ISATE 2024 Paper Presentation Session 3

Y.H. Kwok^*,a, K.P.A. Wong^**,b and F. Ko^***,a

^aHong Kong Institute of Information Technology, Hong Kong

^bCentre for Learning and Teaching, Vocational Training Council, Hong Kong

^*kwokyuho@vtc.edu.hk, ^** alexander.aw@vtc.edu.hk, ^***friedako@vtc.edu.hk

Abstract

The Hong Kong Institute of Information Technology (HKIIT) has taken a leading position in the rapidly changing Vocational and Professional Education and Training (VPET) field by incorporating the cutting-edge conversational AI into its Project-Based Learning (PBL) curriculum for students studying software engineering. This study examines the prospective advantages and difficulties of integrating ChatGPT to enhance problem-based learning facilitation and assesses critically the precision and quality of its contributions to diverse PBL roles.

ChatGPT's conversational attributes and capacity to imitate human interactions apparently make it suitable for undertakings such as scenario conception, facilitating discussions, responding to students' enquiries and offering personalised advice to students. Its prompt feedback and information handling abilities apparently can considerably diminish administrative burdens for instructors, freeing up time for engaging with students, evaluating learning outcomes and assessing student actual competencies.

However, incorporating ChatGPT also presents various challenges. Issues emerge regarding liability in incidents of incorrect AI-generated information and the actual accuracy of AI-generated result. In a learning environment that relies seriously on the reliable information and guidance, ensuring the trustworthiness of ChatGPT's output is crucial. This paper emphasises the need for a balanced way to incorporating AI into teaching and learning. As VPET continues adapts to technological progressions, technologies like ChatGPT will apparently play a significant part in shaping the future of learning. However, it is vital to address the difficulties connected with their use to guarantee the quality and sincerity of the educational experience.

R.Q. Goh

Temasek Polytechnic, School of Informatics & IT, Big Data & Analytics, Singapore

Goh_Rui_Quan@tp.edu.sg

Abstract

Generative Artificial Intelligence (GAI) is changing the skills needed in Data Science and education. This study looks at how GAI tools, like ChatGPT and Codeium, can help students in a module that teaches machine learning and applies it in decision-making. Initially, the module was too challenging due to its heavy cognitive load, as indicated by feedback from the 2021/2022 and 2022/2023 academic years. By using Codeium, programming became easier and more intuitive, helping students understand complex ideas better. ChatGPT offered personalized and interactive support. Feedback from the 2023/2024 academic year showed higher student satisfaction. This study shows that GAI tools can make learning easier and could be used to teach other complex skills, reducing difficulty and improving student skills for the future.

F.M. Tham^*, B.G.Y. Lee and T.K. Chettiar

Singapore Polytechnic/School of Life Skills and Communication, Academic Staff, Singapore

^*tham_foong_meng@sp.edu.sg

Abstract

Many students often express their dislike for writing and their perceived lack of skill in it. Given that research has suggested a link between self-efficacy and writing performance, we explored the potential of incorporating generative AI (GAI) tools into a writing module at Singapore Polytechnic. This study investigates the impact of introducing GAI tools on self-reported confidence levels in writing and in use of GAI tools (UGAIT) for writing. In our study, we introduced information on GAI, common AI writing tools, and benefits and limitations of using GAI into existing teaching and learning materials for the term-long Effective Writing for the Workplace (EWW) module. Participants completed surveys at the start and end of the 6-week long module to assess changes in self-reported confidence levels. We collected information on students’ prior usage and perception of the usefulness of GAI tools in writing assignments, and their confidence levels in writing in English and in UGAIT to support their writing. Analysis of the data collected from 170 participants using the Wilcoxon signed rank test showed statistically significant changes in self-reported confidence levels. The survey data indicated increases in self-reported confidence levels in both UGAIT (40%) and writing (36%). However, a minority of students reported decreased confidence levels in both areas. Students who reported lower confidence in UGAIT expressed distrust in GAI tools due to their current shortcomings and their own inadequate AI literacy levels. Those who reported lower confidence in writing mostly cited poor English grammar proficiency. Although applying the Spearman rank correlation test did not show a statistically significant positive association between UGAIT and writing confidence levels, our preliminary study provides evidence of the potential benefits of incorporating GAI tools into a writing module. In addition, our findings and further research done in the process of doing the study, point to a need to provide more structured guidance in the EWW module to improve student literacy levels in UGAIT so our students can engage effectively and ethically with GAI in a rapidly evolving world powered by large language models (LLM).

