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A Study on the Influencing Factors of Learning Outcomes in Software Engineering Courses

Author(s)

Mingjin Shen, Xiaowen Li

Affiliation(s)

School of Computer and Artificial Intelligence, Henan Finance University, Zhengzhou, China

Abstract

The research explores the ambiguous determinants and insufficient adaptation of technology in the educational results of software engineering courses. Drawing from cognitive load theory and social constructivism, a tri-dimensional framework termed "technology penetration-collaboration efficacy-cognitive development" was developed to investigate the dynamics of technology empowerment, cooperative engagement, and individualized feedback. The study utilized a hybrid methodology, incorporating a semi-experimental setup (involving 92 students with intelligent system intervention versus94) involving conventional instruction) involving 186 junior students from a top-tier Double university, integrated with diverse data types (such as code logs, eye-tracking, EEG) and structural equation modeling. The findings showed a reverse U-shaped correlation between the depth of virtual simulations and educational results (indicated by the 14.3-hour inflection point, β=-0.18, p=0.02), with collaborative interaction playing a mediating role at 23.6% (β=0.19, 95%CI [0.05,0.33]), and notable influence of individualized feedback in groups with low motivation (ΔR2=0.15).There was a 24.7% enhancement in learning results observed in the test group (p<0.001).The research enhances the conceptual basis for aligning technology and cognition, with the created smart system boosting the superior project protection rate from 18% to 34%, offering concrete evidence for the evolution of digital education.

Keywords

Software Engineering Education; Learning Outcomes; Technology Empowerment; Collaborative Interaction; Multimodal Analysis

References

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