Asee peer logo

2017 Zone IV Best Paper: Assessment of Long-term Effects of Technology Use in the Engineering Classroom

Download Paper |

Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2018

Conference Session

The 2017 Zone Best Paper Session

Tagged Topic

Council of Sections

Page Count

15

Permanent URL

https://peer.asee.org/27435

Download Count

25

Request a correction

Paper Authors

biography

Sean St. Clair Oregon Institute of Technology

visit author page

Sean St.Clair is an Associate Professor and Chair of the Civil Engineering Department at Oregon Tech, where he teaches structural engineering courses and conducts research in engineering education. He is also a registered Professional Engineer.

visit author page

Download Paper |

Abstract

This paper summarizes a longitudinal study of the effects of instructional technology on learning and knowledge retention. Two very different types of software were introduced to students in an undergraduate mechanics course and the effects of this technology use were assessed a number of different times over a twenty-five week period. The study took place in three sections of an undergraduate mechanics course. Students in one section used a tool-type software. In a second section, students used a content-type software. Students in the third section represented a control group and did not use any software. To ensure the study’s validity, demographic data were collected from and compared between each of the three sections and the study was replicated in a subsequent term. Students were assessed immediately following the intervention and five, ten, and twenty-five weeks later. The results of these assessments were compared among groups to determine the effect of the technology use on learning and retention. Results indicated that each of the three groups had very high levels of retention but that there were no differential levels of learning, retention, or long-term retention among the three groups. Students using technology, however, were able to solve a greater number of problems during the special session than those working by hand. It was thus concluded that instructional technology can make the educational process more efficient without hindering learning or long-term knowledge retention.

St. Clair, S. (2017, June), 2017 Zone IV Best Paper: Assessment of Long-term Effects of Technology Use in the Engineering Classroom Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27435

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