Engaging Students to Learn Physics and Mathematics through Short High Quality M-Learning Resources

2016 ◽  
pp. 432-452
Author(s):  
Luis Neri ◽  
Julieta Noguez ◽  
Jessica Morales Whitney ◽  
Gerardo Aguilar-Sanchez
Keyword(s):  
Engineering Students ◽  
Cognitive Theory ◽  
First Year ◽  
Learning Resources ◽  
High Quality ◽  
Key Characteristics ◽  
Educational Videos ◽  
And Mathematics ◽  
Learn Physics ◽  
The Impact

A methodology to design short high quality M-Learning resources aimed to engage students to learn Physics and Mathematics is proposed. Key characteristics to generate motivating mobile resources are identified and applied to produce educational video-capsules. Audiovisual design elements based on cognitive theory of multimedia learning are incorporated. Short videos covering central topics of Mathematics and Physics undergraduate courses that can be displayed on mobile devices are designed. A study case with first-year engineering students using the mobile resources is performed in order to assess student engagement. The results indicate that most students show a positive perception on the educational videos. A parallel study in order to evaluate the impact of the mobile educational videos on student learning is also presented. From this analysis it is suggested to incorporate the use of mobile resources as part of active learning methodologies. Some recommendations for designing mobile resources are presented, and suggestions for implementation of the resources are also provided.

Engaging Students to Learn Physics and Mathematics through Short High Quality M-Learning Resources

2016 ◽  
pp. 1358-1377 ◽  
Author(s):  
Luis Neri ◽  
Julieta Noguez ◽  
Jessica Morales Whitney ◽  
Gerardo Aguilar-Sanchez
Keyword(s):  
Engineering Students ◽  
Cognitive Theory ◽  
First Year ◽  
Learning Resources ◽  
High Quality ◽  
Key Characteristics ◽  
Educational Videos ◽  
And Mathematics ◽  
Learn Physics ◽  
The Impact

A methodology to design short high quality M-Learning resources aimed to engage students to learn Physics and Mathematics is proposed. Key characteristics to generate motivating mobile resources are identified and applied to produce educational video-capsules. Audiovisual design elements based on cognitive theory of multimedia learning are incorporated. Short videos covering central topics of Mathematics and Physics undergraduate courses that can be displayed on mobile devices are designed. A study case with first-year engineering students using the mobile resources is performed in order to assess student engagement. The results indicate that most students show a positive perception on the educational videos. A parallel study in order to evaluate the impact of the mobile educational videos on student learning is also presented. From this analysis it is suggested to incorporate the use of mobile resources as part of active learning methodologies. Some recommendations for designing mobile resources are presented, and suggestions for implementation of the resources are also provided.

scholarly journals Bridging the gap: blending spatial skills instruction into a technology teacher preparation programme

2021 ◽  
Author(s):  
Diarmaid Lane ◽  
Sheryl Sorby
Keyword(s):  
Teacher Preparation ◽  
Gender Gap ◽  
Future Research ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Base Level ◽  
Technology Teacher ◽  
And Mathematics ◽  
The Impact

AbstractIn recent years, there has been a surge in research in spatial thinking across the international community. We now know that spatial skills are malleable and that they are linked to success across multiple disciplines, most notably Science, Technology, Engineering and Mathematics (STEM). While spatial skills have been examined by cognitive scientists in laboratory environments for decades, current research is examining how these skills can be developed in field-based environments. In this paper, we present findings from a study within a Technology Teacher preparation programme where we examined first-year students’ spatial skills on entry to university. We explain why it was necessary to embed a spatial skills intervention into Year 1 of the programme and we describe the impact that this had on students’ spatial scores and on academic performance. The findings from our study highlight a consistent gender gap in spatial scores at the start of the first-year with female students entering the Technology Teacher preparation programme at a lower base level than male students. We describe how we integrated spatial development activities into an existing course and how an improvement in spatial scores and overall course performance was observed. The paper concludes by discussing the long-term sustainability of integrating spatial interventions within teacher preparation programmes while also highlighting the importance of future research to examine spatial skills as a fundamental component of technological capability.

