Late Additions
Relevant Mathematics Concepts Learnt by Engineering Students and Their Links to Antenna Devices in Engineering Education: Introduction and Review of the Literature View Digital Media
Paper Presentation in a Themed Session Vojo George Fasinu
Some developed countries like United State of America, United Kingdom and some European countries frown at the poor handling of mathematics among engineering education students in their universities. Whereas mathematics to some developing countries remains a mere tool for predicting the economic development of a country, but for the case of electronics engineering and technology education students it is not so. In fact, some electronics engineering students just learn and calculate some mathematical concepts and domains without knowing their importance and implications in some industrial machines. And this has affected the effective design of some electronics tools. On this note, this paper takes it at its point of departure by reporting the historical perspective of some mathematics concepts in antenna and electromagnetic related device, starting from its point of origin. It also reports the different mathematical concepts learnt and used when learning an antenna theory and design course in engineering education. Some of these mathematical concepts include calculus, geometry, differentiation, algebra, Fourier transforms, and Improper integrals. More so, concepts like Further Sequences and series, Taylor expansion and some antenna analytical equations are also considered. All these were reported in line with their links to an antenna theory and design course. In actualizing the goal of the study, a mixed-method approach was used in collecting the available data from some electronics engineering students in a university in South Africa. The implication of the study is that inability to recognize appropriate mathematics concepts may eventually affect learner’s design ability.
The Impact of Using AI-powered Flipped Learning on University Students’ Self-efficacy View Digital Media
Paper Presentation in a Themed Session Atef AbuHmaid
Learning experiences are usually intimidated by various factors that can impact students’ learning. The factors are associated with the learning environment, including physical, pedagogical, and psychosocial dimensions. Apparently, traditional learning experience design often expected students to adjust and uplift themselves to the expectations of those who design them (i.e., teachers and instructional designers). This approach has led to mismatches, disappointment, and learning gaps among students. Apparently, learning design can be seriously tampered by students’ “Swiss cheese gaps,” motivation, psychological, and other factors. In flipped learning, students may feel less confident and insecure when they are on their journey to learn new concepts alone in pre-classes in their individual space. The current study is set out to examine this notion by asking the following research question: “What is the impact of using an AI model in a flipped learning approach on students’ self-efficacy in their learning?” The study utilized a Quasi-experimental research approach, as 120 students at the Faculty of Educational Sciences, at Hashemite University, Jordan, were selected. Students were divided into two groups: the experimental group, which was taught using flipped learning aided by a Large Language Model (LLM), while the control group was taught using the traditional flipped learning approach, where they were asked to watch short instructional videos before they attended the class. A 12-item self-efficacy scale was developed and used. The results of the study show that students in the experimental group were more efficient and effective in their study than students in the control group.
