Exploring undergraduates’ perceptions of and engagement in an AI-enhanced online course

In the age of globalization, an internet connection has become essential for enhancing various human activities across the economic, cultural, and defense sectors, among others. This is particularly true for online classrooms. Microsoft Teams, a widely used digital education platform, provides capabilities that allow online teachers to facilitate better interactions and create more effective learning environments in online settings. This study aimed to explore students’ perceptions of synchronous online learning that occurred in an AI-enhanced online course, delivered using MS Teams. As an explorative study that examines the educational intersection of engineering and artificial intelligence, it represents the convergence of these two branches of learning and thus enriches both fields. The research involved 35 online students at the Staffordshire University, with data collected via online questionnaires to gather information about students’ perceptions of online learning through Microsoft Teams. After completing the online course materials, the questionnaires were distributed to students via Google Forms. The data were then descriptively analyzed. The study’s findings revealed that although online learning through Microsoft Teams was a novel experience for the students, the platform’s interactive and engaging learning environment motivated them to participate more actively, ultimately leading to a better comprehension of the course materials. Incorporating AI-enhanced features within the Microsoft Teams platform further augmented the online learning experience, as students appreciated the personalized learning recommendations and real-time feedback, which showcases the synergistic potential of AI and education in the digital age

Tribological Performance of Biomass-Derived Bio-Alcohol and Bio-Ketone Fuels

This study relates to developing future alternative fuels and focuses on the effects of a fuel’s molecular structure on its properties and performance in advanced propulsion systems. The tribological performance of various biomass-derived oxygenated alternative fuels, including butanol, pentanol, cyclopentanol, cyclopentanone, and gasoline and their blends with diesel, was investigated. Lubricity tests were conducted using a high-frequency reciprocating rig (HFRR). Cyclopentanone-diesel and cyclopentanol-diesel blends result in smaller wear scar sizes compared to using their neat forms. A lower steel disc contaminated with the alternative fuels during the HFRR tests resulted in worn surface roughness values lower than those of the neat diesel by up to 20%. It is believed that these reductions are mainly due to the presence of the hydroxyl group and the carbonyl group in alcohols and ketones, respectively, which make them more polar and consequently helps the formation of the protective lubrication film on the worn moving surfaces during the sliding process. Overall, the results from this study indicate that environmentally friendly cyclopentanol and cyclopentanone are practical and efficient fuel candidates for future advanced propulsion systems

Synthesis and tribological studies of nanoparticle additives for pyrolysis bio-oil formulated as a diesel fuel

AbstractThe tribological behaviour of pyrolysis bio-oil with a synthesized nano-Lanthanum oxide (La2O3) additive was evaluated using a point contact four ball tribometer under different frictional conditions. Results were compared against a micro (μ)-La2O3 additive and an un-additised bio-oil as a control. The results show that nano-La2O3 impregnated bio-oil had better tribological properties than the control groups. Under the operating loads, the optimum nanoparticle concentration within the bio-oil was investigated. At these levels, the combined action of adsorbed bio-oil films on the worn surfaces and the bearing effects of the nano-La2O3 minimized friction and wear. The tribo-mechanisms were ascribed to adhesive wear as a result of lubrication starvation under high loads, and abrasive wear at high rotational speeds as a result of combined deformation and aggregation of the nano-La2O3 particles

Exploring undergraduates’ perceptions of and engagement in an AI-enhanced online course

In the age of globalization, an internet connection has become essential for enhancing various human activities across the economic, cultural, and defense sectors, among others. This is particularly true for online classrooms. Microsoft Teams, a widely used digital education platform, provides capabilities that allow online teachers to facilitate better interactions and create more effective learning environments in online settings. This study aimed to explore students’ perceptions of synchronous online learning that occurred in an AI-enhanced online course, delivered using MS Teams. As an explorative study that examines the educational intersection of engineering and artificial intelligence, it represents the convergence of these two branches of learning and thus enriches both fields. The research involved 35 online students at the Staffordshire University, with data collected via online questionnaires to gather information about students’ perceptions of online learning through Microsoft Teams. After completing the online course materials, the questionnaires were distributed to students via Google Forms. The data were then descriptively analyzed. The study’s findings revealed that although online learning through Microsoft Teams was a novel experience for the students, the platform’s interactive and engaging learning environment motivated them to participate more actively, ultimately leading to a better comprehension of the course materials. Incorporating AI-enhanced features within the Microsoft Teams platform further augmented the online learning experience, as students appreciated the personalized learning recommendations and real-time feedback, which showcases the synergistic potential of AI and education in the digital age