1,721,029 research outputs found
The Impact of Cross-cutting Pedagogical Features Based on Neuroeducation Advances: Project-based Learning Vs. Traditional Lecturing in Engineering Education
No full textOn the academic level of education, Traditional Lecturing represents the primary means of conveying information to the class. At the same time, Project-based learning is one of the major research subjects in engineering education, and literature claims it can offer more authentic and meaningful learning experiences. Supported by the most recent advances in syntheses of meta-analyses in education and neuroscientific-based educational sciences, the study presented compares Traditional Lecturing and two versions of Project-based learning implemented with variations in content and project typologies through a single-group variation on the two-group post-test-only randomized experiment. Two research hypotheses were investigated using three questionnaires and a test: I) the learning experience and outcomes are enhanced when attending Projectbased learning lessons compared to Traditional Lecturing ones; II) effective cross-cutting instructional elements are more detectable in Projectbased learning than in Traditional Lecturing and variations in contents and typologies of project do not lead to different outcomes within Project-based 1 2 Prof. Claudia Paciarotti , Dr. Gabriele Bertozzi 1,2 Industrial Engineering Department, Università Politecnica delle Marche, Ancona – Italy 1 [email protected], 2 [email protected] learning. The research was carried out in an Engineering course and involved 80 students. The results show that Project-based learning outperforms Traditional Lecturing and highlight the crucial role of some cross-cutting instructional features that are detectable or missing within the two methodologies. Derived from meta-analyses and neuroscientificbased educational sciences, these features represent a solid pedagogical core within the structure of the Project-based learning methodology. We argue they have a relevant role in the stability and enhancement of the results of Project-based learning in comparison with Traditional Lecturing. Indeed, despite variations in content and project typologies, Project-based learning produces similar results. Finally, for engineering teachers wishing to adopt Project-based learning, this study provides insights into the necessity to understand, consciously incorporate, support, and manipulate such particular features, especially through developing pedagogical competence based on scientific evidence
A new approach to Gamification in engineering education: the Learner-Designer Approach to Serious Games
No full textGamification is usually defined as the use of game structure components in circumstances that are not commonly associated with games. In engineering studies, Gamification and its sub-concept of Serious Games are rather widespread pedagogical models. Just like in other application scopes, the approach to their utilisation or analysis is always concerned with the players, their psychological experience and the relevance of their learning outcomes. The aim of this work is to illustrate the results of a different approach, the ‘Learner-Designer Approach to Serious Games’ (LDASG). The study was carried out through a single group variation on the two-group posttest-only randomised experiment and performed on 79 second year undergraduate students of an Industrial Plant Design course within a Management Engineering programme. Quantitative data on the students’ learning performance and learning experience were collected through a test and a questionnaire, respectively. The test results were analyzed by means of the Paired Samples Test and effect sizes were calculated. As to the questionnaire, a descriptive analysis was employed. The outcomes obtained show how LDASG can successfully compete with other active learning methodologies
Implementing serious games through a pedagogical lens in engineering education: an experimental study
No full textSerious games are instructional tools that harmonise different pedagogical approaches and pursue specific behavioural and learning outcomes. Characterised by flexibility and complexity, serious games can draw from a vast number of elements and game mechanics. We argue that such adaptability requires specific pedagogical competencies from designers to avoid using game elements counterproductively for user learning. The literature shows lack of studies based on this perspective: if the influence of single instructional techniques has been studied, the impact of pedagogical expertise is missing, and this represents the knowledge gap this study intends to bridge. This paper reports on an experimental study of a serious game that is part of a course in Industrial Systems Engineering. Through collaborative efforts between an engineering professor and a pedagogical expert rooted in neuroeducation and syntheses of meta-analyses tied to learning achievement, the serious game was redesigned. This pre-test-post-test control and experimental group design study investigates how designers' pedagogical competencies can impact learning outcomes, motivation, and decision-making processes. The pedagogically revised serious game outperforms the original one in motivation and, in specific subgroups, in learning performance, highlighting the importance of combining pedagogical and engineering insights
Visible Learning and synchronous online lesson in higher education: a study in engineering education
No full textThe Visible Learning (VL) approach to learning processes stems from Hattie's work based on synthesising meta-analyses regarding achievement in education. Although the model is used at many levels of instruction, its performance has been less studied in higher education, engineering education, and in the context of synchronous online learning in distance education. This study implements VL features and analyzes their ability to improve learning outcomes and teaching quality. To this end, a synchronous online lesson in a Fluid Dynamics course was implemented with 39 mechanical engineering students. The research method is a one-group pretest-posttest design and data were collected through a test and a 5-point Likert scale questionnaire. The learning achievement is measured using Cohen's d. The relevant effect size value obtained (d =2.32) stands out from those in the literature where meta-meta-analyses report an impact on learning close to that of a traditional lecture (d=0.08). Regarding the learning experience, students' ratings of both the lesson and the teacher's teaching quality are clearly positive. It can be concluded that the VL approach can produce significant learning gains and positive perceptions of instructional quality among students in the context of synchronous online instruction in engineering education
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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