Do technological advancements lead to learning enhancements? an exploration in virtual product dissection

Elizabeth M. Starkey, Cailyn Spencer, Kevin Lesniak, Conrad S. Tucker, Scarlett Rae Miller

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Recent shifts into larger class sizes and online learning have caused engineering educators to rethink the way they integrate inductive, or active learning activities into their courses. One way engineering educators have done this is through the integration of new technological environments. However, little is known about how the type of technological environment utilized in active learning exercises impacts student learning and satisfaction. Thus, as a first step to understanding the impact of technological advancements on student learning and satisfaction, a study was conducted with 18 senior level undergraduate engineering students who were asked to perform product dissection, or the systematic disassembly of a product, using three technological interfaces (computer, iPad, immersive virtual reality). Variations in the complexity of the product dissected were also explored. The results of this study indicate that variations in technological interfaces did not impact student learning as assessed by a Student Learning Assessment (SLA). However, the complexity of the product dissected did impact learning, with students scoring significantly lower on the SLA when dissecting the most complex product. The results also indicated that students perceived learning and satisfaction were highest when using the immersive virtual reality system. These results suggest that the costs of investing in more technological advanced systems for product dissection may not yet outweigh the educational benefits. However, the increase in student satisfaction with VR environments has the potential to positively impact student retention in engineering programs.

Original languageEnglish (US)
Title of host publication19th International Conference on Advanced Vehicle Technologies; 14th International Conference on Design Education; 10th Frontiers in Biomedical Devices
PublisherAmerican Society of Mechanical Engineers (ASME)
ISBN (Electronic)9780791858158
DOIs
StatePublished - Jan 1 2017
EventASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference, IDETC/CIE 2017 - Cleveland, United States
Duration: Aug 6 2017Aug 9 2017

Publication series

NameProceedings of the ASME Design Engineering Technical Conference
Volume3

Other

OtherASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference, IDETC/CIE 2017
CountryUnited States
CityCleveland
Period8/6/178/9/17

Fingerprint

Dissection
Student Learning
Enhancement
Students
Engineering
Active Learning
Virtual Reality
Inductive Learning
Disassembly
Online Learning
Virtual reality
Scoring
Exercise
Learning
Integrate
Interfaces (computer)
Costs

All Science Journal Classification (ASJC) codes

  • Mechanical Engineering
  • Computer Graphics and Computer-Aided Design
  • Computer Science Applications
  • Modeling and Simulation

Cite this

Starkey, E. M., Spencer, C., Lesniak, K., Tucker, C. S., & Miller, S. R. (2017). Do technological advancements lead to learning enhancements? an exploration in virtual product dissection. In 19th International Conference on Advanced Vehicle Technologies; 14th International Conference on Design Education; 10th Frontiers in Biomedical Devices (Proceedings of the ASME Design Engineering Technical Conference; Vol. 3). American Society of Mechanical Engineers (ASME). https://doi.org/10.1115/DETC2017-68237
Starkey, Elizabeth M. ; Spencer, Cailyn ; Lesniak, Kevin ; Tucker, Conrad S. ; Miller, Scarlett Rae. / Do technological advancements lead to learning enhancements? an exploration in virtual product dissection. 19th International Conference on Advanced Vehicle Technologies; 14th International Conference on Design Education; 10th Frontiers in Biomedical Devices. American Society of Mechanical Engineers (ASME), 2017. (Proceedings of the ASME Design Engineering Technical Conference).
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abstract = "Recent shifts into larger class sizes and online learning have caused engineering educators to rethink the way they integrate inductive, or active learning activities into their courses. One way engineering educators have done this is through the integration of new technological environments. However, little is known about how the type of technological environment utilized in active learning exercises impacts student learning and satisfaction. Thus, as a first step to understanding the impact of technological advancements on student learning and satisfaction, a study was conducted with 18 senior level undergraduate engineering students who were asked to perform product dissection, or the systematic disassembly of a product, using three technological interfaces (computer, iPad, immersive virtual reality). Variations in the complexity of the product dissected were also explored. The results of this study indicate that variations in technological interfaces did not impact student learning as assessed by a Student Learning Assessment (SLA). However, the complexity of the product dissected did impact learning, with students scoring significantly lower on the SLA when dissecting the most complex product. The results also indicated that students perceived learning and satisfaction were highest when using the immersive virtual reality system. These results suggest that the costs of investing in more technological advanced systems for product dissection may not yet outweigh the educational benefits. However, the increase in student satisfaction with VR environments has the potential to positively impact student retention in engineering programs.",
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Starkey, EM, Spencer, C, Lesniak, K, Tucker, CS & Miller, SR 2017, Do technological advancements lead to learning enhancements? an exploration in virtual product dissection. in 19th International Conference on Advanced Vehicle Technologies; 14th International Conference on Design Education; 10th Frontiers in Biomedical Devices. Proceedings of the ASME Design Engineering Technical Conference, vol. 3, American Society of Mechanical Engineers (ASME), ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference, IDETC/CIE 2017, Cleveland, United States, 8/6/17. https://doi.org/10.1115/DETC2017-68237

Do technological advancements lead to learning enhancements? an exploration in virtual product dissection. / Starkey, Elizabeth M.; Spencer, Cailyn; Lesniak, Kevin; Tucker, Conrad S.; Miller, Scarlett Rae.

19th International Conference on Advanced Vehicle Technologies; 14th International Conference on Design Education; 10th Frontiers in Biomedical Devices. American Society of Mechanical Engineers (ASME), 2017. (Proceedings of the ASME Design Engineering Technical Conference; Vol. 3).

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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Starkey EM, Spencer C, Lesniak K, Tucker CS, Miller SR. Do technological advancements lead to learning enhancements? an exploration in virtual product dissection. In 19th International Conference on Advanced Vehicle Technologies; 14th International Conference on Design Education; 10th Frontiers in Biomedical Devices. American Society of Mechanical Engineers (ASME). 2017. (Proceedings of the ASME Design Engineering Technical Conference). https://doi.org/10.1115/DETC2017-68237