Training, Education, and Learning Sciences

AHFE International

Accelerating Open Access Science in Human Factors Engineering and Human-Centered Computing

Training, Education, and Learning Sciences

book-cover

Editors: Salman Nazir

Topics: Training, Education, and Learning Sciences

Publication Date: 2023

ISBN: 978-1-958651-85-8

DOI: 10.54941/ahfe1003144

Articles

Comparing students' perceptions of technical drawing teaching before and after COVID-19 emergency

The advent of the COVID-19 emergency has affected all aspects of daily life, inevitably causing also significant changes at every education level. These changes have led to a sudden shift from face-to-face to online teaching, with a heavy impact on both interaction modes and methods and tools exploited meanwhile. The research described in this paper started by collecting data from university students about their perception of technical drawing teaching before and during/after COVID-19. The analysis of this students’ point of view, along with considerations about their performance (exam passing rates and marks, etc.) highlighted some suggestions to improve university courses, making them more effective and attractive.

Stefano Filippi, Barbara Motyl

Conference Proceedings

Educational game to stimulate phonological awareness in elementary school children

Phonological awareness (PA) is the ability to analyse, segment, and manipulate language structure consciously. Its development at an early age is crucial for acquiring skills in reading and writing. For the mentioned and considering that we belong to a digitised society where technology constitutes a tremendous educational resource and a source of interest for children, the proposal arises to support learning through the inclusion of digital applications that facilitate differentiated instruction and integrate playful ways and motivate. In this context, educational games have become a modern and precise tool to solve these needs. This work aims to develop a serious game to support literacy learning by stimulating phonological awareness in elementary school children. For this purpose, a methodology based on the SCRUM Framework and User-Centered Design (UCD) principles was applied, emphasising users’ active involvement in developing the game. The method comprised a four-phase process, including scope definition and analysis in the first two phases; translation of user requirements into contextual and prototype design, and subsequent software development in the third phase; and finally, an empirical study was conducted to evaluate the usability of the prototype in the final phase. As a result, a serious game was obtained that allows the creation of linguistic exercises from a series of activities designed by the therapist in the context of a playground to promote playful learning in a familiar environment for the children. The usability study revealed a score of 74.44 based on the System Usability Scale (SUS), indicating that the system was well-received and considered highly usable by the participants. In conclusion, involving therapists in an iterative UCD process brings benefits such as confidence in using digital tools for phonological awareness skills training and identifying needs that require alternative mechanisms of interaction, encouraging children to participate in learning.

Sebastián Toledo, Catalina Astudillo-Rodriguez, Priscila Verdugo, Santiago Cedillo, Jackelín Verdugo

Conference Proceedings

Relationship between preference for the existence of teacher images and learning effects in online learning for junior high school students

This research focuses on online learning, which has rapidly become widespread in recent years, and shows the results of examining the ideal way of showing teacher images in online learning content. The purpose of this study is to clarify the impact of teacher images on the learning effect. We showed the knowledge retention rate verification results up to one month after the quiz with 53 junior high school students. We conducted five quizzes with multiple choices as pseudo-online learning content without interactivity as an experimental method. We also divided the participants into two groups, one group provided content with a teacher image on the screen, and the other was not. As an index of the learning effect, we adopted the percentage of entirely correct answers in the analysis, and comparisons were made at three different timings (1) during the experiment, (2) immediately after the experiment, and (3) one month later. The entirely correct answer means the correct answer after understanding the reason for the correct explanation of the quiz. As a result, there was no clear relationship between the presence or absence of teacher images and the learning effect. It indicates that displaying the teacher image does not directly affect the knowledge retention rate. However, on the other hand, we found that the knowledge retention continued even after one month when the preference for the existence of the teacher image and the actual display matched. Furthermore, even when the preference for the presence of the teacher image and the display matched, the knowledge retention rate after one month was significantly higher in the group with the teacher image display than in the group without the presence. These results suggested that the learning effect may be seen in the matching between the preference for the existence of the teacher image and the actual presented content.

Satori Hachisuka, Kayoko Kurita, Shinichi Warisawa

Conference Proceedings

Methods and tools in Remote Learning during the Covid-19 Pandemic - a case study

The goal of the paper was to identify which tools and methods were used by teachers for classes conducted in the remote mode during the pandemic. The study was conducted with the application of a survey questionnaire distributed among students and teachers. The survey for students aimed to find out about their perception of their teachers’ involvement and competence in using e-learning tools, as well as students’ preferences regarding individual tools and their usefulness. Teachers answered the questions on how they see their e-learning competence and which tools they found helpful or insufficient. By comparing both perspectives in findings of the surveys we were able to identify similarities and differences in preferences as to tools and methods used in remote learning. On this basis we selected the tools and methods with the highest potential for further, in-depth study. Element determining the proper and effective implementation of online classes is lecturers’ involvement. As the result of the teachers’ positive attitude, the problems that emerged during remote education could be overcome. It turned out that it was possible to master the principles of the use of platforms, both those dedicated by the university and others that the students found useful, even in the highly accelerated mode, where a shift from classroom to virtual teaching took only a few days.