Tetsuya Kojima^*,a, Run Kawada^b and Shinya Suzuki^c

^aDepartment of Computer Science, National Institute of Technology, Tokyo College,

Hachioji, Japan

^bteamLab Inc., Tokyo, Japan

^cDepartment of Liberal Arts, National Institute of Technology, Tokyo College, Hachioji, Japan

^*kojt@tokyo-ct.ac.jp

Abstract

Data hiding is a technology to embed secret messages to digital objects without being recognized by human recognition systems. It includes digital watermarking for copyright protection and digital fingerprinting to avoid illegal copies or distributions of digital media as well as steganography as a means of covert communications. The objects conveying the secret messages are called “stego objects” while the original objects without carrying any secret messages are called “cover objects.” In this study, we are only concerned with data hiding schemes for printed matters. Specifically, we develop applications to embed and extract secret messages from the digital photographs or figures printed on the paper documents. We assume that the embedded messages are URLs for digital learning materials on the web such as audio files, videos as well as 3D models such as Sketchfab. Teachers can embed such URLs into the digital files of figures or photographs on their PCs with the developed embedding application. They can print learning materials including these stego images conveying the embedded URLs and distribute them to students. When students take a photo printed on the distributed learning material by the developed extracting application installed on digital devices, the embedded URLs will be automatically extracted and the digital learning materials will be shown on the browser. In general, the quality of the images printed on papers are deteriorated from that of the original digital ones. It is difficult to extract the embedded messages successfully from such deteriorated stego images. In the applications developed in this study, we apply a data hiding scheme based on spatial synchronizations, multiple embedding into middle frequency bands of the images as well as error detecting codes. It has been shown that the developed application can extract the embedded URLs with almost no errors, and we can operate Sketchfab soon after we take the printed photos.

Dr Chia Chew Lin^* and Rick Chua

Singapore Polytechnic, School of Electrical & Electronics Engineering, Singapore

^*chia_chew_lin@sp.edu.sg

Abstract

This paper discusses implementing a Digital Twin (DT) virtual model to simulate scenarios impractical to recreate physically for the module ET0917: PLC Applications in the School of Electrical & Electronics Engineering (SEEE). However, integrating DT into the lab involves numerous steps potentially leading to cognitive overload for the students. To foster sustainable learning, the lab activity design combines Self-Determination Theory (SDT) and Cognitive Load Theory (CLT) to address both the motivational and cognitive aspects so that students are not only motivated to learn but also have the cognitive resources to do so effectively.

A mixed-methods approach including diverging stacked bar charts, sentiment analysis of student comments, focus group discussions, and teaching staff feedback was used to evaluate DT lab’s effectiveness. Data from 96 out of 103 students and all four teaching staff over one semester indicate positive reception. Both teaching staff and students reported there were improved visualization and enhance learning experiences with the DT model.

The paper then suggests addressing the challenges and future research to enhance learning for sustainability, including an extended activity with a future carpark scenario. Engaging in such activities can help students anticipate how changes in problem and parameters affect system behaviour, fostering anticipatory competency, a key sustainability identified by UNESCO.

M. Katsumi^*,a, O. Takahashi^b

^aInstitute for International Industry-Academia Collaboration,

Nagaoka University of Technology, Nagaoka, Japan

^bDepartment of Civil and Environmental Engineering, Nagaoka University of Technology, Nagaoka, Japan

^*mkatsumi@jcom.nagaokaut.ac.jp

Abstract

Nagaoka University of Technology (NUT) was established in 1976 as a leading school for engineering studies. NUT was founded on a new idea called “GIGAKU (Science of Technology).” This concept helps us find practical solutions and sparks new ideas for the future. GIGAKU, related to STEM education, uses a wide range of knowledge from science and engineering, management, safety, information technology, and life sciences to come up with practical solutions and innovations. NUT is one of the few universities in Japan and abroad to have both a UNESCO Chair and a UNITWIN Network. The UNITWIN/UNESCO Chairs Programme, established in 1992, aims to promote international cooperation between universities, share knowledge, and encourage collaborative work. Currently, there are around 950 UNESCO Chairs and 45 UNITWIN Networks across 120 countries and NUT has been established “UNESCO Chair on Engineering Education for Sustainable Development (GIGAKU SDG Institute)” and “UNITWIN Network for Engineering Education towards Sustainable Pathways (GIGAKU SDG Network). GIGAKU SDG Network aims to be a place for making engineering education better and more helpful in　achieving the Sustainable Development Goals (SDGs). This network is made up of 10 institutions from six　countries (India, Mexico, Mongolia, Spain, Viet Nam, and Japan) and an observer company from Thailand.　All members share the four Credos of the Network (Work integrated learning, Early start and recurring　opportunity, Sustainable Development Goals, and Evaluation by industry and society). Network members work together to cultivate innovative engineers who have the practical skills needed by their countries for　sustainable development. This is done through working together on research, planning conferences together, and exchange programs for students, staff, and faculty, among other things.

