Cybertronics: interactive simulation game for design and manufacturing education

Contribution: This work evaluates the role of the complementary training programs (CTPs) offered by the Center for Research and Development in Electronic and Information Technology (CETELI), from the Federal University of Amazonas, Brazil. This analysis highlights the relevant role of the CTP, carried out by CETELI, in supporting students in the engineering undergraduate course, thus reducing dropouts and improving retention of low-income students. Background: The great challenge of engineering courses and of all courses in the technological area is to keep in step with the job market and, thus, provide better conditions for entering trainees. Intended Outcomes: Based on the experience of this work, other electrical engineering courses should be encouraged to adopt partnerships with industries, offering the possibility for students to carry out project activities on topics of interest to industries and, especially in developing countries like Brazil, to associate this activity with the provision of scholarships. Application Design: The evaluation assesses the impact of the various CTP partnership projects (PPs) on the graduation rate (GR), on students’ academic performance, and on the average graduation time (GT). It also assesses how the CTP students entered the job market, measuring whether the CTP facilitated their entry. Findings: It was observed a difference in the GR between the students who participated in the CTP and students that did not participate in the CTP. For the computer engineering course, this rate was about five times higher. It was observed that more than half of the students who participated in the CTP entered the market and were hired almost immediately for work in their area of training.

Journal of the American Society for Naval EngineersVolume 67, Issue 2 p. 285-294 DOES YOUR ENGINEERING ORGANIZATION PASS THE WORD EFFECTIVELY? CAPTAIN ARTHUR C. SMITH USN, CAPTAIN ARTHUR C. SMITH USN The Author was born September 6, 1911, at Somerville, Mass. He graduated from the U.S. Naval Academy in June 1934, from the Submarine School in June 1937, and from the Post Graduate Course in Design Engineering, USNA. 1943. In 1946 he took the Advanced Management Course at the Harvard Graduate School of Business Administration. He has served in all departments on cruisers, as a Naval Aviation Gunnery Observer and as Commanding Officer of submarines. He was designated for Engineering Duty only in 1946 and since has served as Deputy Head Electrical Branch in the Bureau of Ships, as Design Superintendent at the Portsmouth Naval Shipyard, and is now Head of the Electrical Branch in the Bureau of Ships.Search for more papers by this author CAPTAIN ARTHUR C. SMITH USN, CAPTAIN ARTHUR C. SMITH USN The Author was born September 6, 1911, at Somerville, Mass. He graduated from the U.S. Naval Academy in June 1934, from the Submarine School in June 1937, and from the Post Graduate Course in Design Engineering, USNA. 1943. In 1946 he took the Advanced Management Course at the Harvard Graduate School of Business Administration. He has served in all departments on cruisers, as a Naval Aviation Gunnery Observer and as Commanding Officer of submarines. He was designated for Engineering Duty only in 1946 and since has served as Deputy Head Electrical Branch in the Bureau of Ships, as Design Superintendent at the Portsmouth Naval Shipyard, and is now Head of the Electrical Branch in the Bureau of Ships.Search for more papers by this author First published: May 1955 https://doi.org/10.1111/j.1559-3584.1955.tb03098.x AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume67, Issue2May 1955Pages 285-294 RelatedInformation

English is the dominant language in many nations throughout the world. Nonetheless, despite the government’s efforts, Malaysian university students still see speaking English as a daunting endeavour. This article discusses how interactive simulation games may be used as a teaching tool to help Universiti Tun Hussein Onn Malaysia (UTHM) students improve their English-speaking abilities. Furthermore, the purpose of this research is to study the fundamentals of English-speaking skills, to design an informative and appealing interactive simulation gaming as a teaching aid, and to verify the effectiveness of interactive simulation gaming in enhancing English-speaking abilities. A mixed method design combining qualitative and quantitative data collection approaches was employed. A semi-structured interview was conducted with a professor from the Centre for Language Studies at UTHM, and the collected data were carefully verified with content analysis. Additionally, a questionnaire was distributed among 69 UTHM students from different faculties to gather insights on how to design an interactive and engaging gaming simulator for English speaking learning. Once the data have been collected, it will be thoroughly analysed and validate with descriptive analysis. The findings of this study offer valuable insights into the fundamental aspects of English language learning and provide opportunities for further improvement and refinement of the game. Future studies could focus on refining the game’s aesthetics and overall visual appeal, creating a more immersive and captivating gaming experience, and incorporating elements of gamification to further enhance motivation and drive sustained engagement. The game can be created by making it into Virtual reality, the players are able to immerse the gameplay of feeling in a real situation of being interview while answer the questions that has been given out by the game has provided.

