Engineering education

This paper presents the results of a survey carried out with students enrolled in the first two years of the BS in Engineering at three Italian university locations. The study is part of a wider range of methods, tools and aids for the improvement of teaching and learning of technical drawing at university level developed by the University of Brescia, Udine, and Cassino and Southern Lazio. In particular, this work analyses the results of questionnaires related to the basic technical drawing outcomes, taking inspiration from previous research work in this field. What emerges is a positive picture that shows students' interest in 3D CAD modeling topics such as part or assembly construction, but also their interest in more traditional subjects like sketching and dimensioning.

Keywords: CAD , Engineering education , Students' surveys , Technical drawing

Individual traits strongly impact team composition and the biases arising from them can also impact design activities. One such bias highlighted in the study is the familiarity bias (i.e., a bias that might be present between the two individuals due to their prior acquaintance). In order to detect the familiarity bias, participants from 4 universities who evaluated their peers and rated them for (1) their perceived degree of influence, (2) trust, (3) the amount of agreement they had with the other team member and (4) the amount of agreement the other individual in the team had with them. It was found that familiarity bias exists in collaborative teams. Its impact on the four variables, especially on influence, was discovered. In the end, the study briefly highlighted the importance of studying the factors (like the one revealed in this study) that affect influence in design teams as it eventually impacts design outcome. It was found that the individuals who explore most idea clusters, are less likely to be perceived influential and teams having the most influence produced a smaller number of idea clusters. Overall, the study contributes to understanding the factors affecting human cognition and behaviour in the design teams.

Keywords: Collaborative design , Design cognition , Design education , Teamwork

This paper analyses the use of information and communication technologies (ICTs) in a distributed product design project-based learning (PBL). The paper presents the ICT use of five international student teams during three product design phases: identification of opportunities, conceptual design, embodiment design. General results show that student teams used around 30 different ICTs for both taskwork and teamwork. Students reported that they used previously known ICTs or ICTs properly introduced to them during the initial course workshop. Results also show that team members often work individually on their tasks and use various procedures to share their results. Also, teams conduct some activities synchronously, suggesting the need for teams to have a collaborative workspace. Cloud-based collaborative ICTs (e.g. whiteboard, computer-aided design, document editor, task management) showed huge potential for individual and team tasks. Hence, educators and teams should carefully consider which ICTs to implement and learn, as it might greatly impact the execution of the product design PBL course.

Keywords: Collaborative design , Design education , Distributed teams , Project-based learning , Technology

Teaching TRIZ to students who are unfamiliar with it is vital as it assists in spreading a systematic approach to problem-solving in the design and production domain. Typically, the capability to use TRIZ proficiently is measured as a tangible output in the form of exams and project-based activities. However, understanding the impact of using TRIZ on students' self-efficacy and problem-solving attitudes is a good proxy indicating how likely students will perseverate using this approach to solve problems despite their initial failures and motivations to get creative solutions. Therefore, the purpose of the study is to understand the effect of TRIZ-oriented courses on students' self-efficacy and problem-solving attitudes towards design activities with respect to the change in the pedagogical approach (traditional and project-based learning) and course modality (in-person and remote). Data was collected at the beginning and end of the course for three different academic years. In general, the results show that project-based learning produces higher self-efficacy in students during a TRIZ course. However, traditional learning improves self-efficacy more than project-based learning. Additionally, in traditional learning, the students' perception of their problem-solving attitudes at the end of the TRIZ course was higher. Regarding course modality, the remote modality of the TRIZ course produced greater increases in students' engineering design self-efficacy than the in-person mode. TRIZ educators can benefit from these results and better estimate the opportunities and limitations due to the implementation of innovative pedagogical approaches in TRIZ courses.

