June 15, 2019
June 15, 2019
June 19, 2019
Whether kinetic diagrams should be used in teaching dynamics has been discussed in the literature. It was recommended to use free-body diagrams without kinetic diagrams in solving rigid-body kinetics diagrams. This paper will examine the cognitive benefits of using kinetic diagrams in terms of reducing unnecessary cognitive load and facilitating efficient practice. We will first evaluate the benefits from the perspective of cognitive load theory. Then, we will demonstrate how we exploit the benefits through deliberate practice to enhance learning efficiency. Examples and assessment results will be provided to demonstrate the effectiveness as well as the challenges when teaching this approach.
Tang, Y. (2019, June), Cognitive Benefits of Using the Kinetic Diagrams in Teaching Introductory Dynamics Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32514
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