Forming Cognitive Connections: Desktop Learning Modules, Structural Analysis Software, and Full-Scale Structures

David Dittenber; Luke Fredette

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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: Experiential Learning in Mechanics
Page Count: 21
DOI: 10.18260/1-2--41876
Permanent URL: https://peer.asee.org/41876
Download Count: 305

Paper Authors

biography

David Dittenber Cedarville University

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Prior to joining the civil engineering faculty at Cedarville University in 2020, Dr. Dittenber taught at his alma mater, LeTourneau University in Longview, Texas, for seven years, serving as an associate professor and chair of civil engineering. His areas of specialization are structural and materials engineering, as well as engineering education. He believes that being a Christian and a civil engineer is an exciting pairing, as civil engineers get an opportunity to participate in God’s redemptive work on the earth and serve people by helping provide them with safe solutions to their most fundamental needs. Dr. Dittenber also has a passion for providing engaging teaching experiences, tackling unique and creative projects, and mentoring students through college and what follows.

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biography

Luke Fredette Cedarville University

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Dr. Luke Fredette completed his Ph.D. and postdoctoral research at the Ohio State University before coming to Cedarville University as an Assistant Professor of Mechanical Engineering in 2020. His teaching focus is in mechanical systems and computational methods, which meshes with his research interests in vibration, noise control, and nonlinear system dynamics.

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Abstract

One of the biggest challenges in teaching civil engineering students a theory-intensive course like structural analysis is helping students make the connection between the engineering mechanics taught at the front of the room and how those concepts define the real behavior of actual engineered structures. Absent this connection, students will often learn how to successfully perform the mathematical functions on their homework assignments but lack confidence in their ability to apply the same concepts to the analysis or design of an actual structure. Common ways to try to provide this real-world application of structural analysis principles include the use of small-scale physical models, often referred to as desktop learning modules (DLMs), software modeling, or case studies of full-scale structures. Each of these options possesses a significant limitation when it comes to helping students form cognitive connections: DLMs often lack adaptability or measurability, software helps provide visualization of engineering mechanics but lacks a connection to actual physical behavior, and full-scale structures are rarely able to be loaded to produce observable behavior. An ideal learning experience for students would include the synthesis of all of these tools to help students develop cognitive connections between mechanics principles, engineering design tools, and real-world structures through hands-on and problem-based learning.

A popular, recently developed, commercially available structural modeling DLM (Mola Structural Kit; no association with the authors) provides a high enough level of structural simulation and adaptability that it should allow for the kind of learning synthesis that has traditionally been challenging to produce. The Mola DLM permits students to create a variety of structural models that can reasonably approximate case studies of real structural behaviors in a manner that can be measured and compared to models developed using structural analysis software. The purpose of this study is to evaluate the effectiveness of an approach combining RISA 3D structural engineering software, the Mola physical model, and examples from actual structural systems at helping students form correct cognitive connections between principles of engineering mechanics and the behaviors of real structures.

Preparation for this study involved mechanically characterizing Mola components, developing parameters for implementation in structural analysis software, and validating the process of comparison between physical and computational models. Once the concept was confirmed to be practicable, worksheet-driven activities were developed and conducted in two undergraduate engineering classes. For these activities, students worked in small groups as they considered real-world applications of either portal frames or lateral force resisting systems, built Mola and structural analysis software models that reflected these real structural systems, then compared the modeled behaviors to practical applications of these concepts. Assessment was conducted via a mixed methods study using quantitative pre- and post-assessments and a small selection of follow-up interviews. Results suggest that students completing the activities demonstrated an increased ability to connect the concepts displayed by the physical models to the behaviors of the computational models and the applications in real-world structures. However, these gains did not seem to be uniform across all students, and modifications to the activity in future iterations may be able to further increase this and similar activities’ effectiveness.

Citation
Format

Dittenber, D., & Fredette, L. (2022, August), Forming Cognitive Connections: Desktop Learning Modules, Structural Analysis Software, and Full-Scale Structures Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41876

TY  - CPAPER
AB  - One of the biggest challenges in teaching civil engineering students a theory-intensive course like structural analysis is helping students make the connection between the engineering mechanics taught at the front of the room and how those concepts define the real behavior of actual engineered structures. Absent this connection, students will often learn how to successfully perform the mathematical functions on their homework assignments but lack confidence in their ability to apply the same concepts to the analysis or design of an actual structure. Common ways to try to provide this real-world application of structural analysis principles include the use of small-scale physical models, often referred to as desktop learning modules (DLMs), software modeling, or case studies of full-scale structures. Each of these options possesses a significant limitation when it comes to helping students form cognitive connections: DLMs often lack adaptability or measurability, software helps provide visualization of engineering mechanics but lacks a connection to actual physical behavior, and full-scale structures are rarely able to be loaded to produce observable behavior. An ideal learning experience for students would include the synthesis of all of these tools to help students develop cognitive connections between mechanics principles, engineering design tools, and real-world structures through hands-on and problem-based learning. 

A popular, recently developed, commercially available structural modeling DLM (Mola Structural Kit; no association with the authors) provides a high enough level of structural simulation and adaptability that it should allow for the kind of learning synthesis that has traditionally been challenging to produce. The Mola DLM permits students to create a variety of structural models that can reasonably approximate case studies of real structural behaviors in a manner that can be measured and compared to models developed using structural analysis software. The purpose of this study is to evaluate the effectiveness of an approach combining RISA 3D structural engineering software, the Mola physical model, and examples from actual structural systems at helping students form correct cognitive connections between principles of engineering mechanics and the behaviors of real structures.

Preparation for this study involved mechanically characterizing Mola components, developing parameters for implementation in structural analysis software, and validating the process of comparison between physical and computational models. Once the concept was confirmed to be practicable, worksheet-driven activities were developed and conducted in two undergraduate engineering classes. For these activities, students worked in small groups as they considered real-world applications of either portal frames or lateral force resisting systems, built Mola and structural analysis software models that reflected these real structural systems, then compared the modeled behaviors to practical applications of these concepts. Assessment was conducted via a mixed methods study using quantitative pre- and post-assessments and a small selection of follow-up interviews. Results suggest that students completing the activities demonstrated an increased ability to connect the concepts displayed by the physical models to the behaviors of the computational models and the applications in real-world structures. However, these gains did not seem to be uniform across all students, and modifications to the activity in future iterations may be able to further increase this and similar activities’ effectiveness.
AU  - David Dittenber
AU  - Luke Fredette
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Forming Cognitive Connections: Desktop Learning Modules, Structural Analysis Software, and Full-Scale Structures
UR  - https://peer.asee.org/41876
DO  - 10.18260/1-2--41876
ER  -