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This study explores factors promoting and inhibiting advanced technology adoption in small- and medium-sized manufacturing firms (SMEs). With AI’s rapid advancement impacting productivity and efficiency across industries, understanding the challenges that SMEs face to remain competitive is crucial. Utilizing the Unified Theory of Acceptance and Use of Technology (UTAUT) model as a theoretical framework, we analyzed managers, engineers, and line workers’ observations on workforce challenges, training needs, and opportunities faced by SMEs to provide insights into their smart manufacturing deployment experiences. Our findings highlight social influence’s role in promoting technology adoption, emphasizing community, shared experiences, and collaborative networks. Conversely, effort expectancy emerged as the largest inhibitor, with concerns about the complexity, time, and resources required for implementation. Individuals were also influenced by factors of facilitating conditions (organizational buy-in, infrastructure, etc.) and performance expectancy on their propensity to adopt advanced technology. By fostering positive organizational environments and communities that share success stories and challenges, we suggest this can mitigate the perceived effort expected to implement new technology. In turn, SMEs can better leverage AI and other advanced technologies to maintain global competitiveness. The research contributes to understanding technology adoption dynamics in manufacturing, providing a foundation for future workforce development and policy initiatives. 

Transferring programming skills learned in the classroom to diverse real-world scenarios is both essential and challenging in computing education. This experience report describes an approach to facilitate learning transfer by fostering adaptive expertise. Students were engaged in co-creating contextualized worked-out examples, including step-by-step solutions. Through three homework assignments in a Spring 2023 database programming course, we observed substantial improvements, where students generated detailed and accurate solutions and enriched their problem-solving contexts from simple phrases to detailed stories, drawn from 17 real-life scenarios. Our results also suggest that the peer assessment process cultivated a supportive learning environment and fostered adaptive expertise. We discuss the lessons learned and draw pedagogical implications for integrating student-generated contextualized materials in other programming courses. 

Examining the effectiveness of machine learning techniques in analyzing engineering students’ decision-making processes through topic modeling during simulation-based design tasks is crucial for advancing educational methods and tools. Thus, this study presents a comparative analysis of different supervised and unsupervised machine learning techniques for topic modeling, along with human validation. Hence, this manuscript contributes by evaluating the effectiveness of these techniques in identifying nuanced topics within the argumentation framework and improving computational methods for assessing students’ abilities and performance levels based on their informed decisions. This study examined the decision-making processes of engineering students as they participated in a simulation-based design challenge. During this task, students were prompted to use an argumentation framework to articulate their claims, evidence, and reasoning, by recording their informed design decisions in a design journal. This study combined qualitative and computational methods to analyze the students’ design journals and ensured the accuracy of the findings through the researchers’ review and interpretations of the results. Different machine learning models, including random forest, SVM, and K-nearest neighbors (KNNs), were tested for multilabel regression, using preprocessing techniques such as TF-IDF, GloVe, and BERT embeddings. Additionally, hyperparameter optimization and model interpretability were explored, along with models like RNNs with LSTM, XGBoost, and LightGBM. The results demonstrate that both supervised and unsupervised machine learning models effectively identified nuanced topics within the argumentation framework used during the design challenge of designing a zero-energy home for a Midwestern city using a CAD/CAE simulation platform. Notably, XGBoost exhibited superior predictive accuracy in estimating topic proportions, highlighting its potential for broader application in engineering education. 

The application of extended reality (XR) technology in education has been growing for the last two decades. XR offers immersive and interactive visualization experiences that can enhance learning by making it engaging. Recent technological advances have led to the availability of high-quality and affordable XR headsets. These advancements have spurred a wave of research focused on designing, implementing, and validating XR educational interventions. Limited literature focuses on the recent trends of XR within science, technology, engineering, and mathematics (STEM) education. Thus, this paper presents an umbrella review that explores the exploding field of XR and its transformative potential in STEM education. Using six online databases, the review zoomed in on 17 out of 1972 papers on XR for STEM education, published between 2020 and 2023, following the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines. The results highlighted the types of XR technology applied (i.e., virtual reality and augmented reality), the specific STEM disciplines involved, the focus of each study reviewed, and the major findings from recent reviews. Overall, the educational benefits of using XR technology in STEM education are apparent: XR boosts student motivation, facilitates learning engagement, and improves skills, for example. However, using XR in education still has challenges that must be addressed, such as the physical discomfort of the learner wearing the XR headset and technical glitches. Besides revealing trends of using XR in STEM education, this umbrella review encourages reflection on current practices and suggests ways to apply XR to STEM education effectively.