Keywords: In-person collaboration , Pedagogical approaches , Problem-solving attitude , Project-based learning , Remote collaboration , Self-efficacy , TRIZ teaching

The concept of Design for Additive Manufacturing (DfAM) is gaining popularity along with AM, despite its scopes are not well established. In particular, in the last few years, DfAM methods have been intuitively subdivided into opportunistic and restrictive. This distinction is gaining traction despite a lack of formalization. In this context, the paper investigates experts' understanding of DfAM. In particular, the authors have targeted educators, as the perception of DfAM scopes in the future will likely depend on teachers' view. A bespoke survey has been launched, which has been answer by 100 worldwide-distributed respondents. The gathered data has undergone several analyses, markedly answers to open questions asking for individual definitions of DfAM, and evaluations of the pertinence of meanings and acceptations from the literature. The results show that the main DfAM aspects focused on by first standardization attempts have been targeted, especially products, processes, opportunities and constraints. Beyond opportunistic and restrictive nuances, DfAM different understandings are characterized by different extents of cognitive endeavor, convergence vs. divergence in the design process, theoretical vs. hands on approaches.

Keywords: Design for Additive Manufacturing (DfAM) , Design methods , Early design phases , Opportunistic DfAM , Restrictive DfAM

The importance of training for operators in industrial contexts is widely highlighted in literature. Virtual Reality (VR) technology is considered an efficient solution for training, since it provides immersive, realistic, and interactive simulations environments where the operator can learn-by-doing, far from the risks of the real field. Its efficacy has been demonstrated by several studies, but a proper assessment of the operator's cognitive response in terms of stress and cognitive load, during the use of such technology, is still lacking. This paper proposes a comprehensive methodology for the analysis of user's cognitive states, suitable for each kind of training in the industrial sector and beyond. Preliminary feasibility analysis refers to virtual training for assembly of agricultural vehicles. The proposed protocol analysis allowed understanding the operators' loads to optimize the VR training application, considering the mental demand during the training, and thus avoiding stress, mental overload, improving the user performance. © 2021 The Authors.

Keywords: Cognitive ergonomics , Industrial ergonomics , Training Assessment , Virtual assembly , Virtual Reality

The growing relevance of digitalization in production requires the enhancement of human skills and competences in the field of Information and Communication Technology (ICT). Higher education has to cope with this need by providing the necessary ICT skills to future industrial engineers, so that they have a good understanding of the complexity of industries in the 21st century. This paper presents the conceptual development and testing of a Virtual Learning Factory Toolkit (VLFT) that integrates digital tools used in production management with engineering education. The digital tools integrated into the VLFT can help students to exploit enabling technologies such as simulation and virtual reality in their manufacturing studies and practical projects with industrial companies. Moreover, digital tools were tested by using a structured workflow that consists of different learning activities related to manufacturing system configuration. Students practised the digital tools with the help of use cases in the form of joint learning labs, after which the students' feedback was collected and analysed.

Keywords: Digital tools , Manufacturing systems , Production engineering , Virtual learning factory

Sketching is becoming an irrelevant activity of engineering studies. The availability of many software that aids designers in all phases of design, not only analytic but synthetic, push technicians, designers to use such tools, giving up the employment of a simple pencil and eraser on a sheet of paper. The productivity of software tools is obliged to speed and manage the whole design process; even freehand sketching remains the fundamental means to communicate the first ideas immediately. During Brainwriting sessions, the ability to explain by sketches first elaborations of a possible solution, that must be understood by co-designers, is the first step that allows more fruitful discussion and immediate adjustment towards a quick embodiment of valid proposals. The paper describes how such techniques has been introduced in the mechanical engineering curriculum. The case of study reports the experience of the Brainwriting online, which has been tested during lockdown due to the pandemic disease of COVID-19. Further in the paper it is suggested a new interpretation of the de Saussure general linguistic studies, in term of a communication that is associated to a drawing.

