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

\bibitem{asee_peer_24147}
  Pfotenhauer, J. M., \& Gagnon, D. J., \& Litzkow, M., \& Pribbenow, C. M. (2015, June), \emph{Game Design and Learning Objectives for Undergraduate Engineering Thermodynamics}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24147

John M. Pfotenhauer, David J. Gagnon, Michael Litzkow, and Christine Maidl Pribbenow.  "Game Design and Learning Objectives for Undergraduate Engineering Thermodynamics".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24147 Internet.  11 Oct, 2024

\bibitem{asee_peer_24147}
  John M. Pfotenhauer, David J. Gagnon, Michael Litzkow, and Christine Maidl Pribbenow.
  "Game Design and Learning Objectives for Undergraduate Engineering Thermodynamics".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24147 Internet.  11 Oct, 2024

@INPROCEEDINGS{asee_peer_24147
author = "John M. Pfotenhauer, David J. Gagnon, Michael Litzkow, and Christine Maidl Pribbenow"
title = "Game Design and Learning Objectives for Undergraduate Engineering Thermodynamics"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24147}
number = {10.18260/p.24147}
}

TY  - CPAPER
AB  - 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.  
AU  - John M. Pfotenhauer
AU  - David J. Gagnon
AU  - Michael Litzkow
AU  - Christine Maidl Pribbenow
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Game Design and Learning Objectives for Undergraduate Engineering Thermodynamics
UR  - https://peer.asee.org/24147
DO  - 10.18260/p.24147
ER  -