Asee peer logo

Classroom Testing Of Vanth Biomechanics Learning Modules

Download Paper |


2004 Annual Conference


Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004



Conference Session

BME Education

Page Count


Page Numbers

9.311.1 - 9.311.20



Permanent URL

Download Count


Request a correction

Paper Authors

author page

Marcus Pandy

author page

Anthony Petrosino

author page

Ronald Barr

Download Paper |

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1109

Classr oom Testing of VaNTH Biomechanics Lear ning Modules

Ronald Bar r 1, Mar cus Pandy2, Anthony Petr osino3, Bar bar a Austin 3, and Evan Goldber g1

Department of Mechanical Engineering1, Department of Biomedical Engineering2, and Department of Curriculum and Instruction3 The University of Texas at Austin Austin, Texas 78712


This paper presents the methodology and results for the classroom testing of biomechanics learning modules developed as part of the VaNTH educational coalition. The pedagogical framework for these modules is based on the widely publicized book “How People Learn” (HPL). The HPL teaching framework presents the learning material as a series of challenges that are posed through a “Legacy Cycle.” Three VANTH modules, covering seven challenges, were tested in an undergraduate Mechanical Engineering course in Fall 2003. The class (N=32) was divided into two groups, control and trial, based on a random assignment. The control group performed the challenge in a traditional way (pencil and paper) while the trial group solved the challenge using the VaNTH material located at a website. For each group, a pre-test, post-test, and affect ranking were administered. The students were also surveyed on the learning effectiveness of the various components of each module. Each group also handed in a homework set for each challenge. The aim of the study was twofold. First, to determine if there was any difference in the educational performance between the trial group versus the control group. Secondly, to determine what parts of each module were most effective and which parts were least effective in student learning, in order to improve each module for future learners.

Intr oduction

The course ME 354M, “Biomechanics of Human Movement,” is an undergraduate technical block elective in Mechanical Engineering (ME) that has been offered every year since 1987. During those previous years, the course was taught in a traditional format with chalkboard lectures and overhead transparencies, and with a few paper handouts distributed as needed. There is no required textbook for the course and the primary lecture content has been prepared ad hoc over the years by the first author. The major lecture topics covered in the course have included: 1. Musculoskeletal Physiology and Anthropometrics; 2. Analysis and Simulation of Human Movement; 3. Biomechanical Systems and Control; 4. Computer Graphics Modeling and Simulation in Biomechanics; and 5. Experimental Techniques in Biomechanics.

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education

Pandy, M., & Petrosino, A., & Barr, R. (2004, June), Classroom Testing Of Vanth Biomechanics Learning Modules Paper presented at 2004 Annual Conference, Salt Lake City, Utah. 10.18260/1-2--13681

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: © 2004 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