Keywords: Brainwriting , Communicate design intent , Interactive design , Product design , Semiology , Sketching

Since Learning Management Systems (LMS) appeared some 20 years ago, their experimentation grew slowly, compared with the explosion that occurred after the Covid-19 emergency. Due to the closure of schools and universities worldwide, every educational institution and their teachers had to move towards the usage of LMSs for Online Distance Learning (ODL). This obliged the teachers to quickly familiarize with such kind of didactics and every kind of course faced these new opportunities. Machine Drawing is a course that requires much interaction between teachers and students and may not exploit validly many modalities invented in LMS. This paper presents the experiences done implementing online didactics, trying to apply all the online tools to the traditional way of teaching. Mainly laboratory activities, made online, must reproduce the interaction made in-person. Nevertheless, online connections opened new ways to try stricter relationships between the teacher and those students, who have less skill, even shyness, and then may accumulate delays. Differentiating the way in which didactics (lecture and laboratory) may be delivered, some traditional techniques have been improved. Employment the video recording of all activities done has given students the opportunity to repeat the more delicate steps of some topics. The check online of designs and elaborations by instructors allows students to be more concentrated on explanation, which may be done collectively or singularly. Comparing the results of exams before and after online didactics revealed that the number of students that passed the exam and the average of reached grade grew significantly.

Keywords: Machine drawing , Online classroom , Virtual class

Teaching product design is not a trivisal task. Considering the experience done along 20 years of teaching at master level class in mechanical engineering it is possible to take stock. The model followed is Project-Based Learning and this method can be licensed as the model that gives greater satisfaction to all attendees. Students give high score to the survey organized by university at the end of the course to assess didactic validity. Also, teachers have many stimuli when discussing with students the activities proposed. The course is based on the development of an industrial product that solves a problem, eventually posed by industry or emerged by customers. Based on the course schedule, the different phases of product development put in evidence the steps that require divergent thinking and those where it is necessary to employ convergent thinking. A case study allows explaining all the phases of product design.

Keywords: Integration of design methodologies , Product design and development , Project-Based Learning , Project-Based Pedagogy

Higher Education Institutions (HEIs) have been incorporating sustainability into education and curricula, where recent research has focussed on sustainability competences, pedagogical approaches, and how to connect them, generally on a single HEI. The process of integrating sustainability into education based on curricula assessment has been explained using adoption of innovations; and has the potential to explain the process of developing competences through pedagogical approaches. The aim of this paper is to investigate this process at academic discipline level. An online survey was developed to investigate teaching sustainability competences in 13 HEIs, from which 678 responses from educators were obtained. The competences and pedagogical approaches from the responses were ranked, and then the connections between the competences and pedagogical approaches per discipline were analysed using a correlations-based framework, from which three disciplines groups were created. The groups were categorised using diffusion of innovations theory, which indicated that some disciplines are more innovative than others in adopting sustainability competence-based teaching. The results are used to propose two frameworks to better understand the adoption of sustainability competence-based teaching: (a) the D-RAPID framework; and (b) the Disciplinary Multi-dimensional Sustainability Influence Change for Academia (D-MuSICA) memework. The adoption of sustainability competence-base education must expand from a single HEI perspective to a disciplinary collaborative one spanning many HEIs, where academic disciplines should learn from each other's insights and mistakes and provide students with more transdisciplinary skillsets to make societies more sustainable.

Keywords: academic disciplines , competences , education for sustainable development , educators , pedagogical approaches , teaching

Additive manufacturing represents one of the most promising and innovative technologies of the moment. In fact, it is considered among the nine technological pillars on which Industry 4.0 is based. In particular, it has received a lot of interest from industries, educational institutions and government agencies. For these reasons, it is necessary to develop and train a specialised workforce and to prepare it for these new opportunities. This work aims to investigate, through the completion of a survey based on a systematic review of the literature, the current state of education and dissemination of educational practices related to the training of young engineers at university on the issues of additive manufacturing and related to Industry 4.0. The results show that the introduction of additive manufacturing education represents an important leverage in the preparation of young engineers who benefit from it both in terms of personal preparation and in terms of learning and refining different skills. However, certain aspects, linked to the need to have adequate equipment and a properly trained teaching staff, should not be overlooked.