The paper considers the foreign experience of teaching engineering students to analyze speech signals using instrumental methods. Examples of obtaining spectrograms are given, as well as the capabilities of speech analysis software used in undergraduate and graduate engineering courses at the University of California (Los Angeles, USA). The disadvantages of speech analysis and visualization based on Fourier transform are shown. New solutions for processing and visualizing speech signals based on multilevel wavelet analysis are proposed. The main characteristics of the developed WaveView and WaveView-MWA programs that provide increased time-frequency resolution of vowel sounds are considered. For the first time, the results of high-precision analysis and visualization of consonant sounds - non-stationary signals inaccessible to spectral analysis using the Fourier transform are presented. A comparative analysis of the time-frequency resolution of spectrograms and wavelet sonograms in the visualization of English speech is performed. The developed technology of high-precision analysis and visualization of speech signals is used in the training of specialists of the Department of «Information Security» of the Faculty of «Informatics and Management» of the Bauman Moscow State Technical University during laboratory work on the course «Forensic study of phonograms».

Second Edition

It is a common belief that good software tools are necessary to support both research and education in software engineering. The authors document their experience, in support of this belief, with two data flow testing tools named ASSET and ATAC and one mutation testing tool named MOTHRA. These tools have been in use at Purdue University in research projects related to software testing and reliability. The tools have also been used in both undergraduate and graduate courses in software engineering. >

Software Engineering is a complex topic because it encompasses multiple disciplines such as team work, effectively managing change in organizations, understanding technology, understanding software development and its lifecycle, understanding the role of change agents, and also having a good business sense. A method derived from the collaboration between North Carolina State University and ABB, brings diverse techniques that simulate an industrial environment for teaching a senior level Software Engineering course. Eleven elements that have been incorporated to enrich the Software Engineering graduate course are described. The paper also shows how the progressive incorporation of the elements have resulted increased student satisfaction.

The number of connected devices increases continually. The Internet is omnipresent in nearly all areas of daily life, both in private and professional spheres. Humans and institutions are especially concerned about security and usability of the large number of connected objects. This is also a big challenge for professionals in the field of software and hardware testing. They are forced to extend their knowledge to provide quality assurance of connected devices and environments. The qualification requirements are constantly changing. For this reason, the virtual simulation game IoTCityLab will be developed. The target audience are both experienced software testing professionals as also students at universities and vocational trainees who plan a career in the Internet of Things domain. It is a multi-player game in which teams act as in real projects while they will gain experience and knowledge through application. The simulation game is composed of several modules on several approaches of Internet of Things testing. In the first game module the players need to set up a test automation environment for testing an autonomous vehicle in an agile team. In each individual game module the focus is on testing of elements which are part of a smart city infrastructure. Each individual game module focuses on a particular stage of development. By playing the game modules, the players have the opportunity to accompany the proceedings in the implementation of a smart city infrastructure and experience testing and quality assurance in this field interactively.

During the past four years several thousand professional employees of industries within a 60-mi radius of the Southern Methodist University (SMU) campus at Dallas, Tex., have participated fully as degree-seeking students in SMU's on-campus engineering graduate courses--without leaving their places of employment. The "talkback TV" system through which this is accomplished is described and evaluated from the standpoint of the students, the professor, the educational administrator, and the industrial employer. Inclusion of neighboring liberal arts colleges among course recipients and originators offers a further dimension of program enrichment at the undergraduate level.

The book is examined in the context of its suitability for a first engineering course in feedback control. The text covers several topics normally included in the most current introductory feedback control texts, including: transfer functions and state-space descriptions; Routh-Hurwitz and Nyquist stability criteria; and state-feedback and linear-quadratic regulator theory. It also includes more contemporary topics, such as: robust stability and performance for unstructured perturbations; strong stabilization and Youla parameterization; generalized plants and H/sub/spl infin// design; and H/sub/spl infin// optimization by model matching and interpolation theory. Short appendices are included on normed linear spaces, matrix and abstract algebra, and state-space system manipulations. The material is well presented, with careful proofs of key results. Each chapter includes numerical examples, together with a good list of homework exercises. Some Matlab functions for computing numerical solution are mentioned, but the discussion of software is limited. Unfortunately, the mathematical level of the test is too high, at least for most programs in the United States. The book also omits several standard topics associated with engineering course on feedback control, such as modeling of physical systems, root-locus analysis, digital control, and an introduction to nonlinear systems. As it is, the book would make a very good test for a graduate engineering course in linear feedback control. It could also be a valuable reference for graduate engineering students or applied mathematics students interested in research in the control area.

Embedded network systems (ENS) provide a set of technologies that can link the physical world to large-scale networks in applications such as monitoring of borders, infrastructure, health, the environment, automated production, supply chains, homes and places of business. This book details the fundamentals for this interdisciplinary and fast-moving field. The book begins with mathematical foundations and the relevant background topics in signal propagation, sensors, detection and estimation theory, and communications. Key component technologies in ENS are discussed: synchronization and position localization, energy and data management, actuation, and node architecture. Ethical, legal and social implications are addressed. The final chapter summarizes some of the lessons learned in producing multiple ENS generations. A focus on fundamental principles together with extensive examples and problem sets make this text ideal for use on graduate courses in electrical engineering and computer science. It will also appeal to engineers involved in the design of ENS.