Daria Motała, Agnieszka Stachowiak, Hubert Wojciechowski, Katarzyna Ragin-Skorecka

Conference Proceedings

Competent university teachers for digital learning in OSH

The COVID19 pandemic is an unprecedented event that has sent shockwaves into almost all areas of our lives. Education is one of the most vulnerable sectors. Overnight, crude adjustments of curricula, teaching methods and tools had to be made. Digital learning became a reality. Higher education in Occupational Health and Safety (OSH) field is highly affected because of the tight connection to the industry. Site visits, practical trainings in companies and face-to-face interviews with OSH professionals present a valuable part of the study programmes dedicated to safety. University teachers face challenges coming with digital era in OSH education and training.The OSHDIGIT project aimed to support the teachers in delivering effective digital education and training in OSH. The systematic framework of the project was derived from the European Framework for the Digital Competence of Educators (DigCompEdu). The main project objectives were to enhance digital pedagogic competencies of university teachers in OSH discipline by giving them practical guidance and training and to equip them with OSH e-resources and tools for the use in digital learning.Three main outputs have been achieved. First are e-guidelines for teachers: to navigate them in various digital tools (E-tools guide on Padlet platform), to implement blended project-based learning (Blended PBL guide) and to protect their health and well-being within the process of digital education (Wellbeing guide). The second outcome presents an e-platform for sharing existing OSH e-resources (e.g. online lectures, videos, games and quizzes) for university-level teaching and training of future OSH professionals and specialists. The last but not least output are tailor-made e-tools such as workplace simulations, site visits and commented risk assessments from real workplaces, videos from occupational hygiene measurements, interviews with OSH professionals and interactive presentations on current OSH topics. All the outputs are freely available via Erasmus+ platform.The project activities were accompanied by roundtable discussions, focus groups and training workshops. The project fostered knowledge transfer and sharing of good practices and innovative approaches in OSH digital learning among universities, insurance companies, enterprises and professional networks. OSHDIGIT approach contributed to EU initiatives addressing enhancement of the quality in higher education in the area of occupational health and safety.

Lucie Kocůrková, Jakub Řeháček, Christian Schenk, Barbara Huber, Pedro Arezes, Nelson Costa

Conference Proceedings

An automated machine learning approach for early identification of at-risk maritime students

Machine Learning (ML) presents a significant opportunity for the field of education, including Maritime Education and Training (MET). Unfortunately, the benefits of ML have yet to be fully realized within MET. By integrating ML and Artificial Intelligence (AI)-powered methods into maritime education, institutions can better prepare future seafarers while providing accurate, state-of-the-art education tailored to individual student needs. Early identification of areas for improvement can help students and teachers enhance educational outcomes within MET. This study showcases the potential of automated ML (AutoML) platforms for predicting future performance as well as for identifying at-risk maritime students at the initial stages of their degree program. By enabling early identification, institutions can more efficiently plan and execute education strategies while building confidence in AutoML as a decision-aid among maritime stakeholders.

Hasan Mahbub Tusher, Ziaul Haque Munim, Sajid Hussain, Salman Nazir

Conference Proceedings

Optimization strategy of interaction design for foreign language asynchronous online learning

With the development of mobile communication technology and the outbreak of COVID-19, the much-anticipated online learning has ushered in a new growth peak. Among them, online language learning, a segmented field of online learning with a relatively long development, has a vast market scale and is expanding at a high growth rate. Nowadays, numerous participatory video websites offer high-quality foreign language online courses. Learners favor these courses because they can use the fragmented time for conducting asynchronous online learning regardless of space and time. However, foreign language learning has strong interactive and practical characteristics, while the current websites have insufficient functional support, resulting in low learner engagement, less sense of gain and unsustainable learning. Therefore, it is necessary to explore the needs of foreign language learners to design more targeted website features and optimize the asynchronous online learning experience. We select a typical website (Bilibili) in China and summarize four types of foreign language courses on the website according to the teaching method, teaching duration, teaching content, and interface: lecture course, circumstance course, demonstration course and resource course. Through behavior analysis, sentiment analysis, and topic detection, we analyze the danmaku data of each type of course to obtain the learners' behavior patterns, text sentiments, and hidden topics effectively. Combining the course type and data analysis, three learners' needs are summarized: the learning need to imitate and follow the teacher, the interactive need for frequent communication with teachers or study partners, the emotional need for a sense of ritual in class and the desire for participation and presence. With this as the foundation support, we propose three directions of targeted interaction design optimization strategies for participatory websites. Increase the multimodal interaction function, such as writing and voice following, and dual channels to help learners imitate language learning. Increase teacher-student and student-student interaction functions such as voting selection and optimizing the form of information feedback from teachers and learning partners. Enhance the ritual of online learning and improve the learning function system of the website such as designing interactive buttons at the beginning and end of the course, and visualizing course learning records. It is expected to provide suggestions for developing and reforming participatory websites to optimize the learning experience of foreign language asynchronous learning and to provide a scalable perspective for the optimization of other learning subjects.

