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"learning"

This full research paper aims to investigate methods for systematically identifying core tasks within undergraduate engineering work-integrated learning (WIL) opportunities, such as internships and co-ops. It achieves this by automatically analyzing WIL opportunities using transformer models. A dataset of 4,833 engineering internship postings from the last ten years was obtained through a partnership with the University's Career Connections Center. From this, a subset of 374 aerospace engineering internships, yielding 1,913 unique job tasks, was extracted for human labeling. We applied the Llama 2 architecture, a sophisticated pre-trained LLM, to extract a list of specific responsibilities and tasks from the internship postings. The job tasks were used to train an automated classification system to map each task to the established seven ABET student outcomes. Each job task was human-labeled by three subject matter experts, achieving a high level of inter-rater reliability of 0.998, according to Krippendorff's alpha. RoBERTa resulted in the optimal model indicating a label ranking average precision of 0.892 on the validation set and 0.857 on the testing set. Our findings provide novel insights into understanding the evolving skill expectations of undergraduate interns, offering a basis for tailoring engineering education to address these demands. Furthermore, the automated analysis of internship tasks demonstrates the potential for a scalable way to address the gap in understanding the core responsibilities within WIL experiences. © 2024 IEEE.

New technologies offer unprecedented opportunities to enhance classroom education, especially in practical subjects like physics, where experiments can be controlled via mobile devices. This facilitates both theoretical and practical learning. This study assesses the impact of using dedicated mobile devices in educational settings compared to traditional teaching methods. The application allows students to view educational information on an M5Stack Core2 device that also includes an electromagnet. We use the Student Evaluation of Educational Quality (SEEQ) to gather feedback and evaluate various aspects of the learning experience. Results indicate significant improvements in learning, enthusiasm, organization, group interaction, individual relationships, and breadth of device usage. Evaluations show that device-assisted classes outperform traditional classes in most categories, highlighting the benefits of integrating technology into education. The findings emphasize the importance of adapting teaching methods to enhance the overall quality of education and student engagement using dedicated mobile devices. © 2024 IEEE.

This volume explores human-machine collaboration and provides machine-generated auto-summaries of emerging research trends in motivation science. Each chapter presents summaries of pre-defined themes and includes an editor-written introduction. It covers various topics, from classic theories such as Maslow's hierarchy of needs to cutting-edge research in neuroscience and cultural influences on motivation. The book offers valuable insights into what makes us tick and how to harness motivation to improve our lives. The book is organized into six chapters covering interrelated topics such as the motivation science, emotion-based motivation, educational motivation, self-regulated learning, motivation and technology, and motivation and neuroscience. The auto-summaries have been generated by a recursive clustering algorithm via the Dimensions Auto-summarizer by Digital Science. The editor of this book selected which SN content should be auto-summarized and decided its order of appearance. Please note that these are extractive auto-summaries, consisting of original sentences, but are not representative of the original paper, since we do not show the full length of the publication. Please note that only published SN content is represented here, and that machine-generated books are still at an experimental stage. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024.

Mathematics as one of the elements in STEM is challenging and tedious themes for students. Algebra, a key subject, is the most misunderstood chapter. This study developed a mathematics teaching and learning module for vocational college students using the REACT methodology. This quantitative investigation uses Vocational College math experts and students to confirm the findings. A rater reliability-checked form and structured interview were employed. The study included three vocational mathematics experts, ten first-year vocational college students for the first semester interview phase, and three mathematics experts for dependability data verification. Thematic analysis was performed on raw interview data. The REACT model identified 20 usability aspects of the algebra topic learning module, according to teacher responders. The Cohen Kappa Index approval coefficient averaged 0.9, suggesting high dependability. Five of the 18 items in the study were approved by expert teachers due to inter-rater reliability. According to student responses, the module comprises 30 components. Cohen Kappa Index approval coefficients average 0.82, showing high reliability. After inter-rater reliability, 26 items with 5 constructions were approved. The findings of this study have an impact on the modules used for teaching and studying mathematics in vocational colleges. These classes enhance students' understanding, proficiency, and attitudes towards mathematics. © 2024 IEEE.

The problem-based learning (PBL) teaching method is a renowned international educational approach widely implemented in engineering education. This paper examines the effects of a comprehensive teaching strategy that incorporates PBL and English literature within the 'Power System Overvoltage' course. The goal of this integrated teaching strategy is to improve students' critical thinking and communication skills, which are important for today's global engineers. A structured questionnaire was conducted with 210 students to gather their feedback on this teaching method, and the results were analyzed using cluster analysis. The findings revealed that 86% of students responded positively indicating improvements, in their technical skills and language abilities. The students feedback also emphasized that instructors implementing this teaching method need to possess deep professional knowledge, stay updated with current scholarly developments, and invest extra time and effort for effective implementation. © 2024 IEEE.