Network members have reached out to local communities, like high schools, by making online educational materials in six languages (English, Japanese, Spanish, Mongolian, Vietnamese, Thai) available on the website. Currently, they are working on a multilingual textbook about engineering ethics. These materials are used both inside and outside the network to help people worldwide learn about practical engineering education more easily.

In the presentation, we will introduce the clear objective of the GIGAKU SDG Network, along with examples of efforts to spread practical engineering education/knowledge worldwide.

L. William

School of Informatics & IT, Temasek Polytechnic, Singapore

lwilliam@tp.edu.sg

Abstract

Temasek Polytechnic's Major Project is a Year 3 subject requiring students to apply diploma-related skills in a real-world context. The course, worth 10 Credit Units, culminates in presentations to lecturers after 10 weeks. Manual scheduling of these presentations is time-consuming and leaves students limited preparation time. To address this, an automated scheduling system using Artificial Intelligence (AI) algorithms is proposed. The problem is approached as a timetabling issue, considering hard (critical) and soft (non-critical) constraints. Two AI algorithms, greedy algorithm and simulated annealing (SA) were explored to solve this scheduling problem. Preliminary experiments using a mock dataset showed that the SA algorithm successfully accommodates all hard constraints and produces a higher-quality schedule. Based on these results, the SA algorithm has been selected for implementation in the automated scheduling system.

Say Beng, Lai^*,a, Li Cheong, Chin^a, Nam Chew, Chua^a, Alvin, Ng^a and Charlotte, Poh^a

^aSingapore Polytechnic, School of Mathematics and Science, Singapore, Singapore

^*Lai_Say_Beng@sp.edu.sg

Abstract

In Singapore Polytechnic (SP), our modules have become fully flipped. Students in the flipped classroom view online lecture videos asynchronously in our learning management system Brightspace (BS) as part of their pre-class homework. Currently in BS, lecturers can only see if students have clicked on the link to watch these assigned videos, but not the behaviour of the students’ video viewing patterns. As lecturers, it is crucial to know our students’ video watching habits so that we can identify their learning needs before going to class. Therefore, in the School of Mathematics and Science (MS), we embarked on a project to study this.

In this paper, we will share with you our insights in using video clickstream data from an online system called LearningANTS for better classroom engagement. This study was conducted in AY2023/24 S2 for the Engineering Mathematics II module taken by approximately 840 students. During this semester, students watched 3 weeks of lecture videos from LearningANTS where their various click actions were being captured by the system. From the various reporting charts in LearningANTS, lecturers were able to ascertain the percentage of videos viewed by students and monitor when and how students played, rewound, fast-forwarded and paused the videos as they watched the online lessons.

Our findings from this study were gathered from data captured in the system and feedback solicited through surveys from students and lecturers. Clustering of the data with students’ assessment results enabled lecturers to better understand video viewing behaviour based on the capabilities of students. Feedback from student surveys helped lecturers better understand why students rewound, fast-forwarded and paused the videos. The collective views from lecturer surveys were generally positive. Although most lecturers agreed that the insights gathered from the dashboard in the system can help improve students’ learning, there is a need for better support in translating these insights to classroom intervention strategies. As SP plans to roll out video content management system in our modules, we can leverage our findings to guide future deployment.

Y. Bando^*,a and A. Mizumoto^b

^aNational Institute of Technology, Kure college, Kure, Japan

^bJFE Plant Engineering Co., Ltd, Kurashiki, Japan

^*bando@kure-nct.ac.jp

Abstract

In Japan, from the 2020 school year, programming education in elementary schools has become compulsory. The Ministry of Education, Culture, Sports, Science and Technology (MEXT) has proposed the "GIGA School Concept," which has led to the rapid construction of ICT environments at each educational institution, resulting in the steady introduction of programming education and a wealth of examples. On the other hand, the current situation is that programming education has not yet taken root due to the fact that there are educational institutions with inadequate ICT environment facilities and teachers who are concerned about how to conduct classes. Therefore, we attempted to develop IoT-based programming education support materials that are easy to use for both children and teachers, and that are also easy to introduce in terms of environmental facilities. We developed a teaching material to support programming education by applying IoT technology. By creating 3D programming blocks with ‘Basic programing source code’ and combining them to construct a program, and by transmitting the information of the assembled programming blocks to the robot side, the robot equipped with a microcontroller can operate according to the assembled blocks, and the results of the program execution can be fed back to the robot side. Specifically, the basic operation of the robot is assigned to each block, and an operation program is constructed as a combination of basic operations from the array information of each block read by the master block. The created program is transferred to the robot by Bluetooth wireless communication, and the robot actually performs the operation defined by the array of blocks. This system is designed to allow you to enjoy trial and error by actually moving your hands to assemble the blocks. The purpose of this system is to improve the learning efficiency by providing feedback to the robot.