Mengni Yang, Mengfei Liu

Conference Proceedings

The language dimension of mental models in digital learning environments

Mental models support learners to develop conceptual and operational representations of learning environments. They help learners to structure their knowledge and to translate learning goals for their knowledge acquisition into cognitive learning processes. It is essential for digital environments supporting self-paced learning not only to provide a clear picture of the knowledge the learner can acquire but also to help the learners in developing a clear image of their state of knowledge acquisition and to keep up a high level of learning motivation.

Kurt Englmeier

Conference Proceedings

Developing comprehensive sex education smart tools for the young generation with co-design: sex education for parents and children at home

This article introduces the use of design as a communication scenario in collaborative design to provide a holistic, intelligent education tool in the home setting. One out of every ten children has been subjected to sexual harm of varying extents. Implementing children's family sex education can endow children with the required correct knowledge and attitudes regarding sex. Co-design can help the children's family design forms, arrangement of sex, and other sensitive issues relaxed mind. The design prototype to develop a joint design workshop between children and parents was created during the co-design process. The interactive professional books for lessons from discussing body perception and alarms to discussing sex education knowledge comprehensively were expanded. It was concluded that the co-design method is effective in sex education intervention, and smart tools can link sex education institutions with families and empower children for equal dialogue.

Xiaoling Lin, Shuai Sun, Xuan He

Conference Proceedings

Forms of Alliances between Humans and Technology: The Role of Human Agency to Design and Setting up Artificial Intelligence-based Learning Tools

This paper investigates the development of new forms of alliances between humans and technology in the context of interaction and collaboration between human and artificial intelligence (AI), with the aim to address responsible development and use of artificial intelligence-based learning tools (adaptive learning).The future of adaptive learning can make important contributions in education and improve student and teacher experiences, while raising challenges and risks that can be formulated as impacts on human life, both at the individual and societal levels. In todays’ context, adaptive learning tools are implemented to support instructors in the delivery of content and to provide learners personalised learning, without necessary involving end users throughout the design and running phases of these tools. The findings indicate there is a need to focus on human agency and pedagogy to enhance the adoption of adaptive learning. This paper investigates whether an embedded feedback system in AI based learning tools, based on participatory design, involving learners and instructors would help to overcome the risks and challenges related to the adoption of these tools. A process that involves an embedded feedback system is proposed. The approach adopted is to extend research on Cybernetics theory and other research on human-AI interactions to revise mutualistic relationship between humans and AI. The theory of cybernetics brings the idea to control entropy in a system through feedback. In other words, cybernetics is the science of feedback, information that travels from a system through its environment and back to the system (Wiener 1961). As stated by Dubberly, learning and adapting to the needs of a system are the goals of both iterative design processes and cybernetics. Thus, Cybernetics can provide a useful framework for augmenting designers in creating human-centred interactive AI-enabled products (Dubberly 2015). As these systems become more reliable and easier to work with, designers can embed them into tools-as AI subsystems-that can interact with people. This interaction can then support the AI subsystem to further learn and adapt to the user.This research will further extend with empirical studies to investigate more details on how human computer interaction design approaches can address risks and challenges associated with it and to show that there is a need to focus on human agency to enhance the design and setting up of adaptive learning, where learners, instructors and other education stakeholders need to be actively involved. The methodology used for data collection is primarily interviews conducted with different groups of AI-enabled tools practioners (data scientists, software engineers, software vendors, and leaders within organisations, EdTech professionals). Semi-structured interviews are chosen. The methodology used for data analysis is thematic analysis. This study is further supported with extensive literature reviews on research conducted on cybernetics, education technology and adaptive learning, and analysis of case-studies of organisations in the process of adoption of adaptive learning systems.Dubberly, H., Pangaro, P.: Cybernetics and design: conversations for action. Cybern. Hum. Know. 22(é-3), 73–82 (2015)Wiener, N.: Cybernetics or Control and Communication in the Animal and Machine, vol. 25. MIT Press (1961)

Baran Osmanoglu

Conference Proceedings

Exploring alternative performance evaluation method in nautical simulations

Performance assessment is fundamental for skill and competence development in professional education and training. This paper reviews the methods and metrics for performance assessment during maritime simulator-based education and training process, and creates an understanding regarding the current stage of knowledge and tools that could be used to systematically evaluate the student's learning progress and achievement to support learning technology development and theoretically informed maritime education. Performance assessments under desktop simulator-, full-scale simulator-, VR/AR- and cloud simulator-based training process have been selected as the focus areas of this study. High-quality professional education and training is important for improving workforce skills and sustainable development. This paper hopes to provide an opportunity to reflect on the learning assessment issues and opportunities to elevate the future of learning.

