How Do Educational Experiences Predict Computing Identity?

Despite increasing demands for skilled workers within the technological domain, there is still a deficit in the number of graduates in computing fields (computer science, information technology, and computer engineering). Understanding the factors that contribute to students’ motivation and persistence is critical to helping educators, administrators, and industry professionals better focus efforts to improve academic outcomes and job placement. This article examines how experiences contribute to a student’s computing identity, which we define by their interest, recognition, sense of belonging, and competence/performance beliefs. In particular, we consider groups underrepresented in these disciplines, women and minoritized racial/ethnic groups (Black/African American and Hispanic/Latinx). To delve into these relationships, a survey of more than 1,600 students in computing fields was conducted at three metropolitan public universities in Florida. Regression was used to elucidate which experiences predict computing identity and how social identification (i.e., as female, Black/African American, and/or Hispanic/Latinx) may interact with these experiences. Our results suggest that several types of experiences positively predict a student’s computing identity, such as mentoring others, having a job, or having friends in computing. Moreover, certain experiences have a different effect on computing identity for female and Hispanic/Latinx students. More specifically, receiving academic advice from teaching assistants was more positive for female students, receiving advice from industry professionals was more negative for Hispanic/Latinx students, and receiving help on classwork from students in their class was more positive for Hispanic/Latinx students. Other experiences, while having the same effect on computing identity across students, were experienced at significantly different rates by females, Black/African American students, and Hispanic/Latinx students. The findings highlight experiential ways in which computing programs can foster computing identity development, particularly for underrepresented and marginalized groups in computing.

Improvement of AHMES Using AI Algorithms

This research aims to improve the rationality and intelligence of AUTOMATICALLY HIGHER MATHEMATICALLY EXAM SYSTEM (AHMES) through some AI algorithms. AHMES is an intelligent and high-quality higher math examination solution for the Department of Computer Engineering at Pai Chai University. This research redesigned the difficulty system of AHMES and used some AI algorithms for initialization and continuous adjustment. This paper describes the multiple linear regression algorithm involved in this research and the AHMES learning (AL) algorithm improved by the Q-learning algorithm. The simulation test results of the upgraded AHMES show the effectiveness of these algorithms.

Editorial

CHIEF EDITOR Ahmad Faris Ismail, IIUM, Malaysia TECHNICAL EDITOR Sany Izan Ihsan, IIUM, Malaysia EXECUTIVE EDITOR AHM Zahirul Alam, IIUM, Malaysia ASSOCIATE EDITOR Nor Farahidah Za’bah, IIUM, Malaysia LANGUAGE EDITOR Lynn Mason, Malaysia COPY EDITOR Hamzah Mohd. Salleh, IIUM, Malaysia MALAY TRANSLATOR Nurul Arfah Che Mustapha, IIUM, Malaysia EDITORIAL BOARD MEMBERS Abdullah Al-Mamun, IIUM, Malaysia Abdumalik Rakhimov, IIUM, Malaysia Ali Sophian, IIUM, Malaysia Erwin Sulaeman, IIUM, Malaysia Hanafy Omar, Saudi Arabia Hazleen Anuar, IIUM, Malaysia Konstantin Khanin, University of Toronto, Canada Ma'an Al-Khatib, IIUM, Malaysia Md Zahangir Alam, IIUM, Malaysia Meftah Hrairi, IIUM, Malaysia Mohamed B. Trabia, United States Mohammad S. Alam, Texas A&M University-Kingsville, United States Mustafizur Rahman, National University Singapore, Singapore Ossama Abdulkhalik, Michigan Technological University, United States Othman O Khalifa, IIUM, Malaysia Razi Nalim, IUPUI, Indianapolis, Indiana, United States Rosminazuin AB. Rahim, IIUM, Malaysia Sharifah Imihezri Syed Shaharuddin, IIUM, Malaysia Waqar Asrar, IIUM, Malaysia INTERNATIONAL ADVISORY COMMITTEE Anwar, United States Abdul Latif Bin Ahmad, Malaysia Farzad Ismail, USM, Pulau Pinang, Malaysia Hanafy Omar, Saudi Arabia Hany Ammar, United States Idris Mohammed Bugaje, Nigeria K.B. Ramachandran, India Kunzu Abdella, Canada Luis Le Moyne, ISAT, University of Burgundy, France M Mujtaba, United Kingdom Mohamed AI-Rubei, Ireland Mohamed B Trabia, United States Syed Kamrul Islam, United States Tibor Czigany, Budapest University of Technology and Economics, Hungary Yiu-Wing Mai, The University of Sydney, Australia. AIMS & SCOPE OF IIUM ENGINEERING JOURNAL The IIUM Engineering Journal, published biannually (January and July), is a carefully refereed international publication of International Islamic University Malaysia (IIUM). Contributions of high technical merit within the span of engineering disciplines; covering the main areas of engineering: Electrical and Computer Engineering; Mechanical and Manufacturing Engineering; Automation and Mechatronics Engineering; Material and Chemical Engineering; Environmental and Civil Engineering; Biotechnology and Bioengineering; Engineering Mathematics and Physics; and Computer Science and Information Technology are considered for publication in this journal. Contributions from other areas of Engineering and Applied Science are also welcomed. The IIUM Engineering Journal publishes contributions under Regular papers and Invited review papers. It also welcomes contributions that address solutions to the specific challenges of the developing world, and address science and technology issues from an Islamic and multidisciplinary perspective. REFEREES’ NETWORK All papers submitted to IIUM Engineering Journal will be subjected to a rigorous reviewing process through a worldwide network of specialized and competent referees. Each accepted paper should have at least two positive referees’ assessments. SUBMISSION OF A MANUSCRIPT A manuscript should be submitted online to the IIUM-Engineering Journal website at http://journals.iium.edu.my/ejournal. Further correspondence on the status of the paper could be done through the journal website. Whilst every effort is made by the publisher and editorial board to see that no inaccurate or misleading data, opinion or statement appears in this Journal, they wish to make it clear that the data and opinions appearing in the articles and advertisement herein are the responsibility of the contributor or advertiser concerned. Accordingly, the publisher and the editorial committee accept no liability whatsoever for the consequence of any such inaccurate or misleading data, opinion or statement. IIUM Engineering Journal ISSN: 1511-788X E-ISSN: 2289-7860 Published by: IIUM Press, International Islamic University Malaysia Jalan Gombak, 53100 Kuala Lumpur, Malaysia Phone (+603) 6421-5014, Fax: (+603) 6421-6298

