The Semantic Student: Using Knowledge Modeling Activities to Enhance Enquiry-Based Group Learning in Engineering...

Area of Science:

• Engineering Education
• Computer Science Education
• Semantic Web Technologies

Background:

• Traditional engineering education may not fully develop students' domain knowledge and metacognitive skills.
• Integrating innovative learning strategies is crucial for enhancing student learning outcomes.
• Universal Design for Instruction principles emphasize learner empowerment and cognitive regulation.

Purpose of the Study:

• To investigate the impact of knowledge modeling training on engineering students' domain knowledge and metacognitive skills.
• To explore the effectiveness of using linked data principles and semantic web tools in an enquiry-based learning environment.
• To assess the feasibility of incorporating knowledge modeling as a learning strategy in engineering curricula.

Main Methods:

• A group of 3rd-year Computer Engineering students participated in an enquiry-based learning activity.
• Learners utilized semantic feature analysis and linked data principles to construct visual knowledge models.
• Semantic Web technologies, including semantic wikis and linked data tools, were employed.

Main Results:

• Students demonstrated enhanced domain knowledge and improved metacognitive skills.
• Overall student attainment increased when knowledge modeling activities were integrated into the learning process.
• The semantic student approach proved effective in meeting module learning outcomes.

Conclusions:

• Training engineering students in knowledge modeling with semantic web tools enhances both subject mastery and self-regulated learning.
• Knowledge modeling aligns with Universal Design for Instruction, fostering learner autonomy.
• Recommendations are made to integrate knowledge modeling strategies into engineering curricula using semantic web technologies.