Tae-Eun Kim, Ziaul Haque Munim, Hans-Joachim Schramm

Conference Proceedings

Factors affecting Perceived Earthquake Preparedness Behavior among Senior High School Graduates in the Philippines

The Philippines is known to be highly vulnerable to disasters brought on by natural calamities and hazards, including surges, cyclones, droughts, earthquakes, tsunamis, and landslides. Currently, the country expects that the worst-case earthquake, known as “The Big One,” stretches from the Philippines’ West Valley fault, which will cause catastrophic events such as property damage, livelihood loss, and human casualties. With the recent improvements in the primary education curriculum in the Philippines, disaster risk reduction and management (DRRM) have been incorporated as core subjects to be taken by students in senior high school. The research aimed to know the factors affecting the perceptions of Filipino senior high school graduates regarding earthquake preparedness through the integration of Protection Motivation Theory and the Theory of Planned Behavior through Structural Equation Modeling. A total of 505 Filipino senior high school graduates volunteered to answer a self-administered online questionnaire consisting of 66 questions (11 latent variables and 57 indicators). Results show that Intention to prepare (I) has the highest direct significance effect on Actual behavior (AB), Actual behavior to Perceived preparedness (PP). Moreover, Actual behavior (AB) has the highest direct relationship with Perceived Preparedness (PP). Media (M), Hazard Knowledge (HK), and Risk Perception (RP) affect the Perceived Severity (SV). Media (M) and Hazard knowledge (HK) were also found to have significant effects on Perceived Vulnerability (VN). Thus, Perceived Severity (SV), Perceived Behavioral Control (PBC), and Attitude towards the Behavior (AB) directly affects Response Efficacy (RE). Lastly, Perceived Behavioral Control (PBC) and Attitude towards the Behavior (AB) have a substantial effect on the Intention to prepare (I). Recommendations presented in this paper such as securing items at home, preparing an emergency kit, storing consumables, mustering information about evacuation sites and earthquake risks, and participating in drills or practices, are expected to improve earthquake awareness and preparedness among students and aid in reducing the disaster severity effects.

Larriza Joy Carmelotes, Jasel Anne Mingua, Kyle Jerome Santos, Kyle Aleen Umayam, Joehanna Ngo, Yoshiki Kurata

Conference Proceedings

The Use of Virtual Reality in Tourism Education: Systematic Review

The present study reviewed primary studies that report the use of virtual reality in tourism education to identify the impact that the use of virtual reality has generated in the classroom. The applied methodology was the systematic literature review proposed by Kitchenham, which includes planning, review and reporting of results. As a result, 365 scientific articles were obtained, of which, after reviewing, we selected 52 papers. In these articles, it is evident that virtual reality is a tool that has positively impacted education, establishing through constructivism an adequate relationship of students with the knowledge, does not discriminate gender or age, which allows having a range of action at all educational levels, in terms of tourism facilitates approaching the area where the activity takes place from every context.

Fausto Zapatta, Catalina Astudillo-Rodriguez

Conference Proceedings

A Review of Learning Analytics Dashboard and a Novel Application in Maritime Simulator Training

Developing a Learning Analytics Dashboard (LAD) to evaluate maritime simulation training performance based on key performance indicators (KPIs) of maritime navigational competence can improve learning efficiency and effectiveness. Relevant data needs to be fed from simulation training logs and other sources, analysed using appropriate visualization and artificial intelligence approaches, and reported in a single window with valuable insights for trainees and instructors. This study provides a Systematic Literature Review (SLR) of published literature on LADs using scientometric tools and techniques. The findings reveal six research clusters and publication trends in LAD research. An example of a novel application of Automated Machine Learning (AutoML) analysing data from maritime desktop simulator training is presented for future maritime LAD development.

Ziaul Haque Munim, Tae-Eun Kim

Conference Proceedings

Conceptualizing an Academic Teaching and Learning Laboratory for Systems Engineering

In an increasingly complex world of goods and services, as well as in the context of digitalization and Industry 4.0, previous product development for intelligent technical systems is reaching its limits. Due to shorter product life cycles, increasing complexity and a growing number of product variants, along with growing demands on the part of stakeholders, etc., new approaches to development are required (Czaja et al., 2017; Haberfellner et al., 2021).However, the use of new development approaches, such as advanced systems engineering (ASE), is accompanied by far-reaching changes for the organization and all people involved. ASE combines methods for system consideration and for requirements management with AI-influenced engineering processes in which all relevant information – from the business idea to market success – is integrated into the development process across disciplines in order to efficiently design the development of complex cyber-physical systems (Dumitrescu et al., 2021).Such new development approaches require a redesign of work organization, as well as versatile competencies and skillsets going beyond classical engineering. Advanced soft skills and new work competencies such as communication, teamwork and agile work methods become more important for example through the introduction of flat hierarchies or cross-functional work structures. Thus, new competencies and qualifications for future engineers are necessary for product development. Against this backdrop, the expansion of targeted competency management and higher education in the engineering sciences must adequately take these developments into account. This is because successful adaptation and transformation of companies in value creation is largely determined by their ability to build up the right competencies as well as to use existing competencies of employees and to develop them in a targeted manner (North et al., 2018).In this paper we outline the required competencies for engineers in the context of advanced systems engineering and derive a novel empirical competency model. Based on this empirical model, possibilities for the conceptualization of competency measures through the framework of constructive alignment at the academic level are presented. Works Cited:Czaja, A., Amon, M., Dumitrescu, R., Lampert, R., & Gaarman, D. (2017). Bedarfsgerechter SE Prozess für einen mittelständischen Hersteller von Automatisierungskomponenten. In S.-O. Schulze, C. Tschirner, R. Kaffenberger & S. Ackva (eds.), Tag des Systems Engineering. Paderborn, 8. -10. November 2017 (pp. 3-12). Carl Hanser Verlag GmbH & Co. KG.Dumitrescu, R., Riedel, O., Gausemeier, J., Albers, A., & Stark, R. (2021). Advanced Systems Engineering Wertschöpfung im Wandel: Engineering in Deutschland - Status quo in Wirtschaft und Wissenschaft. Fraunhofer IEM.Haberfellner, R., de Weck, O., Fricke, E., & Vössner, S. (2021). Systems engineering. Fundamentals and Applications. Springer Nature Switzerland. https://doi.org/10.1007/978-3-030-13431-0North, K., Reinhardt, K., & Sieber-Suter, B. (2018). Kompetenzmanagement in der Praxis. Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-16872-8

