Search Results (1,102)

Digital twin (DT) technology is a key element of Industry 4.0. Despite its rapid development, current research is mainly focused on industrial optimisation and machine-level monitoring. However, its implementation in the educational process lags significantly behind practice. Moreover, existing DT implementations in education often emphasise visualisation or simulation, while neglecting synchronisation and verification of functional equivalence between the physical and virtual systems. This study presents the design, development and experimental verification of a digital twin of a laboratory material handling system. The virtual model created in Tecnomatix Plant Simulation is connected to the physical system controlled by a Siemens PLC SIMATIC S7-1200 and equipped with industrial sensors and an HMI interface. Real-time bidirectional communication is established via the OPC UA protocol using KEPServerEX, ensuring synchronisation between the physical and virtual systems. Experiments confirmed the functional synchronisation of both systems. Additionally, the study presents that DT technology can be adapted for educational purposes and implemented in engineering education. Full article

Effective software engineering education today requires tools that adapt to individual learner proficiency and progress, while ensuring positive student engagement. Gamified platforms represent an effective approach to learning and maintaining motivation, but their efficacy depends on a robust underlying architecture. This systematic literature review analyzes state-of-the-art artificial intelligence (AI)-based adaptive architectures designed to support gamified learning tools, highlighting their architectural models (such as intelligent tutoring systems, multi-agent systems, and immersive virtual reality/augmented reality environments), adaptation mechanisms (including Generative AI and chatbots), and personalization strategies. A significant focus is placed on Process Mining and Learning Analytics as methodological approaches to organize learning paths and guide dynamic adaptation based on student behavior. The results of the selected studies demonstrate advantages such as increased engagement, longer-term participation, and personalized learning pace. However, challenges remain, such as common assessment criteria, integrating different technologies, and system scalability. The findings offer concrete insights for designing the next generation of effective gamified learning tools, based on data and software engineering processes. Full article

The world evolves continuously across space and time. Massive volumes of data are generated through sensing, simulation, remote observation, and human activities, capturing dynamic processes in environmental, social, economic, and engineered systems. Critical insights are embedded within these large-scale spatiotemporal datasets. Spatiotemporal Data Science provides a conceptual and methodological framework for analyzing such data by integrating spatiotemporal thinking, computational infrastructure, artificial intelligence, and domain knowledge. The field advances methods for data acquisition, harmonization, modeling, visualization, and decision support, enabling applications in natural disaster response, public health, climate adaptation, infrastructure resilience, and geopolitical analysis. By leveraging emerging technologies—including generative Artificial Intelligence (AI), large-scale cloud platforms, Graphics Processing Unit (GPU) acceleration, and digital twin systems—Spatiotemporal Data Science enables scalable, interoperable, and solution-oriented research and innovation. It represents a critical frontier for scientific discovery, engineering advancement, technological innovation, education, and societal benefit. Spatiotemporal Data Science is a transdisciplinary field that studies and models dynamic phenomena across space and time by integrating spatial theory, temporal reasoning, artificial intelligence, and scalable computational infrastructure. It enables the development of adaptive, predictive, and increasingly autonomous systems for understanding and managing complex real-world processes. Full article

The rapid advancement of digital and mobile technologies has reshaped the educational landscape, fostering the adoption of interactive and learner-centered methodologies. Among these, immersive technologies such as Augmented Reality (AR), when coupled with next-generation wireless communication systems, hold the potential to revolutionize knowledge acquisition and student engagement. In this paper, we present the design and development of an AR-based educational tool specifically oriented to teaching concepts of fifth-generation (5G) mobile networks. The tool provides a real-time interactive visualization of 3D network components on mobile devices, enabling learners to explore 5G NSA/SA architectures in an accessible manner with real-world environments through mobile devices and their integrated cameras. The application was developed using Blender for 3D modeling and Unity as the rendering engine, incorporating the Vuforia SDK for marker-based AR tracking, and it was deployed on the Android operating system. Unlike traditional static approaches, the proposed solution enables learners to explore complex network architectures and key functionalities of 5G in an interactive and accessible manner. To assess its perceived effectiveness, quantitative surveys were conducted with both university and high school students, focusing on usability, engagement, and perceived learning outcomes. Results indicate that the tool is user-friendly, enhances motivation, and supports conceptual understanding as perceived by participants of 5G technologies. These findings highlight the potential of AR, supported by advanced wireless networks, as a pedagogical strategy to improve STEM education and foster technological literacy in the era of digital transformation. Full article

