Conference Session

Engineering Design Graphics Division (EDGD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Asefeh Kardgar, Purdue University ; Anne M. Lucietto, Purdue University

Tagged Divisions

Engineering Design Graphics Division (EDGD)

Engineering Education, 2024Effectiveness of Using Animated versus Static InfographicsABSTRACTInfographics are a popular way to convey information in various contexts. They come in twoformats, static and animated. A recent study aimed to determine which format was moreeffective in getting the audience to reflect on the information presented. The study usedsecondary research methodology and found that both formats were effective in conveyinginformation, but animated infographics were more impactful in terms of comprehension,retention, engagement, and memorability. The study suggests that future research should usestatistical and experimental approaches to validate these findings.Keywords - infographics, animated infographics, static

Conference Session

Engineering Design Graphics Division (EDGD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Steven Nozaki, Pennsylvania State University; Nancy E. Study, Pennsylvania State University

Tagged Divisions

Engineering Design Graphics Division (EDGD)

performbetter on the PSVT:R compared to freshmen. Additionally, it is worth noting that the literaturesuggests that once a certain threshold is reached (e.g., above 20), further discrimination in scoresmay not necessarily reflect additional performance gain. In other words, a score of 22 versus 23may not significantly impact the interpretation of spatial skills, as both are considered strong.Further AnalysisWhile this initial analysis provides valuable insights, there are additional analytical methods thatcan be employed, such as factor analysis and item response theory, to gain a deeper understandingof the findings. These methods can help elucidate the underlying factors contributing to spatialskills and provide a more nuanced perspective.One of the

Conference Session

Engineering Design Graphics Division (EDGD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Travis Fuerst, Purdue University; Jorge Dorribo Camba; Angshuman Mazumdar, Purdue University

Tagged Divisions

Engineering Design Graphics Division (EDGD)

frameworks to foster environments of intrinsic knowledgedevelopment [8, 9]. Kolb’s learning model [10], for example, defines a cyclic four-stage model(concrete experience or “feeling”, reflective observation or “watching”, abstractconceptualization or “thinking”, and active experimentation or “doing”) which considers“learning” as a continuum, rather than discrete pockets of time, and generates intrinsicmotivation in learners. Similarly, authors Poitras & Poitras [11] stated the importance ofapprentice style education for engineering, an approach that leverages active participation,hands-on exercises, and active experimentation, and use technology to enhance learningoutcomes and facilitate the understanding of industry workflows and the

Conference Session

Engineering Design Graphics Division (EDGD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hillary E. Merzdorf, Texas A&M University; Donna Jaison, Texas A&M University; Tracy Anne Hammond, Texas A&M University; Vimal Kumar Viswanathan, San Jose State University

Tagged Divisions

Engineering Design Graphics Division (EDGD)

(Finance Technology Option) from the Massachusetts Institute of Technology, and four degrees from Columbia University: an M.S in Anthropology, an M.S. in Computer Science, a B.A. in Mathematics, and a B.S. in Applied Mathematics and Physics. Hammond advised 17 UG theses, 29 MS theses, and 10 Ph.D. dissertations. Hammond is the 2020 recipient of the TEES Faculty Fellows Award and the 2011 recipient of the Charles H. Barclay, Jr. ’45 Faculty Fellow Award. Hammond has been featured on the Discovery Channel and other news sources. Hammond is dedicated to diversity and equity, which is reflected in her publications, research, teaching, service, and mentoring. More at http://srl.tamu.edu and http://ieei.tamu.edu.Dr. Vimal

Conference Session

Engineering Design Graphics Division (EDGD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Qi Dunsworth, Pennsylvania State University; Dean Q. Lewis, Pennsylvania State University

Tagged Divisions

Engineering Design Graphics Division (EDGD)

who struggle with spatial visualization may not want to identify themselves byasking “stupid” questions. The survey result shows that only 37% of the participants found thecoaching sessions helpful, which may reflect the coaching style differences. If the TA in aspecific section did not provide sufficient coaching, then the students may not have benefitedfrom it. To resolve this difference in the future, a detailed lesson plan for the coaching sessionincluding time allocation and common pitfalls prepared for the TAs will provide moreconsistency in coaching the students.4.3 Completion rates of assigned problemsThe licenses for access to the Spatial Vis™ software gave the engineering students full access toall the training modules and all the

Conference Session

Engineering Design Graphics Division (EDGD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katrina Carlson, Michigan Technological University; Michelle E. Jarvie-Eggart, Michigan Technological University; Kyla Richardson, Michigan Technological University

Tagged Divisions

Engineering Design Graphics Division (EDGD)

, N. (2013). “Quality in Interpretive Engineering Education Research: Reflections on an ExampleStudy,” doi: 10.1002/jee.20029.[16] Mamaril, Usher, E. L., Li, C. R., Economy, D. R., & Kennedy, M. S. (2016). Measuring Undergraduate Students’ Engineering Self-Efficacy:A Validation Study. Journal of Engineering Education (Washington, D.C.), 105(2), 366–395. https://doi.org/10.1002/jee.20121[17] Towle, E., Mann, J., Kinsey, B., O'Brien, E. J., Bauer, C. F., & Champoux, R. (2005). Assessing the self-efficacy and spatial ability ofengineering students from multiple disciplines. In Proceedings Frontiers in Education 35th Annual Conference (pp. S2C-15). IEEE.[18] Kinsey, B., Towle, E., Hwang, G., O'Brien, E. J., & Bauer, C. F. (2006). The

Conference Session

Engineering Design Graphics Division (EDGD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Erik Schettig, North Carolina State University; Aaron C. Clark, North Carolina State University ; Jeremy V. Ernst, Embry-Riddle Aeronautical University

Tagged Divisions

Engineering Design Graphics Division (EDGD)

engaged experiences that involve guided practice,opportunities for collaboration, and reflection on applying course content through real-world application [13,14, 15]. Active learning allows for engaging with higher-orderthinking tasks, such as analyzing, synthesizing, and evaluating applied course content[15]. This practice of high-order thinking tasks occurs in formal and non-formal STEMeducation environments and can incorporate self-regulated learning, self-monitoring,and self-evaluation [13,14, 15, 16, 17]. Professional organizations value active learning experiences in engineeringdegree programs, as evidenced by ABET accreditation criteria and industryrepresentatives Prados, Peterson, and Luttuca, 2005 statements of there being a

Conference Session

Engineering Design Graphics Division (EDGD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Derek M. Yip-Hoi, Western Washington University; Jack P. Wilson, North Carolina State University

Tagged Divisions

Engineering Design Graphics Division (EDGD)

and in identifying formal evaluation criteria that robustlycapture whether skills have been acquired. Of interest is whether tools can be developed thatprovide more robust formative assessment of a modeling activity. This contrasts with summativeassessment approaches which largely benefits the assessor in reducing grading times byevaluating the result but can miss important tendencies in a student designer that might need tobe corrected. For this to be feasible better metrics that reflect how a modeling activity isprogressing not just with respect to realizing a final shape goal, but also in capturing designintent and meeting best practices is needed. In this paper some of the challenges of evaluating 3DCAD modeling efficacy are explored