A Theory-Practice Research Framework for Video-Enhanced Learning, Assessment, and Feedback

2020 ◽  
pp. 100-126
Author(s):  
James McDowell
Keyword(s):  
Cognitive Theory ◽  
Methodological Approach ◽  
Learning Assessment ◽  
Practice Research ◽  
First Year ◽  
Technology Enhanced Learning ◽  
First Year Students ◽  
Educational Applications ◽  
The Impact ◽  
Enhanced Learning

This chapter discusses a two-year project that explored the impact of video-enhanced learning, assessment, and feedback on undergraduate first-year students in higher education. Underpinned by a pragmatist epistemology, and arguing the case for a design-based methodological approach within a theoretical framework embracing the cognitive theory of multimedia learning, the community of inquiry, and the conversational framework, the chapter explores contemporary research into assessment and feedback, uses of technology-enhanced learning to promote inclusivity, and educational applications of asynchronous video.

scholarly journals Makerspaces in First-Year Engineering Education

2019 ◽  
Vol 10 (1) ◽  
pp. 8
Author(s):  
Pooya Taheri ◽  
Philip Robbins ◽  
Sirine Maalej
Keyword(s):  
Engineering Students ◽  
Evaluation Criteria ◽  
Applied Science ◽  
First Year ◽  
Maker Movement ◽  
Student Survey ◽  
Group Project ◽  
Main Component ◽  
Diploma Program ◽  
The Impact

Langara College, as one of the leading undergraduate institutions in the province of British Columbia (BC), offers the “Applied Science for Engineering” two-year diploma program as well as the “Engineering Transfer” two-semester certificate program. Three project-based courses are offered as part of the two-year diploma program in Applied Science (APSC) and Computer Science (CPSC) departments: “APSC 1010—Engineering and Technology in Society”, “CPSC 1090—Engineering Graphics”, and “CPSC 1490—Applications of Microcontrollers”, with CPSC 1090 and CPSC 1490 also part of the Engineering Transfer curriculum. Although the goals, scopes, objectives, and evaluation criteria of these courses are different, the main component of all three courses is a group-based technical project. Engineering students have access to Langara College’s Makerspace for the hands-on component of their project. Makerspaces expand experiential learning opportunities and allows students to gain a skillset outside the traditional classroom. This paper begins with a detailed review of the maker movement and the impact of makerspace in higher education. Different forms of makerspace and the benefits of incorporating them on first-year students’ creativity, sense of community, self-confidence, and entrepreneurial skills are discussed. This paper introduces Langara’s engineering program and its project-based design courses. Langara’s interdisciplinary makerspace, its goals and objectives, equipment, and some sample projects are introduced in this paper in detail. We then explain how the group-project component of APSC 1010, CPSC 1090, and CPSC 1490 are managed and how using makerspace improves students’ performance in such projects. In conclusion, the paper describes the evaluation of learning outcomes via an anonymous student survey.

An Experimental Study on the Influence That Failure Number, Specialization, and Controls Have on Confidence in Predicting System Failures1

2016 ◽  
Vol 139 (1) ◽  
Author(s):  
Somaiah Thimmaiah ◽  
Keith Phelan ◽  
Joshua D. Summers
Keyword(s):  
Experimental Study ◽  
Engineering Students ◽  
Failure Modes ◽  
P Value ◽  
First Year ◽  
Psychology Class ◽  
Design Activities ◽  
Undergraduate Psychology ◽  
Domain Familiarity ◽  
The Impact

Design reviews are typically used for three types of design activities: (1) identifying errors, (2) assessing the impact of the errors, and (3) suggesting solutions for the errors. This experimental study focuses on understanding the second issue as it relates to the number of errors considered, the existence of controls, and the level of domain familiarity of the assessor. A set of design failures and associated controls developed for a completed industry sponsored project is used as the experimental design problem. Nondomain generalists (students from an undergraduate psychology class), domain generalists (first year engineering students), and domain specialists (graduate mechanical engineering students) are provided a set of failure modes and asked to provide their own opinion or confidence on whether the system would still successfully achieve the stated objectives. The confidence level for all domain populations decreased significantly as the number of design errors increased (largest p-value = 0.0793), and this decrease in confidence is more significant as the number of design errors increases. The impact on confidence is lower when solutions (controls) are provided to prevent the errors (largest p-value = 0.0334) as the confidence decreased faster for domain general engineers as compared to domain specialists (p = < 0.0001). The domain specialists showed higher confidence in making decisions than domain generalists and nondomain generalists as the design errors increase.