Measurement and assessment in Science, Technology, Engineering, and Mathematics (STEM) education is one central topic within STEM education scholarship. While there has been an increase in validation-related scholarship within STEM education, there are few guides for users to conduct validation work. Providing guidance for a broad readership, not just methodologists, offers potential for scholars from more backgrounds to engage in validation. To that end, the purpose of this paper is to build upon past scholarship and both articulate and situate validation as a methodology. Guideposts are provided to support readers as they engage in validation scholarship. A strategy is also provided to give readers support as they engage in validation scholarship. One key outcome from this paper is foundational work that scholars can leverage and extend, challenge, and generate new validation-related work, which in turn moves assessment practice and scholarship forward. Full article

Digital transformation in higher education increasingly hinges on the robustness and governability of Information and Communication Technology (ICT) infrastructures, with campus Wi-Fi networks serving as the operational backbone of digital learning, research collaboration, and administrative services. In large universities, these networks typically evolve into heterogeneous, multi-vendor environments, introducing ongoing challenges in monitoring coherence, configuration governance, and cross-platform performance diagnosis. Despite the centrality of these issues, smart campus scholarship has paid limited attention to day-to-day operational management. This study examines the design and operational performance of a dual-platform Wi-Fi network management architecture implemented at Mahasarakham University, Thailand. The architecture strategically integrates SolarWinds and LibreNMS to combine centralized network-wide visibility with fine-grained, device-level diagnostics across a multi-vendor infrastructure. An engineering-oriented mixed-method approach was employed, drawing on production monitoring logs and semi-structured interviews with campus network engineers. Findings indicate that SolarWinds strengthens configuration oversight and campus-level situational awareness, whereas LibreNMS enhances detailed performance analytics and accelerates fault isolation. Their coordinated deployment improves operational stability, diagnostic clarity, and long-term maintainability of campus Wi-Fi systems. The study provides practical architectural guidance for managing heterogeneous ICT infrastructures in smart campus and enterprise-scale environments. Full article

Background: This exploratory study investigates whether STEM (science, technology, engineering, and mathematics) students’ increasing reliance on off-campus resources (e.g., online platforms, private tutors) reflects an authentic preference for autonomous learning or a compensatory response to perceived deficiencies in on-campus instruction. Methodology: Using a mixed-methods design, data were collected from 118 engineering and science students. A model was developed to examine the relationship between the intensity of student criticism and their declared preference for off-campus learning. Findings: The model revealed a significant negative relationship between the intensity of criticism and the preference for off-campus instruction. This suggests that for highly critical students, external resources function primarily as a compensatory mechanism for “needs frustration” rather than a preferred alternative. The results imply that these students continue to value the frontal model but find its current implementation insufficient to meet their pedagogical needs. Conclusion: These findings challenge the assumption that digital trends signify a voluntary abandonment of the classroom. Instead, reliance on external resources is positioned as a reactive, compensatory strategy. Higher education institutions should prioritize revitalizing frontal instruction through enhanced clarity and focus to reduce dependency on off-campus platforms and restore the value of the campus experience. Full article

The purpose of this research is to understand how to better equip pre-service teachers (PSTs) to engage marginalized learners and implement culturally responsive teaching (CRT) practices in elementary Science, Technology, Engineering, Arts, and Mathematics (STEAM) education. This was attempted through a module on CRT and a STEAM Biography assignment, which aimed to heighten teacher candidates’ awareness of the contributions of individuals from marginalized/underrepresented groups, generate discourse on equitable teaching practices, and foster culturally responsive teaching practices. This research study examines data collected by the researchers, who also served as course creators and instructors, from teacher candidate participants enrolled in a STEAM methods course in which this assignment was implemented. Data were collected through a survey instrument and analyzed using content analysis methodology (qualitative and quantitative). Preliminary findings suggest that PSTs developed strong emerging equity-oriented mindsets and recognized the importance of belongingness and connection to meet the needs of all learners. In addition, since most PSTs reported the need for more practical CRT examples for use in their future classrooms, the biography assignment helped to foster the development of positive dispositions toward culturally responsive teaching in the STEAM disciplines. Full article

