Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
NSF Grantees Poster Session
Homework problems from many textbooks have solutions manuals on the Internet. Students find solutions manuals and focus on getting the right answer put little or no effort on learning. Problem solving is a signature skill of engineers that is in high demand across industries. Here, problem solving is employed when students apply course concepts to reverse engineer YouTube videos and create new homework-quality problem statements and solutions. This research seeks to examine the rigor of YouTube problems and the effect of YouTube problems on the problem-solving skills of students. A quasi-experimental, treatment/control group design is employed and data is collected and evaluated using a variety of tools. The rigor of YouTube problems is examined using the NASA Task Load Index (TLX). Problem solving skill are examined using Problem definition, representing the problem, organizing information, calculations, evaluating the solution, solution communication, and self-assessment (PROCESS) and other tools.
Liberatore, M. W., & Asogwa, U., & Malefyt, A. P., & Czerniak, C. M., & Mentzer, G. A., & Duckett, T. R. (2018, June), Board 87: Student-Generated Problems that Reverse Engineer YouTube Videos Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30126
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