Abstract
This study explores the integration of digital tools in civil engineering education, focusing on their impact on algorithmic and critical thinking. Building on previous research, the study investigates how digital and traditional approaches influence students' ability to solve complex problems related to foundation engineering. Thirty-three students were tasked with solving two problems: one using classical methods (taught during lectures) and the other, more complex, requiring the use of a specialized digital platform. The findings revealed a stark contrast in performance, with traditional methods yielding near-universal success (average score: 97%), while digital tasks posed significant challenges (average score: 26%). Statistical analysis, including Wilcoxon signed-rank tests and correlation studies, indicated a significant performance disparity between the two approaches and highlighted the need for guided integration of digital tools in the curriculum. The study concludes that digital tools, though initially challenging, hold promise for cultivating independent problem-solving skills essential for professional practice, provided students receive structured guidance and exposure during their studies.
Author Information
Matej Mencinger, University of Maribor, Slovenia
Primož Jelušič, University of Maribor, Slovenia
Eva Klemenčič, University of Maribor, Slovenia
Borut Macuh, University of Maribor, Slovenia
Petra Cajnko, University of Maribor, Slovenia
Paper Information
Conference: IICE2025
Stream: Learning Experiences
This paper is part of the IICE2025 Conference Proceedings (View)
Full Paper
View / Download the full paper in a new tab/window
To cite this article:
Mencinger M., Jelušič P., Klemenčič E., Macuh B., & Cajnko P. (2025) Integrating Digital Tools to Enhance Algorithmic and Critical Thinking in Civil Engineering Education ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2025 Official Conference Proceedings (pp. 77-89) https://doi.org/10.22492/issn.2189-1036.2025.7
To link to this article: https://doi.org/10.22492/issn.2189-1036.2025.7
Comments
Powered by WP LinkPress