Black Women Speak: Examining Power, Privilege, and Identity in CS Education

Despite the increasing number of women receiving bachelor’s degrees in computing (i.e., Computer Science, Computer Engineering, Information Technology, etc.), a closer look reveals that the percentage of Black women in computing has significantly dropped in recent years, highlighting the underrepresentation of Black women and its negative impact on broadening participation in the field of computing. The literature reveals that several K-16 interventions have been designed to increase the representation of Black women and girls in computing. Despite these best efforts, the needle seems to have barely moved in increasing the representation or the retention of Black women in computing. Instead, the primary goals have been to recruit and retain women in the CS pipeline using gender-focused efforts intended to increase the number of women who also identify as members of racialized groups. However, these gender-focused efforts have fallen short of increasing the number of Black women in computing because they fail to acknowledge or appreciate how intersectionality (the overlapping social constructs of gender, race, ethnicity, class, etc.) has shaped the lived experiences of Black women navigating the computing pipeline. Without honest dialogue about how power operates in the field of computing, the push for racial equality and social justice in CS education remains an elusive goal. Leveraging intersectionality as a critical framework to address systemic oppression (i.e., racism, gender discrimination, power, and privilege), we interview 24 Black women in different phases of the computing pipeline about their experiences navigating the field of computing. An intersectional analysis of Black women’s experiences reveals that CS education consists of saturated sites of violence in which interconnected systems of power converge to enact oppression. Findings reveal three primary saturated sites of violence within CS education: (1) traditional K-12 classrooms; (2) predominantly White institutions; and (3) internships as supplementary learning experiences. We conclude the article with implications for how the field of CS education can begin to address racial inequality that negatively impacts Black girls and women, thus contributing to a more equitable and socially just field of study that benefits all students.

Virtual Reality Implementation for University Presentation

The purpose of this study is to apply virtual reality technology for university presentation, so that evaluate if it is useful and usable. Due to the pandemic situation, the topic is also relevant to the current situation as many universities have shifted to online classes. With 3D modelling and coding, a university presentation application (only for computer engineering department) with virtual reality base has been developed that will allow the user to navigate around the school building and its surroundings. Because the developed application uses a new technology, it is designed to be convenient and simple considering that it can be difficult to use. Application allows movement in this virtual world according to constraints, as well as providing sound warnings when necessary. The application tested with a helmeted display, represented by Google Cardboard, with two lenses in it and a groove for the phone. The limited experiments by different users showed that the application was impressive, although it was not easy to use devices efficiently for an unexperienced user. On the other hand, with emerging technologies, it is possible develop such applications as web application using Unity WebVR Assests which will make it easy of use.

Course Crediting and Academic Evaluation System of The College of Communication and Information Technology

The study aimed to develop a Course Crediting and Academic Evaluation System of the College of Communication and Information Technology (CCIT) in President Ramon Magsaysay State University – Iba Campus to offer an online system to ease the procedures of crediting and evaluation of the student academic records. Descriptive research design and descriptive statistics were utilized in this study. The dean, program chairpersons, and students of Bachelor of Science in Computer Science, Bachelor of Science in Computer Engineering and Bachelor of Science in Computer Engineering are the respondents of the study. The findings revealed that the respondents evaluated the software quality of the system using the International Organization for Standardization and the International Electrotechnical Commission (ISO/IEC): 25010:2011 as excellent. The respondents evaluated as strongly recommended on the degree of recommendation of the acquisition and implementation of the system. The Course Crediting and Academic Evaluation System is recommended to implement to improve the present procedures. Training to the end-users is advised to be conducted to know how to use the system. The maintenance and continuous enhancement of the system to adapt to the changing trends in information technology.

Clustering Algorithm to Measure Student Assessment Accuracy: A Double Study

Self-assessment is one of the strategies used in active teaching to engage students in the entire learning process, in the form of self-regulated academic learning. This study aims to assess the possibility of including self-evaluation in the student’s final grade, not just as a self-assessment that allows students to predict the grade obtained but also as something to weigh on the final grade. Two different curricular units are used, both from the first year of graduation, one from the international relations course (N = 29) and the other from the computer science and computer engineering courses (N = 50). Students were asked to self-assess at each of the two evaluation moments of each unit, after submitting their work/test and after knowing the correct answers. This study uses statistical analysis as well as a clustering algorithm (K-means) on the data to try to gain deeper knowledge and visual insights into the data and the patterns among them. It was verified that there are no differences between the obtained grade and the thought grade by gender and age variables, but a direct correlation was found between the thought grade averages and the grade level. The difference is less accentuated at the second moment of evaluation—which suggests that an improvement in the self-assessment skill occurs from the first to the second evaluation moment.