论文标题
了解单板计算机在工程和计算机科学教育中的作用：系统文献评论
Understanding the role of single-board computers in engineering and computer science education: A systematic literature review
论文作者
论文摘要
在过去的十年中，单板计算机（SBC）在工程和计算机科学领域更频繁地达到技术和教育水平。多种因素，例如多功能性，低成本以及通过技术增强学习过程的可能性为教育工作者和学生提供了这些设备的贡献。但是，这些设备在工程和计算机科学（CS）教育中的含义，可能性和约束尚未详细探讨。在这篇系统的文献综述中，我们探讨了SBC在工程和计算机科学领域的使用以及在2010 - 2020年间在Tertiary Education期间从其使用中得出的教育结果。为此，从学术数据库EI Compendex，Eric和Insecec中收集的N = 605中选择了154项研究。该分析分为两个阶段，例如识别应用，学习成果以及学生和研究人员的看法。结果主要表明以下方面：（1）实验室和电子学习，计算教育，机器人技术，物联网（IoT）和残疾人的领域，在审查中收集了研究。 （2）研究人员强调了SBCS在工程和CS中转变课程的重要性，让学生通过动手活动进行实验来学习复杂的主题。 （3）作者报告的典型认知学习成果是提高学生成绩以及有关课程中主题的技术技能。关于情感学习成果，兴趣，动机和参与的增加，作者通常报告。
In the last decade, Single-Board Computers (SBCs) have been employed more frequently in engineering and computer science both to technical and educational levels. Several factors such as the versatility, the low-cost, and the possibility to enhance the learning process through technology have contributed to the educators and students usually employ these devices. However, the implications, possibilities, and constraints of these devices in engineering and Computer Science (CS) education have not been explored in detail. In this systematic literature review, we explore how the SBCs are employed in engineering and computer science and what educational results are derived from their usage in the period 2010-2020 at tertiary education. For that, 154 studies were selected out of n=605 collected from the academic databases Ei Compendex, ERIC, and Inspec. The analysis was carried-out in two phases, identifying, e.g., areas of application, learning outcomes, and students and researchers' perceptions. The results mainly indicate the following aspects: (1) The areas of laboratories and e-learning, computing education, robotics, Internet of Things (IoT), and persons with disabilities gather the studies in the review. (2) Researchers highlight the importance of the SBCs to transform the curricula in engineering and CS for the students to learn complex topics through experimentation in hands-on activities. (3) The typical cognitive learning outcomes reported by the authors are the improvement of the students' grades and the technical skills regarding the topics in the courses. Concerning the affective learning outcomes, the increase of interest, motivation, and engagement are commonly reported by the authors.
