Changing Homework Achievement with Mechanix Pedagogy: Increasing the Efficacy of a Measurement Tool for Construction Majors

Kimberly Talley; Josh Hurt; Julie Linsey

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Construction Engineering Division Technical Session 2
Page Count: 10
DOI: 10.18260/1-2--40932
Permanent URL: https://peer.asee.org/40932
Download Count: 268

Paper Authors

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Kimberly Talley Texas State University orcid.org/0000-0002-6235-0706

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Dr. Kimberly G. Talley is an associate professor in the Department of Engineering Technology, Bobcat Made Makerspace Director at Texas State University, and a licensed Professional Engineer. She received her Ph.D. and M.S.E. from the University of Texas at Austin in Structural Engineering. Her undergraduate degrees in History and in Construction Engineering and Management are from North Carolina State University. Dr. Talley teaches courses in the Construction Science and Management and Civil Engineering Technology Programs, and her research focus is in student engagement and retention in engineering and engineering technology education. Contact: talley@txstate.edu

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Julie Linsey Georgia Institute of Technology

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Georgia Tech

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Josh Hurt Georgia Institute of Technology

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Abstract

In online or large in-person course sections, instructors often adopt an online homework tool to alleviate the burden of grading. While these systems can quickly tell students whether they got a problem correct for a multiple-choice or numeric answer, they are unable to provide feedback on students’ free body diagrams. As the process of sketching a free body diagram correctly is a foundational skill to solving engineering problems, the loss of feedback to the students in this area is a detriment to students.

To address the need for rapid feedback on students’ free body diagram sketching, the research team developed an online, sketch-recognition system called Mechanix. This system allows students to sketch free body diagrams, including for trusses, and receive instant feedback on their sketches. The sketching feedback is ungraded. After the students have a correct sketch, they are then able to enter in the numeric answers for the problem and submit those for a grade. Thereby, the platform offers the grading convenience of other online homework systems but also helps the students develop their free body diagram sketching skills.

To assess the efficacy of this experimental system, standard concept inventories were administered pre- and post-semester for both experimental and control groups. The unfamiliarity or difficulty of some advanced problems in the Statics Concept Inventory, however, appeared to discourage students, and many would stop putting in any effort after a few problems that were especially challenging to solve. This effect was especially pronounced with the Construction majors versus the Mechanical Engineering majors in the test group. To address this tendency and therefore collect more complete pre- and post-semester concept inventory data, the research group worked on reordering the Statics Concept Inventory questions from more familiar to more challenging, based upon the past performance of the initial students taking the survey. This paper describes the process and results of the effort to reorder this instrument in order to increase Construction student participation and, therefore, the researchers’ ability to measure the impact of the Mechanix system.

Citation
Format

Talley, K., & Linsey, J., & Hurt, J. (2022, August), Changing Homework Achievement with Mechanix Pedagogy: Increasing the Efficacy of a Measurement Tool for Construction Majors Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40932

TY - CPAPER
AB - In online or large in-person course sections, instructors often adopt an online homework tool to alleviate the burden of grading. While these systems can quickly tell students whether they got a problem correct for a multiple-choice or numeric answer, they are unable to provide feedback on students’ free body diagrams. As the process of sketching a free body diagram correctly is a foundational skill to solving engineering problems, the loss of feedback to the students in this area is a detriment to students.

To address the need for rapid feedback on students’ free body diagram sketching, the research team developed an online, sketch-recognition system called Mechanix. This system allows students to sketch free body diagrams, including for trusses, and receive instant feedback on their sketches. The sketching feedback is ungraded. After the students have a correct sketch, they are then able to enter in the numeric answers for the problem and submit those for a grade. Thereby, the platform offers the grading convenience of other online homework systems but also helps the students develop their free body diagram sketching skills.

To assess the efficacy of this experimental system, standard concept inventories were administered pre- and post-semester for both experimental and control groups. The unfamiliarity or difficulty of some advanced problems in the Statics Concept Inventory, however, appeared to discourage students, and many would stop putting in any effort after a few problems that were especially challenging to solve. This effect was especially pronounced with the Construction majors versus the Mechanical Engineering majors in the test group. To address this tendency and therefore collect more complete pre- and post-semester concept inventory data, the research group worked on reordering the Statics Concept Inventory questions from more familiar to more challenging, based upon the past performance of the initial students taking the survey. This paper describes the process and results of the effort to reorder this instrument in order to increase Construction student participation and, therefore, the researchers’ ability to measure the impact of the Mechanix system.
AU - Kimberly Talley
AU - Julie Linsey
AU - Josh Hurt
CY - Minneapolis, MN
DA - 2022/08/23
PB - ASEE Conferences
TI - Changing Homework Achievement with Mechanix Pedagogy: Increasing the Efficacy of a Measurement Tool for Construction Majors
UR - https://peer.asee.org/40932
DO - 10.18260/1-2--40932
ER -