Hammond, T., & Runyon, M., & Linsey, J., & Talley, K., & Shryock, K., & Viswanathan, V., & Caldwell, B. (2022, August), Changing Homework Achievement with Mechanix Pedagogy: A Recap  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--42074

\bibitem{asee_peer_42074}
  Hammond, T., \& Runyon, M., \& Linsey, J., \& Talley, K., \& Shryock, K., \& Viswanathan, V., \& Caldwell, B. (2022, August), \emph{Changing Homework Achievement with Mechanix Pedagogy: A Recap}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--42074

Tracy Hammond, Matthew Runyon, Julie Linsey, Kimberly Talley, Kristi Shryock, Vimal Viswanathan, and Benjamin Caldwell.  "Changing Homework Achievement with Mechanix Pedagogy: A Recap".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/42074 Internet.  23 Apr, 2024

\bibitem{asee_peer_42074}
  Tracy Hammond, Matthew Runyon, Julie Linsey, Kimberly Talley, Kristi Shryock, Vimal Viswanathan, and Benjamin Caldwell.
  "Changing Homework Achievement with Mechanix Pedagogy: A Recap".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/42074 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_42074
author = "Tracy Hammond, Matthew Runyon, Julie Linsey, Kimberly Talley, Kristi Shryock, Vimal Viswanathan, and Benjamin Caldwell"
title = "Changing Homework Achievement with Mechanix Pedagogy: A Recap"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42074}
number = {10.18260/1-2--42074}
}

TY  - CPAPER
AB  - It is challenging to effectively educate in large classes with students from a multitude of backgrounds. Many introductory engineering courses in universities have hundreds of students, and some online classes are even larger. Instructors in these circumstances often turn to online homework systems, which help greatly reduce the grading burden; however, they come at the cost of reducing the quality of feedback that students receive. Since online systems typically can only automatically grade multiple choice or numeric answer questions, students predominately do not receive feedback on the critical skill of sketching free-body diagrams (FBD).

An online, sketch-recognition based tutoring system called Mechanix requires students to draw free-body diagrams for introductory statics courses in addition to grading their final answers. Students receive feedback about their diagrams that would otherwise be difficult for instructors to provide in large classes. Additionally, Mechanix can grade open-ended truss design problems with an indeterminate number of solutions.

Mechanix has been in use for over six semesters at five different universities by over 1000 students to study its effectiveness. Students used Mechanix for one to three homework assignments covering free-body diagrams, static truss analysis, and truss design for an open-ended problem. Preliminary results suggest the system increases homework engagement and effort for students who are struggling and is as effective as other homework systems for teaching statics. Focus groups showed students enjoyed using Mechanix and that it helped their learning process.
AU  - Tracy Hammond
AU  - Matthew Runyon
AU  - Julie Linsey
AU  - Kimberly Talley
AU  - Kristi Shryock
AU  - Vimal Viswanathan
AU  - Benjamin Caldwell
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Changing Homework Achievement with Mechanix Pedagogy: A Recap
UR  - https://peer.asee.org/42074
DO  - 10.18260/1-2--42074
ER  -