June 14, 2015
June 14, 2015
June 17, 2015
26.810.1 - 26.810.14
Game Design and Learning Objectives for Undergraduate Engineering Thermodynamics As a gateway course for undergraduate mechanical engineering students, thermodynamics presents a significant challenge for many students. An on-‐line and device-‐accessible game being developed intends to increase the success rate of students in their introductory thermodynamics course by enabling them to visually interact with the thermodynamic properties of water on the 3D (P-‐V-‐T) surface defined by the equation of state. At the introductory level, the game explores property relationships in the subcooled-‐liquid, superheated vapor, and two-‐phase regions. At the intermediate and higher levels it challenges players to solve thermodynamics-‐related professional practice tasks. We report here the results of the first two years of the game development, feedback gathered in beta-‐testing sessions, its in-‐class application, the associated evaluation procedures (Concept Inventory Measurement, student interviews, and game-‐generated data), and the subsequent re-‐direction of the game’s approach. As developed in its initial version, the game incorporated the first law energy balance relating work, heat, and internal energy. The game’s primary mechanism, although a captivating challenge for its game mechanics, was not configured to address many of the key pedagogical goals associated with the introduction of thermodynamic properties, their inter-‐dependency, and the unique features of the properties in the subcooled, two-‐phase, and superheated regions. A relatively cool reaction to the game by the students was reflected in all three evaluation methods and resulted in a significant re-‐direction of the game’s features. Along with a list of 10 specific pedagogical goals, the game’s re-‐direction includes a set of professional practice scenarios, and a completely new set of game mechanisms. Additional game features, including a novel in-‐game assessment tool that is based on a combination of Baysian Knowledge Tracking and Performance Factor Analyses approaches, are described and compared with similar learning pattern assessment tools.
Pfotenhauer, J. M., & Gagnon, D. J., & Litzkow, M., & Pribbenow, C. M. (2015, June), Game Design and Learning Objectives for Undergraduate Engineering Thermodynamics Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24147
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