T.W. Tan^*, C.H. Chan and X.K. Wee

School of Chemical & Life Sciences, Singapore Polytechnic, Singapore

^*tan_tiong_wei@sp.edu.sg

Abstract

The integration of learning analytics in flipped classroom involves gathering and analysing data on student engagement, performance and learning behaviours from both pre-class and in-class activities. The use of data, whether it is explanatory or through predictive models, is to gain insights to improve student learning outcomes (Pam, A et al, 2016). This study explores the utilisation of learning analytics within the Brightspace Learning Management System (LMS) for Chemistry I module, where students engage with diverse resources and activities, including asynchronous lectures, assignments, quizzes and surveys. Analysis of data is facilitated by the Quiz Dashboard with a specific focus on investigating the impact of students’ pre-class assignment score on mid-semester test (MST), examination and their overall module marks. The purpose is to gain insights into how students’ interaction with their pre-class assignments will allow faculty to determine learners’ motivation and predict their examination and overall module performance. Our results showed that there is a significant positive correlation between the total pre-class assignment score and the examination marks, r (515) = .68, p < .05. There is also a strong positive correlation between the total pre-class assignment score and the final module marks and the relationship is also statistically significant, r (515) = .73, p < .05. Our analysis also showed that students in the higher pre-class assignment percentage ranges have a higher percentage of learners passing the MST and the examination. The results are encouraging as it validated the use of data from pre-class assignment score in Brightspace as ALeRT to help students improve on their chemistry. The data can also be used to predict at-risk students early so that faculty can provide targeted interventions through differentiated activities or supplementary classes to support their learning journey. This approach aligns with the broader goal of leveraging technology and data to optimise students’ learning and allow faculty members to create a more inclusive and effective learning environment in chemistry education.

K. Kageyama^*,a, K. Suehisa^b, K. Mori^a, Y. Tange^a and T. Dode^c

^aNational Institute of Technology, Maizuru College

^bFaculty of Advanced Engineering, National Institute of Technology, Maizuru College

^cKyoto Prefectural Special Support School in Yosanoumi

^*k.kageyama@maizuru-ct.ac.jp

Abstract

Delivery classes have been conducting delivery classes for teachers at Kyoto Prefectural Special Support School. The content of the classes consists of switch teaching devices, which are often requested by teachers at special-needs schools. With the recent introduction of mandatory programming education, there has been a demand for assistive products related to programming knowledge. One such request originated from a teacher at a special-needs school for children with physical disabilities, who said, “I want to use virtual reality to realize things that cannot be done in the real world.” This can be challenging for people with disabilities. Therefore, in this study, we propose switch assistive technology that enables people with severe disabilities to operate virtual reality (VR) in the same way as those without disabilities. We developed a controller that enables physically impaired people to operate VR. This controller consists of switches that are typically used by people with a physical handicap. This switch can be used to switch the user's viewpoint in the VR environment. We confirmed that a person with a physical handicap can operate the VR in the same way as a person without a physical handicap.

Y. Ghezelloo^*,a, S. Fujiwara^b and Y. Mizuno^c

^aNational Institution of Technology /Architecture, Assistant Professor, Akashi, Japan

^bNational Institution of Technology/ Senior Director, Headquarters, Tokyo, Japan

^cNational Institution of Technology /Global Education Centre, Director, Akashi, Japan

^*y.ghezelloo@akashi.ac.jp

Abstract

This paper reviews the process, products and outcomes of the Kosen Global Camp implemented by National Institute of Technology, Akashi college in September 2023 under Sakura Science Grant. This 10- day program invited international college students as well as globally experienced lecturers and provided a series of active learning and problem-based workshops on disaster science, climate change preparedness, climate-related disaster innovation, and engineering design. The aim was to devise the youth in inclusive understanding of climate change related disaster risks and encourage their innovative and critical thinking through multicultural and multi-discipline to prepare and respond to future risks. Throughout Kosen Global Camp, students at college of technologies from Japan, Taiwan, Indonesia, Malaysia, and Mongolia, gathered in Akashi College of Technology and developed their ideas as to face climate-related disasters as innovative product prototypes. Participants were given lectures on basics of natural hazards and climate-related disasters, practiced different risk scenarios as the survivors as well as preparedness innovators. In addition, students were assigned to 6 multicultural groups of international students to introduce and establish a deep understanding of the natural hazards in their home countries for other members and discuss the challenges of climate change in each background. The members then worked along the engineering design lectures, captured a global discussion and way of thinking regarding the issues of climate change and developed their very own creative prototype of products. At the end, each group presented their prototype for the participants and the lecturers and were awarded a certificate of completion. We believe that these types of youth innovative and active education followed by problem-based learning techniques will enhance next generations understanding and familiarity with the basics of climate change related disaster. In addition, the participants can develop a better understanding of their role and ability as contributors to mitigate the risks and damages more globally in the future.

