The Philosophy of Science and Engineering Design

2016 ◽  
Author(s):  
Dingmar van Eck
Keyword(s):  
Philosophy Of Science ◽  
Engineering Design ◽  
Science And Engineering

Balancing Fun and Learning in a Serious Game Design

Gamification ◽  
2015 ◽  
pp. 452-471 ◽  
Author(s):  
Christopher Franzwa ◽  
Ying Tang ◽  
Aaron Johnson ◽  
Talbot Bielefeldt
Keyword(s):  
Engineering Design ◽  
Game Design ◽  
Serious Games ◽  
Engineering Students ◽  
Serious Game ◽  
Guidance System ◽  
Stem Fields ◽  
Science And Engineering ◽  
Design Challenges ◽  
Narrative Learning

This article presents the underlying philosophy of Sustain City, an educational serious game system that engages students, particularly prospective and beginning science and engineering students, in a series of engineering design challenges. Various strategies implemented in Sustain City for achieving a balance of fun and learning are discussed, including narrative-learning synthesis, supplementing the player's actions with feedback, and the development of a sufficient guidance system. The evaluation of Sustain City deployment is also presented. The assessment confirms the values of the serious games in promoting students' interests and learning in STEM fields.

The Decline of Design Across the Curriculum

2008 ◽  
Author(s):  
Jeffrey R. Mountain
Keyword(s):  
General Education ◽  
Engineering Design ◽  
Alternative Energy ◽  
Primary Objective ◽  
Small Sample ◽  
Engineering Science ◽  
Science And Engineering ◽  
Alternative Energy Sources ◽  
Analytical Foundation ◽  
New Knowledge

Design across the curriculum has been a cornerstone of mechanical engineering education for well over a decade. The movement was an attempt to balance the tendency of most programs to over-emphasize engineering science. Over the course of that decade, many public universities have undergone a 7%–10% reduction in the number of credits required for graduation; usually in response to legislative pressure or competitive market conditions. In some instances, these reductions were not reflected in the general education content. Although the number of technical electives within the curriculum may have been reduced, seldom have they been completely omitted. Engineering science is considered the analytical foundation upon which new knowledge and engineering design are based. In addition, new frontiers in mechatronics, nanotechnology and alternative energy sources are becoming “must teach” subjects so that the discipline can evolve. The indication is that the “Design Across the Curriculum” concept either is, or will soon be in decline. This paper will present some historical perspective, a small sample of both common “solutions,” and a few unique approaches for maintaining design across the curriculum. The primary objective, however, is to initiate a dialog among engineering educators to begin to address the balance between engineering science and engineering design.

scholarly journals Game Effectiveness of Power Ville in Promoting Science and Engineering Design

2020 ◽  
Author(s):  
Ying Tang ◽  
Sachin Shetty ◽  
Kauser Jahan ◽  
John Henry ◽  
S. Keith Hargrove ◽  
...  
Keyword(s):  
Engineering Design ◽  
Science And Engineering

How Should We Measure Creativity in Design Studies? A Comparison of Social Science and Engineering Approaches

2020 ◽  
Author(s):  
Scarlett R. Miller ◽  
Samuel T. Hunter ◽  
Elizabeth Starkey ◽  
Sharath Ramachandran ◽  
Faez Ahmed ◽  
...  
Keyword(s):  
Social Science ◽  
Engineering Design ◽  
Design Research ◽  
Negative Relationship ◽  
Design Quality ◽  
Science And Engineering ◽  
Design Creativity ◽  
Significant Negative Relationship ◽  
The Social ◽  
Design Ideas

Abstract Design researchers have long sought to understand the mechanisms that support creative idea development. However, one of the key challenges faced by the design community is how to effectively measure the nebulous construct of creativity. The social science and engineering communities have adopted two vastly different approaches to solving this problem, both of which have been deployed throughout engineering design research. The goal of this paper was to compare and contrast these two approaches using design ratings of nearly 1000 engineering design ideas paired with a qualitative study with expert raters. The results of this study identify that while these two methods provide similar ratings of idea quality, there was a statistically significant negative relationship between these methods for ratings of idea novelty. Qualitative analysis of recordings from expert raters’ think aloud concept mapping points to potential sources of disagreement. In addition, the results show that while quasi-expert and expert raters provided similar ratings of design novelty, there was not significant agreement between these groups for ratings of design quality. The results of this study provide guidance for the deployment of idea ratings in engineering design research and evidence for the development and potential modification of engineering design creativity metrics.

K12 Outreach: Using Biomechanical Engineering Design Projects to Teach Difficult STEM Concepts to Middle School Students

2009 ◽  
Author(s):  
Kristen L. Billiar ◽  
Robin Belisle ◽  
Tanea Cezar ◽  
Mary Fusco ◽  
Cecelia Gray ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Student Learning ◽  
Engineering Design ◽  
Middle School Teachers ◽  
School Teachers ◽  
School Students ◽  
Science And Engineering ◽  
Science Technology ◽  
Design Projects

Science, technology, engineering and math (STEM) concepts become more difficult and less interesting for many students in middle school, thus discouraging many from pursuing science and engineering. To aid in student learning and motivation, we collaborated with middle school teachers to develop engineering design projects to teach difficult STEM concepts. Biomechanics projects appear to motivate student learning and reinvigorate the teaching of engineering topics.

Sustain City

2019 ◽  
pp. 57-91
Author(s):  
Ying Tang ◽  
Christopher Franzwa ◽  
Talbot Bielefeldt ◽  
Kauser Jahan ◽  
Marzieh S. Saeedi-Hosseiny ◽  
...  
Keyword(s):  
Engineering Design ◽  
Serious Games ◽  
Engineering Students ◽  
Guidance System ◽  
Interactive Narrative ◽  
Design Strategies ◽  
Stem Fields ◽  
Science And Engineering ◽  
And Mathematics ◽  
And Training

Recent years have witnessed a growing interest in interactive narrative-based serious games for education and training. A key challenge posed by educational serious games is the balance of fun and learning, so that players are motivated enough to unfold the narrative stories on their own pace while getting sufficient learning materials across. In this chapter, various design strategies that aim to tackle this challenge are presented through the development of Sustain City, an educational serious game system that engages students, particularly prospective and beginning science and engineering students, in a series of engineering design. Besides narrative-learning synthesis, supplementing the player's actions with feedback, and the development of a sufficient guidance system, the chapter also discusses the integration of rigorous assessment and personalized scaffolding. The evaluation of Sustain City deployment confirms the values of the serious games in promoting students' interests and learning in science, technology, engineering, and mathematics (STEM) fields.

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