Oliwia Karasek, Yusuf Arslanparcasi

Conference Proceedings

Pedagogical use of technologies for children with Specific Educational Learning Needs. A training strategy for teachers

Studies indicate the presence of a wide number of specific needs in children who require support in different educational institutions. In Ecuador, the most common include motor, sensory and intellectual special needs, communication disorders and difficulties, attention deficit hyperactivity disorder, educational compensation and high intellectual capacities. At the same time, advances in technologies applied to education show successful results in the design of several tools and creative technologies, however, their use by teachers is not always tailored to the diversity of students' needs to achieve significant learning. The aim of the study was to expose the limitations of teachers to make an adequate pedagogical use of technologies adjusted to the diversity of students’ needs in classrooms. The research was carried out under a non-experimental quantitative design and a descriptive scope. A web questionnaire was conducted to a non-probabilistic sample of 263 teachers who were studying for an educational master's degree at an Ecuadorian university, they agreed to the publication of the results under informed consent, those between 25 and 40 years old prevailed. The results are part of a broader study on teacher attitudes, professional satisfaction and the use of teaching methodologies in children with specific learning needs. Specifically, for this study purpose, we only took into account the variables associated with: identification of the different educational needs, level of satisfaction with the profession, level of stress with the profession when working with children with Specific Educational Learning Needs; relevance of technologies in learning, knowledge of educational technologies on a whole; pedagogical use of technologies in conditions of classroom diversity and also areas of knowledge were taken into account for the analysis. The descriptive analysis of the data shows that limitations start from the coexistence of several needs in the same classroomwith an average of at least two or three different typologies. It may explain why 82.5% of teachers express high levels of stress with the profession when they have children with Specific Educational Learning Needs in classroom. In spite of this striking data, 75% consider having a high level of satisfaction with the profession. A more favorable data concerns to the significance given by teachers to the use of technologies. Although there is an overall concern about technologies that can be used in classrooms, this is not the case of the knowledge and adequate pedagogical use of those that can be used for the different learning needs and areas of knowledge. This research leads to the presentation of a training structured strategy for teachers with five actions that can contribute to mitigate the problem of adequate use of technologies in diverse educational contexts. The impact of the proposed training process will be assessed in the future.

Noemí Suárez Monzón, Vanessa Gómez Suárez, Janio Jadán-Guerrero, Karina Elizabeth Delgado Valdivieso

Conference Proceedings

Students’ perceived workload, stress, fatigue and performance during the remote learning setup: A semester-long study

The COVID-19 pandemic has largely impacted college students as they reported experiencing increased workload, stress, and fatigue in the remote learning setup, which could potentially affect student learning and academic performance. This study investigated the experiences of 3rd year Industrial Engineering students at the University of the Philippines Diliman in the remote learning setup for the 2nd Semester of the Academic Year 2021-2022. The study measured students’ perceived workload (PWL), perceived stress (PS) and stress symptoms experienced, perceived fatigue (PF), and perceived academic performance weekly throughout the semester. Participant demographics and weekly activities were documented. Fifty-five (55) students completed the 17-week study with questionnaires administered through Qualtrics. The results indicate that the perceptions of workload, stress, fatigue and academic performance differed significantly between weeks in the semester, as well as between the participants’ sex. Hours spent by students on different activities during the semester were shown to significantly affect their perceived workload, stress, fatigue, and academic performance. Finally, the perceived workload correlated with perceived stress and perceived fatigue, which were also significantly correlated with the student's perceived academic performance.

Lorelie Grepo

Conference Proceedings

The Implementation of Immersive Technologies - Artificial Intelligence (AI) in Aviation Collegiate Education: A Simple to Complex Approach