Can Design Teams Be Empathically Creative? A Simulation-Based Investigation on the Role of Team Empathy on Concept Generation and Selection

2020 ◽  
Author(s):  
Mohammad Alsager Alzayed ◽  
Scarlett R. Miller ◽  
Jessica Menold ◽  
Jacquelyn Huff ◽  
Christopher McComb
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Engineering Students ◽  
Computational Simulation ◽  
Idea Generation ◽  
First Year ◽  
Concept Generation ◽  
Team Members ◽  
Design Activities ◽  
The Impact

Abstract Research on empathy has been surging in popularity in the engineering design community since empathy is known to help designers develop a deeper understanding of the users’ needs. Because of this, the design community has been invested in devising and assessing empathic design activities. However, research on empathy has been primarily limited to individuals, meaning we do not know how it impacts team performance, particularly in the concept generation and selection stages of the design process. Specifically, it is unknown how the empathic composition of teams, average (elevation) and standard deviation (diversity) of team members’ empathy, would impact design outcomes in the concept generation and selection stages of the design process. Therefore, the goal of the current study was to investigate the impact of team trait empathy on concept generation and selection in an engineering design student project. This was accomplished through a computational simulation of 13,482 teams of noninteracting brainstorming individuals generated by a statistical bootstrapping technique drawing upon a design repository of 806 ideas generated by first-year engineering students. The main findings from the study indicate that the elevation in team empathy positively impacted simulated teams’ unique idea generation and selection while the diversity in team empathy positively impacted teams’ generation of useful ideas. The results from this study can be used to guide team formation in engineering design.

User Study: Influence of Number of Design Errors on Ability to Predict Performance With and Without Controls

2013 ◽  
Author(s):  
Somaiah Thimmaiah ◽  
Keith Phelan ◽  
Joshua D. Summers
Keyword(s):  
Engineering Students ◽  
User Study ◽  
Failure Modes ◽  
P Value ◽  
First Year ◽  
Psychology Class ◽  
Design Activities ◽  
Undergraduate Psychology ◽  
Domain Familiarity ◽  
The Impact

Design reviews are typically used for three types of design activities: 1) identifying errors, 2) assessing the impact of the errors, and 3) suggesting solutions for the errors. This experimental study focuses on understanding the second issue as it relates to the number of errors considered, the existence of controls, and the level of domain familiarity of the assessor. A set of design failures and associated controls developed for a completed industry sponsored project is used as the experimental design problem. Non-domain individuals (students from an undergraduate psychology class), domain generalists (first year engineering students), and domain-specialists (graduate mechanical engineering students) are provided a set of failure modes and asked to estimate the likelihood that the system would still successfully achieve the stated objectives. Primary results from the study include the following: the confidence level for all domain population decreased significantly as the number of design errors increased (largest p-value = 0.0793) and this decrease in confidence is more significant as the design errors increase. The impact on confidence is less when solutions (controls) are provided to prevent the errors (largest p-value = 0.0334), the confidence decreased faster for domain general engineers as compared to domain specialists (p = <0.0001). The domain specialists showed higher confidence in making decisions than domain generals and non-domain generalists as the design errors increase.

Relational Resources as Buffers against the Impact of Stress: A Longitudinal Study of Seminary Students and Their Partners

1996 ◽  
Vol 24 (1) ◽  
pp. 38-46 ◽  
Author(s):  
Alan E. Craddock
Keyword(s):  
First Year ◽  
Family Resources ◽  
High Quality ◽  
Spiritual Orientation ◽  
Global Satisfaction ◽  
Seminary Students ◽  
Entry Level ◽  
Relational Resources ◽  
The Impact

In a study of married, first-year seminary students and their partners support was found for the hypothesis that relational resources can buffer the impact of stressors accumulating for these theological students and their partners. Specifically, there was evidence that high quality marital resources (global satisfaction and marital-spiritual orientation) and family resources (immediate and extended) possessed at entry to theological studies were associated with lower levels of stress reported later in that program. In addition, high levels of stress appeared to reduce marital satisfaction and quality of friendships, whereas low-stress persons reported improvement in their already higher quality marital resources as well as improved friendship resources. The hypothesis was not supported with respect to the buffering effects of entry level quality of friendships or personal-spiritual resources.

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