June 14, 2015
June 14, 2015
June 17, 2015
Computers in Education
26.210.1 - 26.210.13
Analysis of 3D technology impact on STEM-based courses; specifically introduction to engineering courses.The impact of new technologies on teaching and learning engineering is important tostudy and understand for various reasons, including: (1) the use of technology tools bystudents is pervasive, and (2) the use of technology tools in schools and collegeclassrooms is increasing rapidly as new devices that balance cost, functionality andportability, shift the use of computing devices from personal purposes to mainstreamcourse applications. We present the results of studying the impact of using one suchtechnology, 3D printing, on students’ academic performance via a subset of courseobjectives for an introductory engineering course. This paper inherently focuses onstudent perceived value and learning impact (comprehension of learning outcomes). A setof 3D design projects were provided to students along with focused activities to gaugedifferences in comprehension of learning outcomes. Student perceived value of using a3D printer for a class was also measured, tested and evaluated within a learningenvironment featuring a unique 21st century demographic for the science, technology,engineering, and mathematics (STEM) fields. Teaching and learning within theengineering discipline has been impacted by emerging technologies, and It has becomeof vital importance to study and understand how the discipline is being affected. Theeffect of a 3D printer in the STEM classroom was focused on two key indicators:academic impact and student perceived value. Student perceived value was measured viaa student attitudinal survey (Likert scale) completed prior to and subsequent to 3Dprinting technology utilization, and it was managed through an independent third-partytesting entity. The perceived value pre survey was done prior to students havingknowledge that they were going to be using a 3D printer for use in the course. Theassessment for the comprehension component of the study focused on three cohorts ofstudents. All cohorts of students were taught the same way from the commencement ofthe semester until the time of the first course exam. This was done to limit and accountfor the possible variance of class grades. At the beginning of week eight and for thesecond class of students, the first 3D project was distributed. The usage of the 3D printerin class assignments was focused on maximizing the impact of student learning on thefollowing class areas: Class assignments, homework, quizzes and exams. Variancesbetween the cohorts will be assessed as part of the second and third semester exams. Thisresearch project will yield data in a field that has not been previously explored within theassociated demographic environment. The complete analysis on the comprehension andstudent perceived value will be analyzed and results obtained will be included here withinthis paper.
Perez, O. A., & Pitcher, M. T., & Espinoza, P. A., & Gomez, H., & Hemmitt, H., & Anaya, R. H., & Golding, P., & Lugo Nevarez, H. E. (2015, June), Analysis of 3-D Techonology Impact on STEM-Based Courses, Specifically Introduction to Engineering Courses Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23549
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