This systematic review maps the landscape of microlearning research within software engineering education, critically examining how this pedagogical approach is being applied to develop the multifaceted competencies required of modern software professionals. Following PRISMA-ScR guidelines, the review synthesized 21 empirical studies from 2015 to 2026, analyzing their pedagogical approaches, technological integrations, curriculum coverage, and evidence of effectiveness. The findings reveal a field marked by creative experimentation yet significant fragmentation: while microlearning effectively engages students and conveys discrete programming and project management knowledge through gamified, mobile, and project-based formats, its application remains narrowly concentrated on introductory coding, leaving advanced competencies such as software architecture, requirements engineering, and testing strategies virtually unexplored. The review further exposes critical gaps in the evidence base, including the absence of longitudinal and transfer studies, the conflation of platform engagement with learning, and methodologically fragile claims of effectiveness. Enthusiasm for microcredentials and AI-personalized learning considerably outstrips empirical support, with implemented systems relying on rule-based logic rather than adaptive intelligence and credentialing frameworks lacking validation of employer recognition or employment outcomes. This review concludes that while microlearning holds genuine potential for just-in-time skill development in a rapidly evolving discipline, its role in software engineering education must be strategic and supplemental rather than comprehensive. The field must urgently move from promotional advocacy toward rigorous, comparative, and longitudinal research that assesses higher-order competencies and authentic professional capability, lest its promise remain unfulfilled. Full article

Water towers are historically significant hydraulic infrastructures that evolved from simple masonry structures to technologically advanced and architecturally expressive forms. This study presents a typological and material analysis of water towers, focusing on their construction techniques, durability, and potential for adaptive reuse. The research combines visual inspection, archival and bibliographic research, and photographic documentation, of selected European and Italian examples for comparative insights on design and materials choices. Data were collected and organized according to parameters such as construction materials, structural type, tank and roof form, access system, and current function. Assessments were conducted following the UNI EN 16096, providing a structured framework to evaluate heritage value, material conditions, and adaptive reuse potential. Main results demonstrate that water towers, beyond their original hydraulic function, retain significant technical, architectural, and cultural value, offering opportunities for adaptive reuse as cultural, educational, residential, or community spaces. Key findings identify material vulnerabilities, structural challenges (including wind, seismic, and thermo-hygrometric effects), and possibilities for sustainable interventions that respect historical authenticity. The study highlights how systematic typological assessment and documentation can guide evidence-based conservation and support innovative reuse strategies, integrating heritage preservation with urban regeneration and community engagement. Water towers exemplify the intersection of engineering, architecture, and cultural heritage, and their conservation requires a multidisciplinary approach between technical performance, material preservation, and socio-cultural significance. Finally, the implemented procedure is proposed as a methodological framework replicable and scalable for assessing similar infrastructures in other contexts. Full article

The economic and societal advantages of Science, Technology, Engineering, Mathematics, and Medicine (STEMM) occupations are considerable; however, access to STEMM education and training opportunities is unequal, especially for youth from low-socioeconomic-status (SES) areas. Young people from low-SES areas may experience sustained structural, financial, and social barriers that limit their ability to develop identities as STEMM practitioners and to persist in pursuing these fields. This case study describes the design, implementation, and evaluation of a community-based mini-medical summer camp held in a low-SES area to support the development of STEMM identities and to increase 6th–11th-grade students’ biomedical and medical knowledge and career interests. The program utilized partnerships with local entities to provide access to biomedical and medical content. Nineteen students completed the program; fifteen consented to and assented to assessment using pre- and post-tests of STEMM-related knowledge and self-efficacy, and completed all measurements. Students’ STEMM knowledge levels increased significantly; however, their STEMM self-efficacy did not change, possibly due to high initial confidence and the short duration of participation. Students reported high engagement and increased interest in the sciences and medicine. Overall, this study suggests that community-centered outreach programs can increase STEMM engagement and learning in low-SES environments. Full article

Although HyFlex teaching has been studied for decades and has become part of the teaching norm since the 2020 pandemic, studies have generally not investigated the learning experiences of students with disabilities in HyFlex classrooms. This study compared the basic psychological needs (BPN) and engagement of undergraduate students who did (SwA) and did not (SwoA) request academic disability accommodations in an introductory, active learning, human-centered design thinking course, a core component of engineering technology education. Data were collected from 3748 primarily first-year undergraduate engineering technology students between fall 2021 and spring 2024, 126 of whom requested disability accommodation through the disability office. The data sources consisted of an end-of-course survey, in which students reported their basic psychological satisfaction level on a Likert scale and described their BPN experiences and engagement in response to open-ended survey questions. As a novel contribution, this study integrates the descriptive analysis of Likert-scale measures with textual- and word-level sentiment analysis, advancing conceptual understanding of reported BPN satisfaction and engagement and revealing divergent patterns across analytic approaches. While the SwA group reported lower scores across all BPN constructs compared to their counterparts, the highest number of them provided positive feedback statements across all BPN domains. Conversely, the SwoA group reported higher BPN scores across all constructs, yet the highest number of them used negative sentiments in their responses across all BPN constructs. The majority of SwA provided positive feedback on autonomy satisfaction, while the majority of SwoA’s positive feedback was on relatedness to the instructor. Future directions for advancing engineering technology education and disability data collection in higher education are provided. Full article

