TY - CHAP A1 - Callea, Viviana A1 - John, Isabel A1 - Matrisciano, Apollonia A1 - Ursache, Mihai T1 - Coaching and Engineering Synergy for Effective Vocational Tools: The COACH_ING Model T2 - 2025 IEEE Global Engineering Education Conference (EDUCON) N2 - Today, more than ever, in a market oriented towards sustainability, inclusion, and new technologies, it is necessary to integrate educational and guidance systems with tools that enable future professionals to choose their career path and later contribute to the collective good. To foster good career choices for engineers we have developed the COACH_ING model presented in earlier papers. In this paper we want to present a project and an experiment, conducted at an engineering faculty of a European university as part of a country wide Guidance and Tutoring Project. In our COACH_ING model, used by the faculty and professional associations for over seven years, new tools have been implemented for conscious career choice guidance and the enhancement of one's professional potential, via future-oriented educational concepts. The activities took place in structured workshops during which, assessments and questionnaires were systematically administered to gather useful research data and monitor the development of reference skills drawn from coaching and engineering. Specifically, the tool DIRECTING, presented at the EFEA2021, now called DIRECTINGVer2, has been enriched, as a questionnaire, with new elements based on empirical validations performed in the meantime. The collected data provided new insights into the level of learning of specific reference parameters related to the COACH_ING model intersecting Dublin Descriptors as a broadly known framework for qualification in degree programs. In the individual interventions, classroom techniques specific to new guidance models were respected, with the aim of developing an open mindset in students, through conditions initially defined based on the mastery of 16 skills and 8 MCs (Macro Capabilities) of the COACH_ING model. During our not-traditional lab, data emerged regarding eight MCs and four clusters of the questionnaire. Participants were involved in group work to bring out their knowledge and potential (as presented at ICL2024). Through focus groups and 1-to-1 sessions, we verified the actual level of confidence and acquisition of knowledge related to both the MCs and the dimensions identified in the Clusters: communication, teamwork, goal and project, relationship. The model finds its foundations in coaching process engineering, building a life project and choosing one's personalized future path. There emerges a strong need to focus on the advancement of engineering education and the concepts to be conveyed to future engineers so that they can act for their own benefit and that of the surrounding world, making conscious choices. KW - Engineering profession KW - Conferences KW - Buildings KW - Europe KW - Data models KW - Teamwork KW - Engineering education KW - Sustainable development KW - Monitoring KW - Qualifications KW - Confidence Level KW - Focus Group KW - Working Group KW - Career Path KW - Future Technologies KW - Empirical Validation KW - Faculty Of Engineering KW - Reference Parameters KW - Level Of Acquisition KW - Decision-making Process KW - Critical Thinking KW - Labour Market KW - Communication Skills KW - Completed Questionnaires KW - Personal Development KW - Technical Skills KW - Multiple-choice Questions KW - Proficiency Levels KW - PhD Students KW - Level Of Mastery KW - Engineering Students KW - Professional Profile KW - Soft Skills KW - Subject Of Work KW - Model Skill KW - Potential Tensions KW - Analytical Skills KW - Individual Answers KW - Market Requirements KW - personalized educational concepts KW - nontraditional lab concepts KW - engineering education KW - future engineers Y1 - 2025 SN - 979-8-3315-3949-8 SN - 979-8-3315-3950-4 U6 - https://doi.org/10.1109/EDUCON62633.2025.11016626 SN - 2165-9567 SN - 2165-9559 PB - IEEE ER - TY - CHAP A1 - John, Isabel A1 - Fertig, Tobias T1 - Evaluation of a Gamified Elearning Course for Agile Methods T2 - 2024 IEEE Global Engineering Education Conference (EDUCON) N2 - For teaching agile methods in an IT undergraduate course we built up a gamified blended learning course. We created the course with gamification elements like videos, quizzes, badges, and points within the learning management system Moodle. To do so we used a gamification concept based on MDA (Mechanics-Dynamics-Aesthetics). The goal of the gamification concept was to increase intrinsic motivation of the students. We evaluated the motivation of our students with a questionnaire that is based on the psychological motivation theory STD (Self Determination Theory). The paper will shortly show how we built up the course in Moodle, and also gives some details on the used plugins and gamification elements. The main focus is on the evaluation which was done using a standardized questionnaire on intrinsic motivation built upon SDT at the beginning and at the end of our course. 39 students participated before taking the course and 16 after the completion of the course. The evaluation shows that some elements in the course like Videos and quizzes increase the motivation clearly whereas others do not. We could show an increase of intrinsic motivation in some factors of the questionnaire we used, but not in all factors. KW - Learning management systems KW - Electronic learning KW - Psychology KW - Hybrid learning KW - Engineering education KW - Videos KW - Agile Development KW - E-learning Course KW - Intrinsic Motivation KW - Self-determination Theory KW - Student Motivation KW - Blended Learning KW - Course Of Learning KW - Learning Management System KW - Increase In Motivation KW - Game Elements KW - Moderate Correlation KW - Student Engagement KW - Student Level KW - Software Engineering KW - Knowledge Of Students KW - Wrong Answers KW - Motivational Aspects KW - Empirical Validation KW - Part Of Course KW - Hypothesis H2 KW - Intrinsic Motivation Inventory KW - Ipsative KW - Detailed Course KW - Types Of Play KW - Flipped Classroom KW - Evaluation Of Course KW - Progress Bar KW - Engineering Education KW - Motivation Questionnaire KW - Exam Questions KW - Gamification KW - Agile Methods KW - Blended learning KW - Motivation Y1 - 2024 SN - 979-8-3503-9402-3 SN - 979-8-3503-9403-0 U6 - https://doi.org/10.1109/EDUCON60312.2024.10578678 SN - 2165-9567 SN - 2165-9559 PB - IEEE ER -