprehensive, and reflective skills of the virtual experiment.

Learning robotics in interactive Web-based environments by PBL

Competing in a highly competitive global market requires the commercialization of knowledge and technology to produce better, faster, cheaper, multi-functional, flexible, and intelligent products. Engineers involved in the product realization process must master technology as it develops and quickly integrate it into products well ahead of the competition. Robotics, being an interdisciplinary engineering subject, plays a key role in achieving this goal. Thus, robots have been a recurring theme in engineering education. Many educators have developed a variety of pedagogical tools and curriculums to increase the ability and competence of students. Project-based learning provides opportunities for interdisciplinary learning in traditional classroom. The emergence of the Internet has reformed the concept and methods of engineering education. This paper presents interactive e-learning environment to enhance student participation, motivation, and learning effectiveness. This research developed inquiry modules to allow students to present their queries in natural Chinese language fashion and through engineering graphics. In addition, this study developed interactive learning platforms including mechanism design, assembly and simulation, manufacturing processes, and mechatronic integration. Quantitative and qualitative methods such as questionnaires and interviews were used to evaluate the effects of the developed system. Findings showed that inquiry modules were able to facilitate investigation and planning activities on project developing stages. The results also showed that there were significant improvements in the participantspsila integration ability of technologies. Furthermore, participants with higher initial computer skills were also found to show higher performance as compared to those with lower computer skills. Generally, the online interactive e-learning environment is beneficial to the participants and ought to be given the attention it deserves as an alternative to traditional classes.

Mobile APP for motivation to learning: an engineering case

Synthesis of Materials is regarded as an important core subject in engineering education. However, many concepts and knowledge in the material synthesis can be rather abstract and difficult to understand by the student learners. Experiments are limited in scope due to lack of equipment, control of toxic materials, and risks of chemical reactions, which often restricts student imagination and student involvement in practical training. These reasons often led to poor learning attitude and learning performance among the students. Rapid developments in Cloud technology and mobile devices have provided new opportunities for developing novel learning tools for material synthesis. This study aims to introduce interest factors as a strategy for promoting learning interest and practical skills among the students. Chemical symbols, experimental themes, texts, and interactive elements were utilized to develop a theme-based Mobile Learning APP for teaching the practical techniques of material synthesis. The Mobile Learning APP was then integrated into a problem-based learning activity. A quasi-experimental design was used to investigate the resulting learning effectiveness from using the developed Mobile Learning APP. Results show that the Mobile Learning APP provided a significant positive effect on learning performance and that most students showed favorable attitudes toward the usage of the mobile learning system.

The use of ubiquitous sensor technology in evaluating student thought process during practical operations for improving student technical and creative skills

This study investigated a Ubiquitous Sensor System (USS) that we developed to assess student thought process during practical lessons on a real-time basis and to provide students with a reflective learning environment. Behavioral curves and data obtained by the USS would help students understand where they had made mistakes during practical lessons and the exact times when incorrect process parameters were observed. This research was conducted during a course on manufacturing. The results indicated that the proposed USS was effective in improving student analysis and evaluation skills in manufacturing thinking, as well as the three psychomotor skills of guided response, mechanism and complex overt response. Student psychomotor skills also gained an overall improvement. Results also showed that improvements in student thought process also helped in the learning of psychomotor skills and that the USS helped improve the clarity of student thought process during practical operations. The improved clarity of thought allowed students to understand the reasons behind their thought process for them to make the necessary logical deductions. Through repeated reflection and practice, students would then be able to create works with personal creative elements. [ABSTRACT FROM AUTHOR]

Development of an interactive e-learning system to improve manufacturing technology education

The manufacturing technique covers: turning, milling, drilling, holing etc. Much time and cost are used to teach these techniques. Particularly, computerized machines are continuously increasing in use. The development of educating engineers on computerized machines becomes much more difficult than with traditional machines. This is because of the limitation of the extremely expensive cost of teaching. The quality and quantity of teaching cannot always be promoted in this respect. The traditional teaching methods can not respond well to the needs of the future. Therefore, this research aims to the following topics; (1). Propose the teaching strategies for the students to learning machining processing planning through Web-based learning system. (2). Establish on-line teaching material for the computer-aided manufacturing courses including CNC coding method, CNC simulation. (3). Develop the virtual machining laboratory to bring the machining practical training to Web-based learning system. (4). Integrate multi-media and virtual laboratory in the developed e-learning web-based system to enhance the effectiveness of machining education through Web-based system.

Effect of a blended learning environment on student critical thinking and knowledge transformation

With the development of information technology and popularization of web applications, students nowadays have grown used to skimming through information provided through the Internet. This reading habit led them to be incapable of analyzing or integrating information they have received. Hence, knowledge management and critical thinking (CT) have, in recent years, become important topics in higher education. However, there are many web applications that may serve as effective teaching and learning tools. This study therefore proposed a blended learning environment that incorporated useful web applications within a knowledge transformation model to create an educational environment capable of improving CT and knowledge transformation for student users. A semester-long experiment was then conducted to evaluate this learning environment. Results revealed that the proposed approach was effective in improving student CT and knowledge transformation. Students were also satisfied with the courses and teaching methods used by the proposed learning environment which also effectively improved their learning motivation.

Identifying Students' Difficulties When Learning Technical Skills via a Wireless Sensor Network.

Practical training and actual application of acquired knowledge and techniques are crucial for the learning of technical skills. We established a wireless sensor network system (WSNS) based on the 5E learning cycle in a practical learning environment to improve students’ reflective abilities and to reduce difficulties for the learning of technical skills. Student learning was investigated using a Technical Expertise Assessment Form and Reflective Abilities Investigation Tool that we had developed. Results of the forms showed that the 5E learning cycle-based WSNS helped improve students’ reflection and the ease in acquiring technical skills. Students’ reflection was also shown to be significantly correlated with the learning of technical skills. We concluded that reflection provided by the sensory functions of the WSNS was able to reduce students’ difficulties when learning technical skills.

Development of a situated spectrum analyzer learning platform for enhancing student technical skills

Electronic engineering industries require technical specialists to operate precision electronic instruments. However, limitations in course designs and equipment availability mean that only a few students are able to use the equipment in practical lessons within a limited timeframe. Also, instruction of techniques and skills are still mostly carried out in traditional lecture formats. Student–instructor and student–student interactions are clearly insufficient. When students encounter difficulties in their lesson, they are unable to obtain immediate assistance, resulting in gaps in their understanding. To address this issue, this study aims to create a situated spectrum analyzer learning platform based on situated learning theory. An interactive educational environment is created to instruct on how to operate a spectrum analyzer. A situated-based learning approach was used so that students would not be limited to memorizing concepts. Instead, they would be allowed to integrate and coordinate what they know to strengthen individual concepts and gain better problem solving skills. Additionally, in order to investigate the effect of the approach proposed, an experiment was conducted to evaluate any differences in learning performance, satisfaction, understanding and technical expertise.