Impact of mobile learning in engineering mathematics under 4-year undergraduate curriculum

Tang, Yuk Ming; Chau, Ka Yin; Lau, Yui-yip; Ho, G.T.S.

doi:10.1080/02188791.2022.2082379

Cited by 7 publications

(3 citation statements)

References 39 publications

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“…Similar to the findings of Ming Tang et al (2022), this study validates that the use of Apps positively motivates students, enhancing their independent software proficiency and fostering associative thought processes (Ismail et al, 2008).…”

Section: Discussionsupporting

confidence: 84%

Survey on Mobile Applications for Adaptation to New Technologies in Agricultural Engineering Education

Perdigones,

Mazarrón,

Cañas

et al. 2023

JER

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Computer software plays a significant role across various domains of Agricultural Engineering, whether it's used for structural calculations, lighting, pesticide dosing, or project presentations, among many others. Furthermore, there is a growing array of mobile applications (Apps) integrating technical aspects that offer substantial potential for hands-on teaching in multiple subjects. Determining the most suitable software application and device for teaching different subjects, based on student characteristics, is essential for their evolution and alignment with emerging technologies and trends within the profession. At the Technical School of Agronomic, Food and Biosystems Engineering at the Universidad Politécnica de Madrid (Spain), a study was conducted within a third-year course to assess student profiles and identify the most suitable devices for technical subjects within the Food Engineering program. The use of laptops, closely followed by mobile phones, emerges as the most compelling tools at present. Differences are observed in the utilization of video conferencing and file-sharing applications based on whether students interact with each other or with the academics.

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Section: Discussionsupporting

confidence: 84%

Survey on Mobile Applications for Adaptation to New Technologies in Agricultural Engineering Education

Perdigones,

Mazarrón,

Cañas

et al. 2023

JER

View full text Add to dashboard Cite

show abstract

“…According to Tang, Chau, Lau and Ho [6], in Hong Kong, a significant number of students are admitted to engineering programs without sufficient mathematical background, and they are often unaware of how mathematically demanding their education could be [7]. Many students are unaware of the relationship between math courses and the course they have chosen to attend and the implementation of the knowledge in their future profession [8].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…They found that there is a significant correlation with their self-efficacy beliefs as a part of their identity. Mathematics educators have pointed out that engineering students encounter various issues, including barriers to understanding math concepts and to believing that physical concepts are more closely associated with real-life experiences [6].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

First Year Engineering Students’ Difficulties with Math Courses- What Is the Starting Point for Academic Teachers?

Charalambides,

Panaoura,

Tsolaki

et al. 2023

Education Sciences

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The discussion about first-year engineering students’ difficulties in mathematics is continuous in the fields of engineering, mathematics and higher education. The present study aimed to examine the initial barriers academic math teachers need to have in mind if they want to improve students’ performance in engineering math courses through appropriate teaching practices in order to face their initial interindividual differences. During the first phase of the study, we examined first year engineering students’ initial beliefs about the nature of mathematics, their self-efficacy beliefs about mathematics and their basic mathematical knowledge. The math school grade was used for their previous mathematical performance. Results indicated the predominant role of the previous mathematical knowledge and the important role of the formalistic disposition toward mathematics. The lack of experience of using mathematics for problem-solving situations within an engineering framework prevented students from recognizing and appreciating the value of mathematical courses during the engineering studies. The second phase of the study examined, through an interview with a group of students, their perceptions of the teaching practices which were introduced after their teacher attended a training program. The discussion concentrates on how academics can use teaching processes for equity and not equality in order to motivate their students.

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A model to create a personalized online course based on the student’s learning styles

Nguyen,

Do Trung,

Duc

et al. 2023

Educ Inf Technol

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Impact of mobile learning in engineering mathematics under 4-year undergraduate curriculum

Cited by 7 publications

References 39 publications

Survey on Mobile Applications for Adaptation to New Technologies in Agricultural Engineering Education

Survey on Mobile Applications for Adaptation to New Technologies in Agricultural Engineering Education

First Year Engineering Students’ Difficulties with Math Courses- What Is the Starting Point for Academic Teachers?

A model to create a personalized online course based on the student’s learning styles

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