Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Learning style changes from generation to generation. With the advancement of technologies, the current and incoming tech-savvy learners grow up with the digital world. Such technology advancement makes learning more accessible. As one of the examples, mobile learning has become a commonly accepted and embraced concept among the younger generations.
Effective learning occurs when the teaching styles align well with the learning styles. To better serve the need of the next-generation learners in a more accessible way, a standalone mobile learning module was recently developed for dynamics and vibration courses at San Francisco State University (SFSU). The developed mobile learning module consisted of three interconnected components, namely Analysis, Simulation and Experiment, representing the three important elements in a good engineering learning environment - theory, practical example and physical experimentation. In addition to deliver the theoretical knowledge and animated simulations in the interactive Apps, the module features a mobile remote shake table laboratory which provides students the opportunity to remotely participate and conduct physical shake table experiments in real-time through smart mobile devices (e.g. smartphones and tablets).
The results from a pilot implementation at SFSU were very encouraging. To further evaluate its effectiveness in a larger scale, the mobile learning module is implemented in three dynamics and vibration classes in three different universities. The classes are carefully selected to evaluate the adaptability and expandability of the module and its effectiveness in advancing the learning of students from various backgrounds and knowledge levels (junior, senior, undergraduate, small size, and large size class). Three measures namely Smart Tablet Readiness Measure, Engineering Concepts Achievement Test, and Engineering Concepts Self-Efficacy Test, are developed to perform the evaluation. Results clearly demonstrated the student readiness of using mobile device as a tool for learning activities, and that the mobile learning module can improve students’ knowledge competence and has great potential in increase students’ self-efficacy.
Jiang, Z., & Maxwell, A. W., & Merchant, Z. H., & Harvey, P. S., & Tsuchiya, N., & Chen, C. (2018, June), Board 43: Evaluation of the Effectiveness of Using Mobile Learning in Engineering Dynamics and Vibrations Courses Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30032
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: © 2018 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