Phyoe Kyaw Kyaw^*a, Lim Joo Ghee^a, Mark Wan Chi Ming^a and Chong Siew Kee^b

^aSchool of Electrical & Electronic Engineering, Singapore Polytechnic, Singapore

^bDepartment of Academic Quality & Resources, Singapore Polytechnic, Singapore

^*phyoe_kyaw_kyaw@sp.edu.sg

Abstract

This paper documents an innovation in which a customized learning assistant chatbot, built upon the Generative Pre-trained Transformers (GPT), a Generative Artificial Intelligence (AI) Large Language Model (LLM), was employed as a virtual tutor to supplement the student learning experience in a data-enabled flipped learning (DEFL) classroom module. The research sought to explore, analyse, and evaluate how students experienced this technology, what could be learned to enhance different aspects of the learning process, and the challenges this may pose for future practice and research. The pedagogic approach was guided by an evidence-based teaching framework in which the design and facilitation of learning draws on validated knowledge on how students learn best and what teaching methods are most effective and efficient. In the chatbot, students were provided with clear learning outcomes, instructional content that focused on the key subject concepts essential to building understanding, and focused question prompts to initiate their critical thinking. They were then encouraged to use their own initiative in experimenting with this AI technology. The methodology involved data collection from 146 first-year students across eight classes in two Digital Electronics modules, focus group interviews with a sample of 10 students, and reflective practices from three teaching faculty. The research yielded positive results, especially on the usefulness of the virtual learning assistant chatbot pre-trained on the module content. It significantly enhanced students' understanding by providing rapid and accurate feedback. It was also deemed effective for supporting various learning tasks, such as answering questions, offering explanations, and generating insights. By understanding students’ perceptions, based on their learning experiences with the chatbot, faculty can create instructional strategies to enhance the quality of their teaching practices. This also offers the potential for greater differentiation and personalization of instruction, which is a highly desirable educational aim.

Yuko Kamochi^*,a, Kazunari Matsuno^a

^aNational Institute of Technology(KOSEN), Kure College, Kure, Hiroshima, Japan

^*kamochi@kure-nct.ac.jp

Abstract

The National Institute of Technology (KOSEN), Kure College (KC) which was opened in 1964, will celebrate its 60th anniversary in 2024. The growing social demand for female participation in the engineering field led KC to establish Gender Equality Promotion Office in 2013. Since then, a female student public relations group has operated as a subordinate organization of the Gender Equality Promotion Office, aiming to promote diversity within KC. In 2015, the group changed its name to MECA Girls Training Project, with “MECA” representing Mechanical, Electrical, Information Science, Civil and Architectural Engineering. This project has been ongoing, designing various science and engineering-related workshops and promotional events. Its goal is to help junior high school students choose scientific fields as their career paths and to raise awareness of KOSEN as one of the viable options. As a result of these efforts, the average percentage of female students in admission, which was about 15 % before the inception of MECA Girls Training Project, has significantly increased to an average of 24 % between 2015 and 2024. As of the year 2024, it has reached its highest point at 32 %, surpassing the mid-term target for KOSEN female enrollment by two points. The present study focuses on the process of building campus organizations and educational program to enhance the competency level of female students. Furthermore, we will look at how the project-based course, “Incubation Work,” which started in 2015 for all grades and in all departments in KC, has influenced the deepening of the project themes female students devised. Then, the questionnaire survey conducted on the project members is analysed to see what capacities were built through the project implementation. In conclusion, it can be said that several essential skills and abilities to seek careers, that is, communication skills, self-analytical skills, and promotional ability were fostered through the creation of science and engineering educational content for junior high school students and promotional activities to increase the number of female students entering KOSEN. Finally, some methodological insights that will contribute to expanding the base of science career choice support programs are suggested.

M. Nagai^a, Y. Nakamura^*,b and T. Adachi^b

^aInstitute for Research on Next-generation Semiconductor and Sensing Science (IRES²), Toyohashi University of Technology, Toyohashi, Japan

^bDepartment of Mechanical Engineering, Toyohashi University of Technology, Toyohashi, Japan

