Al-Hammoud, R., & Ghavam, K. (2018, June), Engaging Engineering Students in Lectures Using Anecdotes, Activities, and Games  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30396

\bibitem{asee_peer_30396}
  Al-Hammoud, R., \& Ghavam, K. (2018, June), \emph{Engaging Engineering Students in Lectures Using Anecdotes, Activities, and Games}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30396

Rania Al-Hammoud P.Eng. and Kamyar Ghavam.  "Engaging Engineering Students in Lectures Using Anecdotes, Activities, and Games".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30396 Internet.  13 Dec, 2024

\bibitem{asee_peer_30396}
  Rania Al-Hammoud P.Eng. and Kamyar Ghavam.
  "Engaging Engineering Students in Lectures Using Anecdotes, Activities, and Games".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30396 Internet.  13 Dec, 2024

@INPROCEEDINGS{asee_peer_30396
author = "Rania Al-Hammoud P.Eng. and Kamyar Ghavam"
title = "Engaging Engineering Students in Lectures Using Anecdotes, Activities, and Games"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30396}
number = {10.18260/1-2--30396}
}

TY  - CPAPER
AB  - Students being engaged in lectures plays a big role in their learning process. Students come to lectures sometimes tired, bored, or just have lots of things going on in their mind, either personal, or course/program related, etc. As such it is important to set their mind clear to be ready to digest the new material they are going to learn in the course. It is also important to excite them enough to come to early morning classes and keep their attention to stay in the late afternoon classes while staying focused.
This paper discusses the use of different methods to increase engagement, attention and attendance in class and the students’ reflection on these methods. Some of these engagement pieces are directly course related and some are just general engagement information. Two instructors used these methods in second and third year engineering courses. The engagement pieces included: mini-games at the beginning of the lecture, unrelated anecdotes in the middle of the lecture, and semi-related special information pieces. All of these are being part of mechanics courses taught in civil, mechanical and mechatronics engineering programs.
Examples of these mini-games include: centroid-balance games, where student participate in groups reinforcing their group dynamics, or “guess the unit games” where students participate individually using Kahoot! website. The instructors also used anecdotes such as the etymology of Greek letters and the effect of climate change. In the other attempts, instructors showed short videos of special mechanisms/machines to emphasize a broader application of the topic that they are learning.
The students were enthusiastic about these engagement pieces (EP) and they mentioned the positive effect it had on their learning. They were looking forward for these EPs, and were asking that they should be used in other courses as well. The use of these EPs also improved instructors’ course evaluations.

AU  - Rania Al-Hammoud P.Eng.
AU  - Kamyar Ghavam
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Engaging Engineering Students in Lectures Using Anecdotes, Activities, and Games
UR  - https://peer.asee.org/30396
DO  - 10.18260/1-2--30396
ER  -