The digital economy, a term coined for the future knowledge and creativity-based economy shaped by the Fourth Industrial Revolution's expansion of Artificial Intelligence, robotics, and automation, had a massive impact on higher education. Universities implemented educational technology and innovative pedagogical approaches to foster 21st century skills, which were expected to be the success formula for university graduates in the digital economy. The impact of Covid-19 accelerated the improvement in university courses. Work from home, virtual collaboration, and remote learning have accelerated the demand for 21st century skills in the labour market. TVET is an ideal solution to the digital economy's challenges of unemployment and precarity. However, there is still a research gap regarding digital economy readiness, the status of 21st century skills, and the relationship between skills and digital economy readiness among TVET -focused university students. In this correlational study, 219 students from a Malaysia University Technical Network (MTUN), a TVET-focused university in Malaysia, participated. As an instrument, a 24-items questionnaire was used. A descriptive analysis reveals a high level of perceived problem-solving and creativity abilities. Leadership and innovative skills were also rated highly, though not as highly as perceived problem-solving and creativity abilities. The perceived readiness for the digital economy is also high. The items were found to be extremely valid using Confirmatory Factor Analysis. The fitness of the Measurement Model and the Structural Model is exceptional. The Structural Equation Model demonstrates the strong links between innovation and problem-solving abilities in the context of digital economy readiness. © 2024 IEEE.

Despite the promise of integrated STEM for authentic learning, it remains unclear whether such integrated approaches can result in significant learning in STEM disciplines.Mathematics is often seen as an “accessory” discipline to Science in many integrated STEM tasks. In this systematic review paper, we investigate the issue of integrating mathematics by unpacking the centricity of STEM tasks, analysing the connections between mathematics and other disciplines, and highlighting the different faces of mathematics presented in these tasks. Our findings suggest that although current STEM tasks anchored in mathematics are problemcentric, they have relatively weak inter-disciplinary connections. Analyses also revealed less emphases on mathematics as a way of knowing. We discuss possible implications and suggestions for strengthening the M in STEM from this review. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2024.

It is important to comprehend the interconnectedness of scientific attitude, scientific interest, and problem-solving when examining science education. These elements are important in influencing students’ outlook on science and their capacity to participate in solving problems. Moreover, fostering a climate that promotes inquisitiveness and discovery can further boost students’ overall participation in science education. This can be done by participating in hands-on activities, engaging in interactive experiments, and promoting open-ended questioning. Students could cultivate a favorable scientific attitude and a sincere enthusiasm for scientific investigation. Developing problem-solving abilities and a better grasp of scientific principles can result in increased engagement with science education and a greater drive to pursue careers in scientific fields. Additionally, nurturing problem-solving skills in students can lead to increased achievement in scientific pursuits. To sum up, the linkage between scientific mindset, curiosity, and critical thinking is essential for progressing science learning. This review article tries to understand the relationship among scientific attitude, scientific interest, and problem-solving ability, which will be extremely beneficial for science educators at the secondary level. © 2024 Common Ground Research Networks. All rights reserved.

Electrical engineering is a rapidly evolving field that requires continuous learning to stay up to date with advancements in technology. However, traditional educational resources, such as textbooks, proprietary software, and laboratory equip-ment can be expensive, rigid, and inaccessible to many students. In contrast, open educational resources provide free and open access to high-quality educational mate-rials that can be easily customised, updated, and shared. This chapter contains an overview of the benefits of open educational resources, including reduced costs, improved access and equity, increased pedagogical flexibility, and enhanced educa-tional quality. The challenges that might arise during the implementation of open educational resources are also reviewed. In addition the pedagogical, technological, and institutional factors that contribute to the successful implementation of open educational resources, are discussed. These include the need for high-quality open educational resource materials that are aligned with learning outcomes and are acces-sible to a wide range of learners, the use of appropriate technology and infrastructure to support the use open educational resources, and the involvement of key stake-holders in the development and promotion of open educational resource materials. In conclusion, it is emphasised that the adoption of open educational resources in electrical engineering education has the potential to transform the way we teach and learn in this field, providing increased access to high-quality educational resources, promoting greater pedagogical flexibility, and reducing costs for students and institu-tions. The benefits of open educational resources cannot be ignored, and a compelling case for their adoption in electrical engineering education is provided in this chapter. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.

This chapter will highlight the value of tripartite reviews. It will focus on strategies to bridge together both operational and academic learning, with the student, employer, and Higher Education Institute (HEI) working collaboratively to take a holistic view of progress. It will discuss the importance of providing individual wellbeing support, ensuring that the voice of the learner is heard, and how best to support them in meeting the demands of front-line policing in the twenty-first century. We explore individual elements of tripartite reviews in further detail, for example, embedding the Knowledge, Skills and Behaviours as set out by the Police Education Qualifications Framework (PEQF) and the importance of quality professional discussions. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.