Keywords: 3D printing , Additive manufacturing , Engineering education , Industry 4.0 , Systematic literature review

This paper introduces an e-learning platform for the management of courses based on MOOCs, able to continuously monitoring student's behavior through facial coding techniques, with a low computational effort client-side, and to provide useful insight for the instructor. The system exploits the most recent developments in Deep Learning and Computer Vision for Affective Computing, in compliance with the European GDPR. Taking as input the video capture by the webcam of the device used to attend the course, it: (1) performs continuous student's authentication based on face recognition, (2) monitors the student's level of attention through head orientation tracking and gaze detection analysis, (3) estimates student's emotion during the course attendance. The paper describes the overall system design and reports the results of a preliminary survey, which involved a total of 14 subjects, aimed at investigating user acceptance, in terms of intention to continue using such a system.

Keywords: Affective Computing , Deep Learning , E-leaning , Facial Coding , Facial Recognition

Advancing formative assessment in MCAD education is an important but difficult problem. Success in this endeavor requires feature-based MCAD model assessment to consider the quality of a model from various viewpoints. That includes the absolute criteria that are associated with technical domain knowledge and also criteria related to model deficiencies. For the latter, this entails assessing the results of wrong or inappropriately applied system commands, and of partial or entire modeling strategies. Here, an approach that combines the perceptual abilities, creativity, and domain knowledge of the human user with the computational power of current desktop computing has great potential to contribute to solving the problem. The aim of the current paper is two-fold. Firstly, it presents a novel approach to analyzing feature-based characteristics of MCAD models, an approach that is aimed at advancing formative assessment in the educational context. This approach is based on visual analytics and efforts to combine visualization, human factors, and data analytics. Secondly, it reports on the technical architecture and concrete implementation of a newly developed visualization environment for a software tool to enable and put into practice this novel MCAD model assessment approach. The development of this new visualization environment is based on an advanced visualization pipeline that employs radial visualization, while supporting dedicated user interaction techniques to facilitate analytical processes.

Keywords: Advanced visualization pipeline , Formative feedback , Radial visualization , Strategic knowledge built-up , Visual analysis of multivariate data

Student engagement allows educational institutions to make better decisions regarding teaching methodologies, methods for evaluating the quality of education, and ways to provide timely feedback. Due to the COVID-19 pandemic, identifying cognitive student engagement in distance learning has been a challenge in higher education institutions. In this study, we implemented a non-self-report method assessing students' heart rate data to identify the cognitive engagement during active learning activities. Additionally, as a supplementary tool, we applied a previously validated self-report method. This study was performed in distance learning lessons on a group of university students in Bogota, Colombia. After data analysis, we validated five hypotheses and compared the results from both methods. The results confirmed that the heart rate assessment had a statistically significant difference with respect to the baseline during active learning activities, and this variance could be positive or negative. In addition, the results show that if students are previously advised that they will have to develop an a new task after a passive learning activity (such as a video projection), their heart rate will tend to increase and consequently, their cognitive engagement will also increase. We expect this study to provide input for future research assessing student cognitive engagement using physiological parameters as a tool.

Keywords: Active learning , COVID-19 , Distance learning , Heart rate , Higher education , Non-self-report , Self-report , Student engagement

Supporting education and training initiatives has been identified as an effective way to address Sustainable Development Challenges. In this sense, e-learning stands out as one of the most viable alternatives considering its advantages in terms of resources, time management, and geographical location. Understanding the reasons that move users to adopt these technologies is critical for achieving the desired social objectives. The Technology Acceptance Model (TAM) provides valuable guidelines to identify the variables shaping users' acceptance of innovations. The present study aims to validate a TAM extension designed for FARMER 4.0, an e-learning application in the agricultural sector. Findings suggest that content quality (CQ) is the primary determinant of farmers' and agricultural entrepreneurs' perception of the tool's usefulness (PU). Furthermore, experience (EXP) and self-efficacy (SE) shape potential users' perceptions about ease of use (PEOU). This study offers helpful insight into the design and development of e-learning applications in the farming sector and provides empirical evidence of TAM's validity to assess technology acceptance.