This chapter is focused on the connection between flow and deep learning, and the potential for learning environments fostering flow and deep learning to prepare emerging adults for times of crises. Topics addressed include how crisis affects learning, as well as the importance of deep learning in times of crisis, and how it is enabled by motivation, engagement, and flow. In this context, I present a 3 year, quasi-experimental study comparing students’ motivation, engagement, and deep learning of course materials between emerging adults who took an undergraduate engineering course that compared a video game approach to a control group. The video game, EduTorcs, provided challenges in which the student participants created control algorithms to drive virtual cars through a simulated game environment. Students taking the game-based course reported greater intrinsic motivation, work-play integration, and engagement in deep learning characteristic of flow than students taking the course in the traditional way; and they performed significantly better on tests of complex course concepts designed to measure deep learning. Results showed positive effects for concentration and engagement, which can be specific barriers to learning in times of crisis. Findings also suggest the potential role of the video game approach in facilitating intrinsic motivation, flow, and deep learning. Implications for educational and learning strategies in future crises are discussed.KeywordsFlowDeep learningCrisisGame-based learningEmerging adulthood

Designing high-quality software is difficult, and therefore instruction in design should hold prominence in educating future software engineers, just as in other engineering disciplines. Nearly all software engineers receive their education within programs in computer science, but these programs typically provide inadequate instruction in design. The missing ingredient is instruction in the making of intelligent choices among design alternatives. We must increase the emphasis on the teaching of design principles for guiding the choice-making, not just in senior or graduate courses in software engineering, but throughout the undergraduate curriculum. In particular, the teaching of design in the introductory programming sequence can be improved. We present some examples of how instruction in design can be incorporated into the first courses in programming.

I start with a story that demonstrates the importance of the above quote. As an undergraduate, I had great interest in biomaterials, and took a technical elective graduate course in biomedical engineering focused on rehabilitation engineering. We studied all sorts of electrical stimulation devices and controllers designed to trigger different muscle groups for various therapies—we even tested them on ourselves! In one case study, our professor told us that he and a team of engineers managed to design a control system and series of implantable electrodes in groups such that locomotion was restored for a quadriplegic patient—a fantastic achievement! Such a solution required knowledge of physiology, electrical engineering, biomedical engineering, computer process control, electronics, and surgery. However, despite such a wonderful achievement (allowing a paralyzed patient to walk again) the project was an utter failure. Why? Simply put, when the patient was asked to comment on what they thought about their restored ability to walk again the patient effectively said: ‘‘Walking is alright I guess, but really, I am used to the wheelchair now. I would much rather have bladder control than to walk again, but no one asked me.’’ The moral? Human factors play a huge role in the design of solutions, and we, as technical people, sometimes forget to ask important non-technical questions. The same is true in research of biomaterials—the big picture is just as important as all the little details. The painting in Fig. 1 by Georges Seurat illustrates that, like a research subject, a big picture is made of many tiny details (inset) with their own problems to solve. For example, the color and placement of each paint daub must be precise and uniform in size or texture, but when a single daub is then seen close to nearest neighbors, next nearest neighbors, and next–next nearest neighbors, etc., an image representative of something altogether different from a single paint daub is formed. The analogy to materials research is that with proper care to integrate the little details, a bigger picture or understanding may follow. The caution is to not get lost in details and to insure a process wherein such little details are purposely designed with the aim of seeing the big picture, or impact of the results. Perhaps this is an obvious analogy, but the analogy can be extended to ways of thinking as well: each paint daub is a detail as discovered by reductionist thinking, yet when all the daubs are integrated together, a beautiful scene blossoms, and forthwith, emotional and psychological responses are triggered based on the viewers’ association with the particular depiction of the world—hence a systems thinking approach, complete with human factors, is seen in the entirety of the impressionist painting. As we have tried to understand our world, two schools of thought, reductionist thinking and systems thinking, have evolved. Each has its merit and disadvantages, but in this commentary we explore each paradigm in relation to how biomaterials design and research is being carried out currently, and we propose some ideas for the future—we need a more present and effective balance between reductionism and systems thinking. John A. Nychka and Jamie J. Kruzic—guest editors for the Biomaterials Committee of the TMS Electronic, Magnetic, and Photonic Materials Division and the TMS Structural Materials Division—coordinated the topic BiologicalMaterials Science: Fundamentals in this issue. JOM

Based on a graduate course in biochemical engineering, provides the basic knowledge needed for the efficient design of bioreactors and the relevant principles and data for practical process engineering, with an emphasis on enzyme reactors and aerated reactors for microorganisms. Includes exercises,