On combining gamification theory and ABET criteria for teaching and learning engineering

Cabezas, Ivan

doi:10.1109/fie.2015.7344111

Cited by 7 publications

(3 citation statements)

References 21 publications

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“…The problem posed by the research was the lack of complete understanding of energy efficiency elements and concepts by traditional, frontal classes and lectures on energy efficiency, where students have been trained for several years with the traditional, stagnant system, which was later confirmed by the results of this research (Cabezas, 2015;Monteiro, Reis, Silva and Souza, 2017).…”

Section: Introductionmentioning

confidence: 74%

Training engineering students in energy efficiency and sustainability through the competency-based approach

Acevedo¹,

Guzmán²,

Villalón³

2023

Braz. J. Develop.

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One of the key tools for the proper use of energy is energy efficiency. In the training process of Engineering students at the University of Playa Ancha, the transversal course of "Energy Efficiency" is offered every academic semester, this research analyzes the learning results obtained by students during three years (2018, 2019 and 2020), equivalent to 5 consecutive semesters, with a universe of 90 young people from 5 careers: Environmental Civil Engineering, Industrial Civil, Environmental, Computer Science and Statistics, linking Competencies achieved through the application of active teaching methodologies: Problem-Based Learning and Project- Based Learning, with analysis of practical cases and with the use of gamification tools, which promote collaborative work between them, instruments are applied (surveys and interviews) at the beginning of the semester, in the middle and at the end of it: the main results showed that: the 3 0% of the students at the beginning of the semester express their interest in this type of strategies, 60% consider that this way of teaching undergraduate courses should become more widespread, in the middle of each semester, 85% indicate that they have internalized the knowledge and is already using the skills and abilities acquired.

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Section: Introductionmentioning

confidence: 74%

Training engineering students in energy efficiency and sustainability through the competency-based approach

Acevedo¹,

Guzmán²,

Villalón³

2023

Braz. J. Develop.

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“…A recent impact on accreditation efforts across all sectors has been the coronavirus disease 2019 (COVID-19) pandemic and the deployment of remote tools and procedures for accrediting purposes [10][11][12][13][14]. Finally, there are numerous studies in the education literature that concentrate on procedures for continuous improvement [15][16][17][18] and education that is outcomebased [19][20][21][22].…”

Section: Related Workmentioning

confidence: 99%

Surveying Different Student Outcome Assessment Methods for ABET Accredited Computer Engineering Programs

Ali

2023

Research Reports on Computer Science

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In an effort to improve the quality of their academic programs and graduates, an increasing number of academic institutions are obtaining Accreditation Board for Engineering and Technology (ABET) accreditation for their computer engineering programs. This paper acts as a guide for managers and institutions as they get ready to start the accreditation process for their programs. There is an issue with the lack of knowledge regarding the mechanics of implementing student outcome evaluation methodologies since it causes confusion and resource waste, especially in the beginning. Furthermore, there is a paucity of literature available that discuss the methodology and the use of successful accrediting techniques for computer engineering programs. Given this, it is important to document the approaches, teaching techniques, and strategies employed by various computer engineering departments as they pursue accreditation. To the best of our knowledge, such information is not publicly available in published form, although there are fee-based training courses by ABET that provide instruction on how to approach this topic. Here, we investigate the detailed information of five different computer engineering programs and two other related programs using their self-assessment reports (SARs). These SARs span over the last 10 years and represent the outcome of different approaches toward getting accreditation. The study plan involves comparing (objectively and subjectively) the different parameters of the student outcome assessment (criterion 4) to show their convergence and divergence in dealing with accreditation requirements. We found that the selection of an assessment method depends on the goals and context of the educational program. Factors such as the learning outcomes to be assessed, the level of detail needed, available resources, and the preferences of instructors and students should be taken into account. A program may opt to use multiple assessment methods to attain a more thorough and precise evaluation of student outcomes. Ultimately, the most effective approach is one that is customized to the program's specific needs and situation.

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“…Pears et al [16] discuss the details of a collaborative project between AlBaha school of computing and Uppsala University Sweden for developing quality assurance processes in line with ABET accreditation requirements. Cabezas [17] propose a continuous improvement cycle by combining ABET criteria and gamification theory which resulted in a positive impact on students learning behavior. Faiz and Al-Mutairi [18] have analyzed the Cooperative Training Program (COOP) of an engineering program and its role in achieving relevant ABET SOs and they further compare the COOP experiences handled by different participating organizations.…”

Section: Literature Reviewmentioning

confidence: 99%

Student Outcomes Assessment Methodology for ABET Accreditation: A Case Study of Computer Science and Computer Information Systems Programs

et al. 2019

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Acquiring academic accreditation for degree programs is a top priority for universities across the world. This is understandable because accreditation not only leads to better content and delivery of these programs but also allows these institutes to acquire good quality students and faculty members. One respectable body that has the mandate to accredit computing programs is the Accreditation Board for Engineering and Technology (ABET). In this paper, we provide the details of our assessment and evaluation strategies for ABET-defined student outcomes (SOs) of computer science and computer information systems programs. The assessment is mainly carried out through a range of direct and indirect assessment methods, including summative data analysis, formative data analysis, exit exam, faculty survey, and alumni survey. Then, data gathered from these sources is aggregated and analyzed to quantify the attainment of SOs. This also forms the basis of the continuous improvement process activities that are the cornerstone of any accreditation-related activity. While presenting this, this paper provides details on the challenges that were faced during the process. The most important contribution includes strategies that were adopted to tackle these issues. A unique aspect of our institute is the academic environment that consists of segregated male and female students and faculty members in order to respect the cultural norms of the society. Another contribution of this paper is that it acts as a guide for institutes and their management that plan to embark upon the journey of accrediting their computing programs.

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On combining gamification theory and ABET criteria for teaching and learning engineering

Cited by 7 publications

References 21 publications

Training engineering students in energy efficiency and sustainability through the competency-based approach

Training engineering students in energy efficiency and sustainability through the competency-based approach

Surveying Different Student Outcome Assessment Methods for ABET Accredited Computer Engineering Programs

Student Outcomes Assessment Methodology for ABET Accreditation: A Case Study of Computer Science and Computer Information Systems Programs

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