Aviation and air transportation have traditionally led to technological innovation. The International Air Transportation Authority (IATA) Technology Roadmap (IATA, 2019) and the European Aviation Safety Agency (EASA) Artificial Intelligence (AI) roadmap (EASA, 2020) outline and assess ongoing technological prospects that aim to change the aviation environment with the implementation of AI from the beginning of collegiate education.Rotolo (2015) suggests five characteristics to characterize immersive technology. Immersive technologies must have radical originality, fast growth, coherence, significant impact, and low uncertainty and ambiguity. Emerging technologies like Virtual Reality (VR) are notable for their influence and coherence across applications and usage. VR technology has dramatically reduced training expenses compared to other systems. Laughlin (2008) reported that remote learning and practicing basic flying abilities could lower new pilot training expenditures by as much as 70%. Due to the COVID-19 pandemic, flight training organizations must develop new ways to teach their pupils. Distance pilot-to-student education is one. The Federal Aviation Administration (FAA) (2020) is progressively accepting non-traditional methods for regulatory training. AI, VR, AR, and MR can improve flight operation training. Human System Integration (HSI) specialists use systems engineering methods and procedures to achieve successful HSI. Simple to complicated methods meet functional and non-functional requirements. The systems engineering team uses each branch to analyze collegiate aviation program requirements. Aviation training changes will impact humans' performance and ability to make decisions. The research was thematically selected on immersive technologies implementation in collegiate aviation trainees' perception. The study was structured based on an analysis of the available literature concerning the current uses of immersive technologies - AI in aviation. The findings were reviewed and evaluated concerning the appropriateness of the implementation of immersive technologies in aviation training syllabus and the notable differences between the levels of technology.

Dimitrios Ziakkas, Abner Del Cid Flores, Hans Cornelius Natakusuma

Conference Proceedings

An Evaluation Method of Art Teachers' Cooperative Communication Ability Based on Task Situation

To development an evaluation of the cooperation and communication ability of art teachers in colleges and universities. First, based on the teaching task situation of art discipline, the critical incident technique was introduced to carry out semi-structured interviews. According to the differences in teaching task situations, the art teachers' cooperation ability was scored from three dimensions: establishing and maintaining consensus, taking appropriate actions to solve problems, and maintaining team organization forms. Then, the indicators are set to form a language communication ability evaluation method based on the teaching task scenario. Finally, select front-line teachers with more than five years of teaching experience as the object, design and implement the cooperative communication ability evaluation experiment based on the above evaluation methods. The cooperation and communication ability evaluation experiment can be applied to the quantitative evaluation the performance of art teachers in their post capability. The cooperative communication ability evaluation experiment can provide a new idea for the quantitative and standardized method, and also provide a basis for the next step of developing corresponding evaluation software and tools.

Zhang Yao, Yihang Du

Conference Proceedings

Visualization enhancements to facilitate the use of digital demonstrators for instructional applications

This paper investigates a novel approach to instruction in the use of complex instruments. A laser scanner is employed as a test bed for lessons which can then be more broadly implemented. Laser scanners use optical signals from reflected light. These signals are then processed to create a 3D point cloud of the scanned object or environment. The point clouds can be used to derive accurate information about the mapped area's dimensions. Laser Scanners are widely used in aerospace, manufacturing, law enforcement, agriculture, and construction industries to capture details and create models of existing structures and objects. Many universities teach students the theory and process of laser scanning. Laser scanners are typical instruments for which instruction on their application requires students to apply theoretical knowledge through hands-on exposure to technology. Limited access to instructional scanning instruments presents a challenge when class sizes are large, or courses are offered remotely. In these cases, access to the equipment required can impede the accomplishment of the stated course objective. As a means of negating the limited access to a physical instrument, a digital demonstrator was developed. This digital prototype can augment or replace a physical artifact, such as a laser scanner. To accomplish this task, the researchers examined the current method of scanner instruction at undergraduate and master's degree levels. A simulated scanner was then developed and tested in actual courses at three universities' graduate and undergraduate level courses. Student performance was measured using a mixed methods approach. Testing confirmed that a digital representation of a complex instrument could be an effective teaching tool, even to the extent of replacing a physical artifact. Having established the utility of a digital demonstrator, the researchers incorporated additional visualization capabilities into the digital scanner interface. These interface enhancements are not found on the physical scanner and are intended to facilitate student understanding of scanner theory rather than instrument operation alone. Such visualization enhancements had to be offered in a way in which the absence of the added visualization component would not be critical to the student's ability to operate an actual physical scanner. User testing confirmed that visualization additions to the interface facilitated an understanding of the theory behind the instrument's application and that students could later operate a physical scanner without these enhancements. The authors conclude by offering a set of principles for visualization enhancements to a digital interface that others may apply when designing demonstrators for instructional use.

