scholarly journals Constructionist Learning Tool for Acquiring Skills in Understanding Standardised Engineering Drawings of Mechanical Assemblies in Mobile Devices

2021 ◽  
Vol 13 (6) ◽  
pp. 3305
Author(s):  
Fernando J. Fraile-Fernández ◽  
Rebeca Martínez-García ◽  
Manuel Castejón-Limas
Keyword(s):  
Student Performance ◽  
Graphic Design ◽  
Mobile Application ◽  
Engineering Students ◽  
Graphical Representation ◽  
Smart Devices ◽  
Learning Tool ◽  
Mechanical Assemblies ◽  
Technical Drawing ◽  
Mechanical Components

The purpose of Graphic Design is to transfer information about design into reality and concerns the analysis, design and representation of mechanical components and assemblies. For the correct rendering of mechanical components, this discipline requires a command of, and the ability to, manage techniques and systems for graphical representation and standardisation; 3D models in a virtual environment enable engineering students to develop graphical skills and spatial awareness. The objective of the present study is the development of an application for smart devices (mobile phones and tablets), based on the constructionist theory of learning, which will enable first year engineering degree students to acquire the technical drawing knowledge and skills necessary to render mechanical assemblies. The mobile application tested and designed in this work is called ARPAID. It is a learning tool aimed at teaching students about the representation of mechanical assemblies as part of an engineering Graphic Design course. Teaching material and a process for evaluation have been designed. A detailed description is given of a classroom activity accompanied by a tabulation and analysis of the results obtained. This mobile application, when used in a Graphic Design course, promotes a more rapid understanding of spatial relationships and problems, fosters students’ learning and motivation, and develops higher order skills. Results from before and after the use of the application will be presented and do indeed show significant improvements in student performance.

scholarly journals Development of Listening and Linguistic Skills through the Use of a Mobile Application

2017 ◽  
Vol 10 (9) ◽  
pp. 95
Author(s):  
Lizeth Ramos ◽  
Arturo Valderruten
Keyword(s):  
Foreign Language ◽  
Systems Engineering ◽  
Mobile Application ◽  
Engineering Students ◽  
Positive Impact ◽  
Support Tool ◽  
Frequent Use ◽  
Level 1 ◽  
Written Test ◽  
Undergraduate Programs

The purpose of this article is to present the results of a research that was developed with eight groups of students of undergraduate programs of the Language Institute at Santiago de Cali University. The research was developed with four groups of students who used a mobile application developed jointly by foreign language professors, a software development professor and systems engineering students, as a support tool for individual practice of English level 1 (Test groups) and an equal number of groups of students who did not use the application (Control groups). No mobile applications already available in the market were used because none of them fit the sequence of topics that the course develops along the semester, thus, it was necessary to design an application tailored to the different themes, grammar and vocabulary requirements that were developed by the students. In both cases, a written test was performed at the beginning and end of the course in order to establish the benefit that the application could offer to the students in the test groups. The results indicate that the frequent use of the mobile application might have a positive impact on the development of both listening and linguistic competencies of English.

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 The Effects of Using a Fully Integrated Mobile Application to Access Learning Management Systems in Higher Education

2020 ◽  
Vol 26 (9) ◽  
pp. 1213-1229
Author(s):  
José Martín-Núñez ◽  
Susana Sastre ◽  
José Peiró ◽  
José Hilera
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Mobile Application ◽  
Learning Experience ◽  
Learning Management Systems ◽  
Academic Major ◽  
Management Systems ◽  
Fully Integrated ◽  
Learning Management ◽  
The Web

The use of mobile devices in the classroom is increasingly frequent. However, the LMS are still not completely adapted to this format, preventing students from using all the LMS web-functionalities in their mobiles. Hence, we present and evaluate the use of a new mobile application fully integrated with Learning Management Systems (LMS). We examined access to LMS by 95 postgraduate university students, differentiating between the services accessed and the means used. Students belonged to four consecutive promotions. In the first two, access to the system was through the web, while in the third and fourth, an app fully integrated with the LMS was available. The results showed an overall increase in access to LMS, with a considerable reduction in access via the web in favor of access via the application. Significant differences were found in the access patterns to communication and assessment services depending on the students' age, gender, academic major and previous m-learning experience. Satisfaction with the LMS rose when the app was available, with greater growth within the academic major on IT and previous m-learning experience group. Finally, students with high performance accessed the system significantly more than those with low performance. In conclusion, the integration of the app with the system showed useful and efficient results. The app eased the use of the system, increased student satisfaction with LMS, and student performance improved with increased access.