^*yuji@me.tut.ac.jp

Abstract

The ability to achieve an optimum design based on specifications is a skill that should be developed in the mechanical engineering program. We have developed a “self-enlightenment” engineering educational scheme for designing, creating, and evaluating through the spontaneous participation of students themselves. The most significant feature is providing experiences such as machining to create “real (not virtual)” parts to assemble and form real products with one’s own hands. Achieving this goal requires students to repeat the design cycle (CAD-CAE) to avoid any mistakes in the final products produced by CAM. Evaluating the final product can reveal how well the design cycle worked yet you may find some unexpected things and why that happens. In recent years, we used a “smartphone stand” as the targeted product and the instructors providing the specifications to third-year undergraduate students in Department of Mechanical Engineering, Toyohashi University of Technology. Students designed and analyzed using 3D-CAD and created component drawings. Through analyses (e.g. CAE; evaluating stress distribution and overall shape deformation), an optimal design was determined, and students evaluated its feasibility of their design. If not satisfied, they were encouraged to modify the design in 3D-CAD and then analyze again. By repeating this cycle (CAD-CAE), students learn the optimization process in design, which is often experienced in the real manufacturing processes. Once the shapes of all parts were finalized, the CAD data was transferred to a laser cutter device (CAM), which cuts thick paper to manufacture the designed parts. Students assembled the parts to create their own smartphone stands, then evaluated them in various ways to check whether they satisfied the prescribed specifications. Generally, products do not match all specifications, thus students consider the reasons for inconsistencies and areas for improvement, which enhances awareness of the important aspects of engineering design. By adopting the problem-solving and repetitive learning method using the CAD-CAM-CAE cycle, students can improve their ability to become future professional engineers in an efficient yet effective manner.

N. Maharjan^*,a, E. Nobuhiro^a, Y. Ominato^a, Y. Tsuchida^a, K. Ichimura^a

National Institute of Technology, Nagaoka College / Division of General Education (English), Niigata, JAPAN

^*namimaha@nagaoka-ct.ac.jp

Abstract

The upsurge of digital technology after the global pandemic has completely transformed the world around us, and its impact on the educational sector has been remarkable. With the incessant progress of digital technology, numerous technology-assisted learning platforms have been developed. Among them, mobile phone learning platforms are grabbing attention as most of the students have easier access to mobile phones than any other digital tools. Previous studies have shown that various mobile-assisted learning (MALL) methods are being utilized to learn and teach different courses in educational institutions around the world. However, there are limited studies reporting the effectiveness of MALLs particularly in the colleges of the National Institute of Technology, known as KOSEN. In this study, the objective was to conduct a preliminary study to explore the effectiveness of MALL as a new teaching approach in order to motivate them and provide an engaging learning environment. For this study, the chosen participants were the second-year KOSEN students. They were divided into treatment and control groups. In general, majority of the students find vocabulary challenging to remember in an English reading course. So, they were given grammar and vocabulary assignments and tests using a mobile application called Monoxer. The performance of students was assessed through their pre-tests and post-tests. Further, questionnaire studies were conducted to understand the perceptions of students about MALL and its impact on their performance.

It was observed that the students’ experiences using the MALL for English reading course were affirmative. They were satisfied by this new approach of learning and found it effective for improving their reading comprehension in English reading course. Besides, the students accepted the application of the MALL app based on its usefulness, ease of use and access, instant feedback from teachers, and continuity. For the efficiency assessment, when the treatment group was compared with the control group, the treatment group outperformed the control group on their academic performance for English reading course. Therefore, this study verifies that MALL could be an effective pedagogical tool for promoting English reading comprehension competency in KOSEN.

S. Teng^*,a and K. Y. Teh^a

^aRepublic Polytechnic, School of Engineering, Singapore

^*teng_suyan@rp.edu.sg

Abstract

E-learning/online learning based on the virtual learning environment (VLE) has become a viable education alternative, gaining more and more attention due to its flexibility, accessibility, cost effectiveness, customized learning experience, and variety of courses available. In Republic Polytechnic (RP), e-learning has been deliberately planned and carefully designed to provide alternative learning options. For Continuing Education and Training (CET) full qualification diploma programmes, e-learning has been increasingly promoted and significantly ramped up in recent years. Therefore, it is important to know if students would have similar learning experiences and achieve equivalent course outcomes in e-learning as in Face-to-Face learning. This study explored the factors affecting the course outcomes in e-learning based on students’ perceptions of e-learning experience. Quantitative methods encompassing a 10-factor, 30-item survey were employed in this study. Factor and reliability analyses were conducted to verify, validate and refine the survey items. Survey responses were analysed through descriptive, comparative and correlational analyses. Survey findings were derived to summarize students’ overall perceptions of e-learning (descriptive), differences in perceptions of e-learning across different semesters (comparative), and relationships between the various factors and their influences on the e-learning course outcomes (correlational). The findings showed that, it is important to enhance learner-content interactions through building interactive activities into the e-learning package; to ensure the e-learning packages have clear instructions, proper workload, and easy access; to increase interactions (learner-learner, learner-lecturer) through online discussions and activities to promote social presence during e-learning; and to adopt microlearning for learners to absorb information before they lose interest or attention, which in turn increases knowledge retention.