Steven Kangisser, Abhishek Shankar, Javier Irizarry, Harnish Sharma

Conference Proceedings

Mission Flexible – Minimum General Requirements for a UAV Training Concept

Training concepts for UAV crews are often based on the well-defined requirements for the respective work organization. The more formalized a UAV organization is structured, the more specific a suitable training concept can be elaborated. UAV missions are often run in such highly structured frameworks and require therefore very specific training concepts. However, UAV missions are also conducted within more flexible setups. Sometimes, if not often, this flexibility is needed. This is the case when novel UAV-organizations are developed with iteratively elaborated operational and training concepts. In other cases, flexibility is necessary when already existent UAV-organizations use different drones or deal with constantly varying flight missions. Current findings provide information on the necessary prerequisites regarding the competencies of UAV personnel. However, this information can only be used to a limited extent to draw conclusions about training in terms of form and content. Some of these competencies are already required for a trainee qualification, others are enforced during training – tailored to the needs of specific UAV-organizations. Uniform standards and minimum requirements for successful UAV trainings are scarce in existing literature and very context-dependent. Therefore, our goal within this present study is to explore gross minimum requirements for UAV training and to describe them in such a way that they can flexibly serve the development of UAV training concepts. More precisely, we address general minimum requirements for a training concept that should make UAV operations cross-organizational and cross-mission possible. Using a semi-structured interview guide, we surveyed four UAV-pilots and five GCS-operators to generate a broad set of relevant themes regarding form and substance of an adequate training concept. Within the interviewed UAV-pilots and GCS-operators, circa two third had experiences with either fixed wing drones or rotor drones and a third was familiar with flying both. The interviews took place online and lasted from 60 to 80 minutes. Notes were taken over a shared screen and the interviewees were able to interfere in order to correct for potential mistakes. Following a thematic analysis, four main themes related to training were generated: (1) Individual Training, (2) Crew Training, (3) Emotion regulation and Fear Management Training, and (4) Training Structure and Multiple Training Environments. Within the main theme Individual Training, subthemes are (a) Instrument related training and (b) Task specific training for high workload tasks. Within the main theme Crew Training, subthemes include (c) Communication and (d) Mutual role understanding and internalized coordination between crew members. Regarding the main theme Training Structure and Multiple Training Environments, a further distinction was made between four subthemes (e) Theoretical education and practical familiarization, (f) Dry run, (g) Flight simulation training, and (h) In situ training.As a main conclusion, our findings provide a rough framework of minimum requirements for UAV training that can inspire and support other researchers who aim to develop initial training concepts. These can remain flexible in the minimum requirement range, or be refined for a specific UAV organization if needed.

Maria Hagl, Maria Stolz, Anne Papenfuß, Marcus Biella, Kevin Dwinger

Conference Proceedings

Performance Vs. Workload Matrix of Primary Flight Training: Exploratory Study

Workload is a well-established metric to evaluate how pilots meet their task demands in flight. Workload is intertwined with human performance. Existing literature did not classify whether the pilots are overworked or underworked and how that relates to their inflight task demands and experience. Objective: To explore the relationships between performance and workload of pilots in a primary flight training environment. Method: In this exploratory study, we measured physical workload parameters by recording the flight control deflections of elevator and aileron and how they deviated from reference pitch and bank attitudes. We quantified flight performance by computing deviations between actual and desired altitude/heading parameters. Our study included a sample of twenty students and flight instructors from a Part 141 flight training school. Experimental stimuli for participants involved three instrument flight sessions in an Advanced Aviation Training Device (AATD) with ceiling and visibility set to unlimited, calm winds and light turbulent conditions. Participants were briefed to complete a preset flight pattern with seven segments twice per session. Flight segments were straight-and-level flight, level turns at a rate of 3 deg/s, a 500 ft/min climb and descent, and two airspeed changes. Spearman’s correlation tests were used to examine the relationships between performance and workload data between sessions. Results: Significant relationships between flight performance and physical workload parameters emerged from the data. Elevator workload was positively correlated with altitude performance across all flight sessions. There were positive relationships between elevator workload and heading performance during the first two sessions and no significant relationship in the last session. Aileron workload was inversely related to how much the pilots deviated from desired altitude performance. Aileron workload and heading performance were inversely related during the first and the last sessions, except for the second session. The research findings were limited in relation to generalizability to the population. Conclusion: This study’s results provide deeper insights into how pilots’ performance relates to physical workload parameters in a primary flight training setting. This study’s information elucidates the flight training community about skill development among Part 141 pilots and further provides a framework to develop evidence-based training strategies. Future research focuses on classifying the pilots’ performance and workload into high/medium/low categories, investigating the nature of relationships, developing interactions, and relating them to pilot demographics.

Gajapriya Tamilselvan, Nurettin Dinler, Stephen Belt

Conference Proceedings

Pedagogical Application of Visualization and Eye Tracking For Electrical Grid Management

Visualizations have been proven to be a beneficial pedagogical tool used in teaching complex concepts to students. Its application as an effective active learning method has been implemented in multiple sectors, such as arts, science, engineering, and social science. In this paper, we present a pilot study exploring the use of visualizations to facilitate students’ comprehension of electrical grid management principles in an active learning process. The methods for conducting the eye-tracking study are presented here, with the results available at the meeting. These results will illustrate how students engage with visualizations as part of the learning process. This study is part of a series of studies focused on examining how methods from human factors and ergonomics can be leveraged for evaluating electrical grid management control rooms. For instance, in a previous pilot study, eye tracking was used to evaluate situation awareness in electrical grid control rooms using visualizations. A comparison of the eye tracking results to the Cognitive Task Analysis (CTA), revealed four SA demons: misplaced salience, data overload, errant mental models, and attentional narrowing.