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 Mobile accident report and road assistance application

2018 ◽  
Vol 8 (3) ◽  
pp. 124-128
Author(s):  
Nadide Duygu Solak ◽  
Murat Topaloglu
Keyword(s):  
Mobile Devices ◽  
Mobile Applications ◽  
Mobile Application ◽  
Traffic Accident ◽  
Daily Life ◽  
Smart Devices ◽  
Loss Assessment ◽  
The Road ◽  
Speed Up ◽  
The Moment

The number of mobile applications has been increasing rapidly in every field of life with the increasing use of smart devices. Smartphones and tablets make our lives easier with their properties and application they include. Minor or major accidents in traffic are always present in the daily life resulting in financial damage and loss of lives. There have been a number of studies done to speed up the processes to be done from the moment an accident happens. This study aims to enable people to perform all of the post-accident processes quickly and accurately with the use of mobile devices. In this way, papers and documents like photographs will be sent to the competent authorities without wasting time and effort. In addition, access to the road assistance needed will be quite easy. Keywords: Traffic accident, loss assessment and proceedings, mobile application.

scholarly journals Autism Children’s App using PECS

2018 ◽  
Vol 2 (1) ◽  
pp. 7-16 ◽  
Author(s):  
Nareena Soomro ◽  
Safeeullah Soomro
Keyword(s):  
Learning Disabilities ◽  
Communication System ◽  
Mobile Application ◽  
Autistic Spectrum Disorder ◽  
Graphical Representation ◽  
Cost Effective ◽  
Picture Exchange Communication System ◽  
Autistic Children ◽  
Present Communication ◽  
Effective Manner

Since autistic children suffers from learning disabilities and communication barriers, this research aim to design, develop and evaluate an Android based mobile application (app) providing better learning environment with inclusion of graphical representation in a cost effective manner. This research evaluate various supporting technologies and finds Picture Exchange Communication System (PECS) to be better choice for integrating with the app. Evaluation results reveal that the inclusion of PECS helped the children suffering from Autistic Spectrum Disorder (ASD) to better communicate with others. The study included autistic children who do not speak, who are unintelligible and who are minimally effective communicators with their present communication system. The evolution results showed encouraging impacts of the Autism App in supporting autistic children to adapt to normal life and improve the standard of their life.

scholarly journals Evaluation of technical drawing rules and its application in engineering drawings and final year projects

2020 ◽  
Vol 3 (3) ◽  
pp. 82-87
Author(s):  
Mohammad Maruf Sharifi
Keyword(s):  
Engineering Students ◽  
Oil And Gas ◽  
Survey Questionnaire ◽  
Engineering Drawing ◽  
Technical Drawing ◽  
Engineering Drawings ◽  
Main Material ◽  
The Way

The way of imagination and visualization of spatial, the ability of read, analyze and interpret different drawings for engineering students is provided by graphics training. The accurate way of technical drawings and rules in engineering drawing in final year projects are discussed in this paper. Primary and main material collection was done by distribution of questionnaires amongst the final year students and also by collecting their look outs based on a survey questionnaire amongst 300 students from different engineering departments. 300 different final year projects and 2500 engineering drawings were surveyed from a batch of students from 2016-0218. Although, the design drawings and architecture drawings in civil and architecture departments take around 90 sheets, whereas simple drawings are sparse. But in the field of geology and mind, oil and gas, hydraulics have majority of infrastructure and simpler drawings. Conclusively, the application of technical drawings is same in all departments, while in civil and Architecture department's projects, scales, thicknesses of lines, types of lines are used correctly and due to wrong use of symbols and colors is rejected. In Geology and mind, oil and gas and hydraulic due to the use of large scales, colors are accepted but, on basis of incorrect use of line thicknesses and small dimensions are rejected.

Using Team-Based Learning to Improve Learning and the Student Experience in a Mechanical Design Course

2010 ◽  
Author(s):  
Peter M. Ostafichuk ◽  
H. F. Machiel Van der Loos ◽  
James Sibley
Keyword(s):  
Student Performance ◽  
Mechanical Design ◽  
University Teaching ◽  
Teaching Evaluations ◽  
University Of British Columbia ◽  
Team Based Learning ◽  
Mechanical Components ◽  
Multiple Choice Exam ◽  
Course Format ◽  
The University

In 2008, a design course on mechanical components (MECH 325) at the University of British Columbia was converted from a conventional lecture-based format to a team-based learning (TBL) format. The MECH 325 course is content-rich and covers the characteristics, uses, selection, and sizing of common mechanical components (including gears, flexible drives, bearings, and so on). With the shift in course format to TBL, student performance on exams as well as responses to teaching evaluations and course surveys all indicate an improvement in the students’ perception of the course and student learning. Specifically, performance on multiple choice exam questions from different years (remaining similar in both style and difficulty) increased by 17%. Likewise, on official University teaching evaluations over a five-year period, students rated the TBL version of the course as having a reduced workload, seeming less advanced, seeming more relevant, and being more interesting. On informal course surveys, 76% of students on average indicated they felt the various elements of TBL were effective towards the course aims. Finally, from instructor observations, the shift to TBL has resulted in increased student engagement and collaboration, and an increased emphasis on higher-level learning, such as application, synthesis, and judgment.

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