Representatives of the University of Sheffield's Centre for Engineering Education (CEE), including Multidisciplinary Engineering Education’s Extended Reality Champions Edward Browncross and Krys Bangert, attended the 52nd annual European Society for Engineering Education (SEFI) conference at the prestigious EPFL university in Lausanne, Switzerland. Nestled amidst the stunning Swiss Alps, EPFL is renowned for its cutting-edge research and innovative teaching methods, making it the ideal setting for this significant gathering of engineering educators. Here, Krys shares his experience of the conference, with highlights that included use of emotions, Human Rights and AI modelling using Digital Twins, and Augmented Reality in engineering education, as well as the Digital Learning Special Interest group.
As with my experience of attending both the Conceiving, Designing, Implementing & Operating (CDIO) & SEFI 2023, this conference was inspiring and thought-provoking, and a showcase of the cutting edge of engineering education. The conference brought together educators, researchers, and practitioners from across the globe, creating an atmosphere of collaboration and innovation that was highly inclusive.
One of the standout sessions was the keynote by Johanna Lönngren from Umeå University Sweden, who focused on the growing importance of emotions in engineering education. She introduced the emerging field of Emotions in Engineering Education (EEE) and highlighted four key themes: academic emotions, emotions and ethics, emotional intelligence, and mental health. Lönngren emphasised the need for further research into these emotional aspects, advocating for the integration of socio-emotional competencies into engineering education to enhance student learning and well-being, and encouraged collaboration through the Emotions in Engineering Education Network (EEEN). I’m yet to quite understand how this can be applied to my particular field of interest, but I think the emotional (visceral and memory forming) interaction with XR simulations is quite powerful so it could be fertile ground when the correct avenue is identified.
Another highlight was in one of the workshops associated with Ai, the catchily named “Epistemic Lenses for Designing Instruction and Supervision in the Age of Generative Artificial Intelligence: An Adaptive Gameful Approach to Higher Education Pedagogy” by Sofie Otto, Stine Ejsing-Duun, Niels Erik Ruan Lyngdorf, Lykke Brogaard Bertel from Aalborg University, Denmark. The workshop explored the complexities of integrating Generative AI (GAI) into engineering education, focusing on both its potential benefits—such as personalised learning and reduced teaching workload—and concerns like bias, environmental costs, and student overreliance. The session emphasised adapting teaching methods to equip students with the skills to engage with GAI responsibly.
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| Presenting the research questions |
The workshop was structured into three parts. It began with a brief introduction (5 minutes), followed by a 40-minute group activity. During this, participants were introduced to the concept of "design lenses" which guided discussions on how to apply these lenses to various educational scenarios. The next step involved the introduction of "skill atoms" which were descriptive cards (see photo) used in a hands-on activity where participants designed learning interventions. This activity used a structured template to apply the lenses and skill atoms to specific challenges, such as assessment integrity. The session concluded with a 15-minute plenary discussion to synthesise insights and share design ideas for incorporating GAI in a pedagogically sound way.
The “Digital Twins for Smart Universities and Industry Engagement” by Bentley Systems, Ali Intizar and Andrius Jurelionis workshop focused on developing artificial intelligence (AI) systems that prioritise Human Rights, exploring the real-world impacts AI can have on individuals. Through case studies, participants examined mechanisms that lead to negative Human Rights outcomes and discussed ways to mitigate these risks. Engineering participants reflected on their role in ensuring AI aligns with Human Rights principles, identifying challenges and proposing both technical and non-technical interventions. The goal was to foster the creation of AI technologies that promote equality, inclusion, and empowerment, extending beyond mere compliance to benefit the public good. This session gave me some interesting questions to answer on how research can “bake in” bias even with anonymous datasets, an avenue I intend to pursue later.
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| SIGS and alcohol. |
Our Presentations
The scheduling for us turned out to be slightly unfortunate this year, as we both were presenting back to back in the final session of the last day of the conference. The first talk was on “How to deploy simulations to enhance practical engineering education” by Chalak Omar and Andrew Garrard, presented by Edward, all from The University of Sheffield. This research explored the use of a web-based simulation of a bomb calorimetry experiment to support first-year engineering students alongside an in-person lab. The study compared the effects of providing the simulation before or after the lab and with structured or unstructured instructions. Results indicated that offering the simulation before the lab helped students prepare better, though low survey response rates suggest caution in interpreting the findings.
The second talk was also an all Sheffield affair. My presentation was entitled “Large group AR lab experiment simulation to increase student participation” and was assisted by Edward in the AR live demo. This work discussed the development of an Augmented Reality (AR) experience to teach elastic beam theory to engineering students at Sheffield University. Traditionally taught using physical lab setups, these experiments require extensive preparation, leading to scheduling inefficiencies and lower student engagement. The AR solution simplifies logistics, requiring only a headset and a small space, and has led to increased student participation and satisfaction. Additionally, the AR experience offers greater flexibility, allowing students to easily manipulate material properties and beam cross-sections, enriching their learning beyond the limitations of traditional equipment.
The talks in the final session were very well received, with numerous questions from the audience. One of the conference organisers even remarked that it was the best session of the event…you can’t ask for better feedback than that!
Outside of work
Beyond the conference, I enjoyed spending time with the Sheffield team, exploring local restaurants, and engaging in some competitive table football in the hotel lobby. After the event, I took the chance to explore Lausanne, visiting the cathedral and town square, and later spent a couple of days in Geneva. I explored the historic centre, indulged in fondue, and took a refreshing dip in the lake—it was a fantastic experience.