Session: 17-01-01 Research Posters

Paper Number: 74186

Start Time: Thursday, 02:25 PM

74186 - Virtual Labs and Document Camera Projectable Demos for Remote Education in Mechatronics 

Research has consistently found that active learning improves student learning  as compared to traditional lectures (Freeman et al., 2014). The benefits of active learning have been demonstrated in STEM fields broadly (Theobald et al., 2020) and engineering courses, more specifically (Prince, 2004). However, active learning has become increasingly difficult with the remote instructional format due to the COVID-19 pandemic. To facilitate active learning of theoretical mechatronics concepts in remote classes, we developed a series of document camera projectable physical demonstrations and virtual labs. These demonstrations and virtual labs served the following three purposes: 1) related mathematical mechatronic concepts to the real world, 2) engaged students via the “think-pair-share” active learning instructional strategy, and 3) connected the theoretical material covered during lecture to practical concepts in homework, hands-on labs, and quizzes.  We identified two overall research questions: (1) To what extent does the combination of demos/ virtual labs support student learning of specific content/concepts?, and (2) To what extent does student self-efficacy improve over the course of the semester? 

Based on prior student performance and industry relevance, three concept modules were identified for intervention and data collection: Circuit Debugging, Sensor Selection, and Actuator Selection. For the Circuit Debugging and Sensor Selection modules, we deployed both a physical demo with pre- and post- demonstration polls as well as a virtual lab. For the actuator selection module, only the virtual lab was used. A separate module on operational amplifiers was used as a control without a physical demo or virtual lab. We developed a baseline assessment quiz to assess student’s understanding of key concepts prior to the semester, as well as a self-efficacy survey for pre- and post-assessment. Throughout the semester, students had opportunities to practice the material in each module through homework assignments and in class remote labs. To facilitate remote labs, Canvas quizzes were used as guided lab notebooks. Each canvas quiz introduced students to the relevant components needed for the lab and walked students through prompts to help them build and assess circuits relevant to each educational model. For all modules, student performance during the semester was assessed with a take-home quiz. Student performance on all concept modules improved significantly during the semester, and our findings do not demonstrate significant improvements in educational outcomes as the result of adding either demos or labs. However, we did see significant gains in performance regardless of the inclusion of our interventions and substantial improvements in self-efficacy scores for all mechatronics topics. Improvements in self-efficacy scores were comparable to self-efficacy scores from a semester prior to the pandemic. Further study is needed to determine if the inclusion of these virtual active learning tools allowed students to maintain high self-efficacy scores despite the remote format.

 

References:

Freeman, S., Eddy, S. L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., & Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. 

Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3), 223-231. 

Theobald, E.J. et al. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476-6483.

Presenting Author: Victoria Webster-Wood Carnegie Mellon University

Authors:

Victoria Webster-Wood Carnegie Mellon University
Jessica Harrell Carnegie Mellon University
Zachary Mineroff Carnegie Mellon University
Laura Pottmeyer Carnegie Mellon University