H.K Singh and D. Chen

Singapore Polytechnic/ School of Life Skills and Communication, Singapore

Harveen_Kaur_Singh@sp.edu.sg

Abstract

In the post-COVID era, the Learning Express (LeX) programme underwent two significant transformations: a shift from social innovation to sustainable innovation, aligning with the United Nations' Sustainable Development Goals (SDGs), and its transition into an Asia-Ready Exposure (AEP) programme. The latter aims to foster students' continued interest in the ASEAN, China and India (ACI) region, extending learning beyond LeX by championing sustainability within these regions. However, with these two transformations, the cornerstone of the programme is still Authentic Learning, by which our students are engaged as active problem-solver and inquirers. Therefore, this paper investigates the key features that contribute to the authenticity of learning in the refined LeX programme and its extension, LeXPlus.

Employing a mixed-methods approach, the study conducted a preliminary survey to assess the authenticity of learning within the ACI region and interviewed a student and a facilitator to gain insights into how learning occurs within and beyond LeX, with a specific focus on Authentic Learning in the context of Education for Sustainable Development (ESD). The findings revealed that while students possessed baseline knowledge of the interplay between ESD elements, the application of this knowledge can be primarily observed beyond LeX. Furthermore, the role of the facilitator emerged as crucial in championing sustainability during LeX.

Based on these findings, the paper provides recommendations to enhance the authenticity of learning in LeX and LeXPlus, contributing to the broader goal of promoting sustainable development within the ACI region while preparing our students to become proactive global citizens of the world.

Hiroki Momono^*,a, Mitsuru Matsumoto^a and Takashi Yamawaki^a

^aNational Institute of Technology, Yonago College, Hikona, Japan

^*momono@yonago-k.ac.jp

Abstract

Traditional Japanese education was a passive, instruction-based system of teaching knowledge. The current approach to Science, Technology, Engineering, Arts, and Mathematics (STEAM) education, by contrast, is of a construction type (PBL), inviting active learning. The approach to STEAM education is recognized as an important goal of national reform in Japanese education from kindergarten to university (K–16). However, in Japan, STEAM education has only received implementation over the past few years, such that there is little knowledge available on STEAM learning programs, curriculum models, and assessment methods. We developed a method for programming LED illuminations within STEAM education to enhance fundamental competencies and creativity in K–16 students. First, we created web applications using “BIPES“ and developed “MicroPython IDE“ to create a programming environment for STEAM education that involved LED illuminations that do not require software installation. BIPES is a visual programming tool, similar to Scratch and MicroPython IDE; it is a code programming tool for the MicroPython language. Furthermore, in using these programming environments, we created teaching materials to enable hands-on learning of programming from an artistic perspective. We investigated several aspects of this teaching material, including its appeal to children, enjoyment level, its comparability with Scratch, and the motivational aspect it offers for programming learning. The programming course, that used teaching materials for STEAM, greatly boosted student motivation to learn programming. This finding indicates high levels of satisfaction with this teaching material, likely due to the novelty and joy of being able to control everyday items, such as push-button switch, speaker, and LED, which sparked the interest and curiosity of the students. Furthermore, we implemented education using LED illuminations at “Tottori Hanakairo” for fifth-year students at a technical college. These students applied their knowledge to plan and design LED illumination projects and to create electrical circuits and programming. This initiative, in which students themselves put their ideas into practice and learn by cycling between Input (Knowledge) and Output (Creativity), has notably enhanced students’ motivation to learn.

M. Tafu^*,a, R. Matoba^b, H. Hasegawa^c, K. Yamamoto^d and J. Nishida^e

^aDepartment of Applied Chemistry and Chemical Engineering, National Institute of Technology (KOSEN), Toyama College, Toyama, Japan

^bDepartment of Electronics and Computer Engineering, National Institute of Technology (KOSEN), Toyama College, Imizu, Japan

^cDepartment of International Business, National Institute of Technology (KOSEN), Toyama College, Imizu, Japan

^dDepartment of Maritime Technology, National Institute of Technology (KOSEN), Toyama College, Imizu, Japan

^eOffice Nishida LLC, Tokyo, Japan

^*tafu@nc-toyama.ac.jp

Abstract

Entrepreneurship is recognized as one of the methods of student empowerment in KOSEN education. Various KOSENs have been challenged to develop “student entrepreneurs” from the education program and startup competitions. However, most Japanese small companies have made various innovations through KOSEN alumni. These innovations have certainly supported the development potential of Japanese industries directly or indirectly. We focus on developing human resources in KOSEN as “future intrapreneurs” in small companies for Japanese industrial development. An education model was constructed as a form of the “theme-finding internship (TFI)” program. The framework of the TFI program was conceptualized as follows: first, we constructed student teams of three students from other backgrounds; second, the student teams challenged hidden problems in the proposed tasks suggested by a company; third, academic staff members supported and picked up essential tasks from students/company discussions from scientific viewpoints; and third, the company agreed to support students financially and in terms of career design via future employment.