Felix Azenwi Fru, S. Camille Peres, Thomas Overbye, Wonhyeok Jang, Juntao Chen, Hayat Mbayed, Eric Keller, Jung Jung, Sanjana Kunkolienkar, Kayla Ivey

Conference Proceedings

From students, for students: Exploring the online collaborative design education method

With the increase in internet technology and the impact of the COVID-19 epidemic, more and more online courses have gained popularity in recent years, and they are becoming an important component of higher education. Researches on online collaborative processes include team communication, sketching activities, and collaborator performance. Most previous researches have focused on revealing learning phenomena, while scientific solutions or logical explanations have often been neglected. This study designed a cross-cultural collaboration design course with SDGs as the theme and conducted an online teaching experiment. A total of 64 students from different fields participated. Then we invited 6 group leaders as representatives to conduct face-to-face personal interviews. By retracing the whole course process, we investigated the students' attitudes and opinions about the online co-design course and their preferences. The results show that students' attitudes toward online co-design tend to be positive. They believe that online collaborative courses help improve design efficiency. Especially after initial software training, most students found the online collaboration platform easy to use. However, they are also concerned about the current technology gaps, especially the inability to monitor students' real status, and the tendency of students to be inattentive or even absent, making collaboration difficult. In addition, the problem of network latency when collaborating with multiple people needs to be addressed. The results of this study can provide insights for future online design education practices, help improve the quality of design education and provide practical assistance to a wider range of practitioners in the design education industry.

Shuo-Fang Liu, Shiyu Wang

Conference Proceedings

Early Education Robot for Preschool Children

With the development of society, the rise of education level and the improvement of quality of life, young parents are increasingly willing to provide more abundant and comprehensive preschool education for their children, and preschool education products have gradually become a new trend. Our team will design a children's programming robot for preschool children, to establish programming thinking for children, increase pleasure of learning, and enhance parent-child interaction space. This design adopts the methods of questionnaire survey, user interview and literature retrieval to deeply understand the pain points of children's preschool education, the development status of domestic early childhood education products, and children's preferences, so as to determine the product use process, product function structure and product packaging. The design uses on-chip sensors and priority commands combined with ergonomics and perceptual engineering. Children can play arithmetic games through the combination of the main robot and the control panel, and parents can help children learn and play through mobile application. The product have the ability to cultivate and rich preschool children's scientific way of thinking and problem-solving ability，so that children can use scientific thinking to explain the phenomena and problems in the future, and they can get all-round learning and development at last. After the usability test, the interviewees and their parents believed that the design had certain educational effect.

Sijia Wang, Yuqi Li

Conference Proceedings

Effects of Online Gaming Behaviors on Filipino Students' Perceived Academic Performance through Multiple Regression Analysis

With the changes brought about by the COVID-19 pandemic, playing online games significantly increases as it lessens the stress and reduces the negative effects of self-isolation which cope with the problems encountered by most of the Filipino students. Several studies have shown that online games worsened the learning ability, attention issues, and lowered the academic performance of the students which shows the negative consequences in playing online games. This study aimed to identify the statistically significant factors affecting the perceived academic performance of Filipino students due to online gaming. A self-administered questionnaire was deployed among five hundred (500) Filipino online gamer students from across cities of Metropolitan Manila. Stepwise multiple regression analysis was utilized to determine the fittest predictor of academic performance. Results show that time spent playing online games during Weekdays (p-value= .001), Gender (p-value = .001), Number of subject loads (p-value=.005), Attendance (p-value= .001), Number of close friends (p-value= .001), and Career preferences of e-sports (p-value= .021) and Law (p-value= .047) are significant predictors of academic performance. Recommendations focuses on encouraging students to monitor their time spent playing online games on weekdays and weekends, avoid absences on class, practice group discussions and enroll on manageable units to improve their academic performance.

Phoebe Nicole Arreola, Angel Gabriel Hernando, Jonelle Matthew Lugares, Gene Oliver Roxas, Yoshiki Kurata

Conference Proceedings

Categorizing Empathy Traits

During the university stage, students can be exposed to non-major skills and knowledge in a safe learning environment and experience interdisciplinary teamwork. However, interpersonal relationships, internal team attitudes, and other factors can hinder knowledge sharing and learning experiences. Empathy can help teams handle crises in such situations. Empathy, as a personal trait, is often studied by categorizing individuals into "high-level" and "low-level" types. In recent years, some scholars have defined empathy types based on four dimensions: empathic concern (EC), personal distress (PD), fantasy (FN), and perspective taking (PT). However, the classification of empathy traits using this multi-dimensional structure still remains somewhat unclear. This study is part of a series of research on empathy in design education, and in this paper, we aim to explore the classification of empathy traits as a reference for teaching practices. A total of 31 participants were recruited for a 10-day interdisciplinary design workshop. The Interpersonal Reactivity Index (IRI) was used to measure empathy, and correlation and cluster analyses were conducted based on the dimensions of EC, PD, FN, and PT. The research findings revealed PD was negatively correlated PT, and FN was positively correlated with PT. In addition, PD, FN, and PT can serve as clustering indicators for empathy trait types. Based on these indicators, the participants were divided into three groups: the Anxious-Fantasy Type (highest scores in PD and FN; significantly low scores in PT), the Apathetic-Self Type (significantly low scores in three dimensions), and the Rational-Cognitive Type (highest scores in PT and FN; significantly low scores in PD). This study proposes a new classification of empathy traits, which will be further explored in future research related to design education.

Ssu Min Chang, Johan Chang

Conference Proceedings