An approach to develop and measure engineering visualization in an introductory mechanics course using computer-aided learning modules

• Autores: H. Jenkins, J. Burtner
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 23, no. 1, 2007, págs. 150-161
• Idioma: inglés
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• Resumen

  • Sophomore engineering students have little preparation for visualization of three-dimensional concepts such as stress and deformation. In an attempt to address this situation computer-aided learning modules using commercial engineering software were designed to improve sophomore students' visualization and conceptualization skills in an introductory mechanics course. This manuscript provides details of the instructional approach of each module and an evaluation of student performance on conceptual quizzes, homework and exams before and after module implementation. The study of the module effectiveness was based on measured efforts of students enrolled in two sections of an introductory mechanics course (EGR 232, Statics/Solid Mechanics). Both sections of the course were taught by the same professor. One section received instruction using two computer-aided engineering multimedia modules; the other section had only one module. Three conceptual quizzes were specifically designed to measure module success for all students. Results indicated that participation in the computer-aided engineering modules had a significant effect on several aspects of course performance. Potential revisions to the course in light of these and other results are discussed.