During vacation in 2023, we endeavored to create a proof of concept for the TFI programs with three companies in Tokyo, Japan. These companies have faced potential problems with environmental issues such as a circular economy, low carbon footprint, and so on.

We found that each student group generated excellent ideas and future tasks only within a five-day internship. As one of the achievements, a student team developed an image processing algorithm to detect specific polymers, such as polyvinyl chloride, by indicating specific colors from the view of the smart glasses. Other examples include a production process of low-carbon lime resources from unused alkaline chemicals in wastewater from washing returnable glass bottles and a management system of reused laptop computers based on lifetime prediction. This presentation summarizes the effects and outputs of KOSEN students via the TFI program with small companies.

Grace Fang and Liong Mei Lai

Ngee Ann Polytechnic / School of Business and Accountancy, Singapore

Grace_Fang@np.edu.sg, Liong_Mei_Lai@np.edu.s

Abstract

While classroom teaching used to be more didactic practice with students listening passively, the scenario has changed ever since the Flipped Learning (FL) approach was adopted. Teaching & Learning practices and strategies have shifted over the years from instructor-led learning to a more constructive and collaborative experience so that students can be active and engaged participants of learning.

FL allows students to take ownership of learning. Research has shown that FL has a positive impact on students as they learn to exercise the autonomy they are given to decide where and when learning takes place as well as how deep and far they would like to learn the content on their own. This is in line with the psychology of today’s youth who prefer autonomy in decision-making. (R. Brewer and S. Movahedazarhouligh, 2018).

FL was formally adopted at Ngee Ann Polytechnic (NP), School of Business & Accountancy (BA) in 2022 when the curriculum was redesigned to include Online Asynchronous Learning (OAL). Students are to engage with the required self-access learning materials and pre-activities made available to them through the Learning Management System (LMS) before attending the In-Person Lessons (IPL). Currently, at BA, the curriculum ratio of online asynchronous learning and in-person learning is on average 40:60.

This paper compares the similarities and differences in the design elements of each module, the challenges encountered, and the next steps to enhance the FL experience for two BA modules: User-Centered Design for Business (UCBD), taken by all 1st year BA students, and Digitalisation and Data Analytics 2 (DDA2), taken by all 2nd year Accountancy students.

Both UCDB and DDA2 were re-conceptualised and re-designed as FL modules which incorporate elements that enable students to engage in more self-directed learning and lecturers to be able to regularly view and monitor students’ learning and progress. It is notable that whilst the content of both modules is different and UCDB and DDA2 cater to different levels of BA students, the adoption of FL in both modules is to achieve the same objective of a more learner-centered learning experience that shapes self-directed habits in learners. Apart from the LMS, both modules leverage on a range of purposefully selected education technology tools such as Feedback Fruits, Padlet and Articulate Rise to enhance the FL experience, thereby increasing the engagement and motivation of students.

Responses to the FL experience have been positive for both modules. Students were generally happy with the way the learning materials were designed and facilitated. Students also felt positive about how the connection between the OAL and IPL components of FL were scaffolded to help them deepen their understanding and to apply their learning. A Module Experience Survey was conducted with both modules achieving strong positive average scores of 5.43 for DDA2 and 5.11 for UCDB against a total possible score of 6.

Thanapol Luckanawat^a, Sanit Teewchim^a, Arnon Sakonkanapong^a, Takahisa Yamamoto^*,a,b, Seiji Kano^a,b

^aDept. Mechatronics Engineering, KOSEN-KMITL, Bangkok, Thailand

^bNational Institute of Technology, Tokyo, Japan

^*yamamoto@kosen-k.go.jp

Abstract

King Mongkut’s Institute of Technology Ladkrabang (KMITL) is committed to developing practical and creative engineers through education rooted in real-life challenges. The curriculum is strategically designed to equip students from their first year to their fifth year with progressive hands-on learning experiences emphasizing individual and collaborative skills. In the initial years, first-year students learn essential thinking and project execution skills through tools like Venn diagrams, mind maps, and Gantt charts, alongside feasibility studies and analysis to assess strengths, weaknesses, opportunities, and threats. Beginning in the third year, these foundational skills are vital for problem-based and project-based learning (PBL). Here, students apply their accumulated knowledge to solve practical problems assigned in groups, enhancing their ability to research independently using various sources, including the internet. By the fourth year, the focus shifts to real-world applications, with students undertaking projects directly sourced from industry partners. This collaboration continues into the fifth year, where students engage in internships and graduation projects that confront actual industry challenges, offering a robust experiential learning environment. This process affects not only the product but also the project execution skills of the students. Faculty and industry experts closely mentor and evaluate the students, ensuring a comprehensive learning experience that meets educational goals and prepares students for professional success.