Keywords: Agriculture , E-learning applications , TAM , Technology acceptance

This paper describes the final assessment of a student with SLD who uses compensatory tools to verify the effectiveness of the strategies adopted to support the construction of an inclusive assessment environment. The proposed case study is part of long-term research conducted by the University of Macerata. New technologies for analyzing emotional feedback based on the analysis of facial expressions collected from both students and professors during the exam supported the observation. Results show how the application of the emotional recognition system allows researchers to reflect on the evaluation process, on the teacher's perception about compensatory tools and, more generally, on accommodation exams strategies for students with DSA.

Keywords: Emotional feedback , Evaluation strategies , Inclusive university teaching , University students Dyslexia

Virtual reality (VR) training allows companies to train their workforce thanks to virtually simulated environments, leveraging the skills of people before the system production with the final aim to reduce the downtime of productive equipment and improve the global factory efficiency. However, the use of VR immersive training is still limited in industry due to the lack of structured methodologies to effectively implement these simulations. This paper deals with the application of VR technologies to create virtual training simulations addressing assembly or maintenance tasks. It suggests a methodology to create an interactive virtual space in which operators can perform predefined tasks in a realistic way, having dedicated instructions to support the learn-by-doing, based on key training features (KTFs). This methodology was applied to an industrial case study concerning some specific tractor assembly phases. Results show that operators generally appreciate this new training process, enabling faster and more intuitive learning.

Keywords: Smart factory , Virtual assembly , Virtual factory , Virtual reality , Virtual training

This paper presents an innovative safety training method based on digital ergonomics simulations and serious games, which are games that focus on education. Digital ergonomics is intended to disseminate the culture of safety among workers, while serious games are used to train the operators on specific safety procedures and verify their skills. The results of the experimentation in a real industrial environment showed that, compared to the traditional training methodology, multimedia contents and quantitative ergonomic analyses improve the level of attention and the awareness of the workers about their own safety. However, serious games turned out to be promising training tools with regard to standard operating procedures that are usually difficult or dangerous to simulate in a real working scenario without stopping production. Practitioner summary: Digital ergonomics and serious games are used to disseminate the culture of safety among the workers and for safety training. Our results show that the proposed methodology improves the level of attention and provides a better feedback about the actual skills of the workers than the standard educational strategies. Abbreviations:.

Keywords: Digital humans , occupational safety , serious games , training methods

The use of integrated Computer Aided Design/Engineering (CAD/CAE) software capable of analyzing mechanical devices in a single parametric environment is becoming an industrial standard. Potential advantages over traditional enduring multi-software design routines can be outlined into time/cost reduction and easier modeling procedures. To meet industrial requirements, the engineering education is constantly revising the courses programs to include the training of modern advanced virtual prototyping technologies. Within this scenario, the present work describes the CAD/CAE project-based learning (PjBL) activity developed at the University of Genova as a part of course named Design of Automatic Machines, taught at the second level degree in mechanical engineering. The PjBL activity provides a detailed overview of an integrated design environment (i.e. PTC Creo). The students, divided into small work groups, interactively gain experience with the tool via the solution of an industrial design problem, provided by an engineer from industry. The considered case study consists of an automatic pushing device implemented in a commercial machine. Starting from a sub-optimal solution, the students, supervised by the lecturers, solve a series of sequential design steps involving both motion and structural analysis. The paper describes each design phase and summarizes the numerical outputs. At last, the results of the PjBL activity are presented and commented by considering the opinions of all the parties involved.

Keywords: Engineering education , Integrated CAD/CAE design , Interactive education , Project-based learning , Virtual modeling