The future of innovation and economic growth depends on our ability to nurture the next generation of scientists. The global shortage of qualified STEM (Science, Technology, engineering, Mathematics) teachers has led many countries to expedite the transition of subject-matter experts from industry and academia into teaching roles. These second-career science student teachers typically participate in accelerated training programs designed to address urgent shortages. This study addresses a gap in the literature regarding effective pedagogical interventions for career-changing professionals in STEM fields, focusing on the experience and transformation of second-career science student teachers. This qualitative case study explores how a Challenge-Based Learning (CBL) course fosters the development of pedagogical competences via developing an instructional unit collaboratively, among five second-career science student teachers enrolled in an accelerated teacher education program. Drawing on data collected through instructors’ field notes, iterative work-in-progress lesson drafts, and reflective final papers, the study employs qualitative content analysis to trace changes in participants’ instructional approaches and professional identity. Findings reveal that engagement with the CBL framework promoted a significant shift from teacher-centered to learner-centered instruction, as participants increasingly integrated collaborative learning, inquiry-based activities, and reflective practices into their lesson planning and classroom teaching. The iterative nature of CBL, which emphasizes real-world problem-solving and structured opportunities for reflection and peer feedback, was instrumental in supporting participants’ adaptive expertise and confidence as novice teachers. Moreover, the course experience contributed to the emergence of a professional teaching identity, with participants reporting greater self-efficacy, a stronger sense of belonging to the teaching community, and increased motivation to persist in the profession. The results underscore the potential of integrating CBL and learning sciences principles into accelerated teacher preparation programs to enhance both cognitive and affective dimensions of teacher development. Full article

The integration of Artificial Intelligence (AI) into Architecture, Engineering, and Construction (AEC) practice is reshaping building design processes and collaborative workflows. However, AI’s role as a design collaborator remains poorly understood across educational and professional contexts. To address this gap, this study conducts an empirical survey of built environment students, academics, and professionals. Collectively, the study develops a comprehensive view of AI’s role in building design collaboration. The survey findings (n = 155) show widespread use of Large Language Models (LLMs) and image-generation tools across design education and practice, especially for creative and documentation-related tasks. While AI is valued for enhancing productivity and streamlining workflows, respondents also express concerns around technology dependency, data privacy, bias, and trust. This study contributes dual-perspective insights—encompassing both theoretical foundations and contemporary perceptions—into AI’s evolution towards transparent and multimodal design collaboration. The findings support a more structured and context-aware integration of AI tools into building design practice. Full article

Generative Artificial Intelligence (GenAI) has been a viable technology for decades, yet widespread adoption in healthcare and academic settings has remained limited to research. One possible explanation for this is limited understanding about the beliefs around GenAI use amongst faculty and students training in biomedical disciplines that frequently lead to non-physician healthcare careers, including physical therapy (PT), occupational therapy (OT), allied health (AH), and biomedical engineering (BME). Furthermore, no known studies exist assessing differences that may exist across those disciplines. Given the significant number of professionals in those disciplines and the outsized impact they have on the healthcare system, investigating their beliefs around GenAI use is vital before widespread adoption. Accordingly, we investigated the perceptions of GenAI among students and faculty in the aforementioned fields that frequently lead to careers in healthcare. We found that knowledge of GenAI significantly influences comfort with its use completing college coursework including whether respondents believed it contributed to the process of completing that coursework and whether use of GenAI enhances learning. Interestingly, however, there were no statistically significant differences in perceptions of GenAI across disciplines, roles, or institution sizes. Qualitative findings revealed concerns about plagiarism, decline of critical thinking skills, and ethical challenges, while also recognizing GenAI’s potential to enhance learning efficiency and idea generation. Critically, the study results emphasize the need for proper training and guidelines to ensure GenAI is integrated responsibly into healthcare-related education. Full article