Board # 45 : An Analysis of Factors Affecting Students' Use of Interactive Learning Tools in Engineering Education
- Conference
- Location
-
Columbus, Ohio
- Publication Date
-
June 24, 2017
- Start Date
-
June 24, 2017
- End Date
-
June 28, 2017
- Conference Session
- Tagged Division
-
Educational Research and Methods
- Page Count
-
17
- DOI
-
10.18260/1-2--27859
- Permanent URL
-
https://peer.asee.org/27859
- Download Count
-
461
Paper Authors
Il-Seop Shin Western Illinois University
Il-Seop Shin received the B.S. degree in Electrical and Computer Engineering from California State University, Fresno in 1997, and M.S. and Ph.D. degrees in Electrical and Computer Engineering from the University of Massachusetts, Amherst in 1999 and 2007, respectively.
In 2007, he joined Biomedical Sensing and Signal Processing research center at the University of Massachusetts Amherst, as a postdoctoral research associate. He also worked as a mixed-signal CMOS Integrated Circuit designer and a system engineer at NewLANS, Inc. in Acton, Massachusetts until 2010. He became a Visiting Assistant Professor of Electrical Engineering at the University of North Florida in Jacksonville, Florida in 2010. Since August 2012, he has been with the School of Engineering at Western Illinois University, Quad Cities as an Assistant Professor of Engineering.
His current academic interests include project-based learning with real-world problems, training in critical thinking for students to improve efficient problem solving skills, and enhancement of interactive teaching/learning inside and outside classroom. His main research interests are integration of high performance sensors into mechatronic systems, development of mechatronic systems using biomechanics such as surface Electromyography, and implementation of intelligent microelectronic networks for multidisciplinary applications.
Eun Go Western Illinois University
Dr. Eun Go is an assistant professor in the department of Broadcasting and Journalism at Western Illinois University. She earned her doctoral degree in Mass Communications from the Pennsylvania State University and her master's degree in Public Relations from the University of Florida. Her research areas focus on social and psychological effects of new media technologies.
Colin Ross Harbke Western Illinois University
Dr. Colin R. Harbke is currently a Professor of Psychology and Research Associate for the Center for Innovation in Teaching and Research at Western Illinois University. He specializes in research methodology and quantitative analysis.
Thomas Mark Scaife McGraw-Hill Education
Thomas M. Scaife the Brand Manager for Engineering and Physics at McGraw-Hill Education. In this role he manages development of content and learning tools throughout engineering disciplines. Prior to joining joining McGraw-Hill Education, Dr. Scaife served was a Professor of Physics focusing on Physics Education Research and Cognitive Psychology. He is particularly interested in the individual differences between students' paths to mastery of physical concepts and computer adaptive solutions to aid this mastery. As he has transitioned out of academia and into publishing, he is continuing to apply an iterative, data-driven research methodology to partner with students and instructors in the development of the next generation of educational content and technology.
Abstract
This research paper describes the study of what contributes to the effective adoption and use of interactive learning tools among engineering students. In the wake of educational technologies’ rapid development, the process of learning has become increasingly interactive. In particular, this study analyzes how students’ individual characteristics alter the effectiveness of such tools, considering that each student has different levels of interest in using a new technology and different levels of mastery of the technology. Engineering students (n = 259) from large U.S. universities who had used McGraw-Hill’s SmartBook and Connect participated in the study. This study confirms the significant effect of students’ technological skills (i.e., power usage) on their evaluations of such tools. Specifically, students with skills in using technologies were more likely to perceive interactive learning tools as useful, easy to use, and compatible with their lifestyles. In addition, such positive evaluations were found to lead to favorable attitudes toward the tools, and behavioral intentions to use such tools. Student evaluations of the tools, however, were unrelated to academic performance (i.e., GPA). Ultimately, these findings suggest strategies for the use of interactive learning tools designed to help engineering students succeed. Implications and recommendations for future research will also be discussed.
Shin, I., & Go, E., & Harbke, C. R., & Scaife, T. M. (2017, June), Board # 45 : An Analysis of Factors Affecting Students' Use of Interactive Learning Tools in Engineering Education Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27859
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015