Impacts of a Free-body Diagram Mobile App on Content Mastery and Women’s Self-Efficacy

Andrew R. Sloboda; Kimberly LeChasseur; Sarah Wodin-Schwartz

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: Applications and Computational Tools for Mechanics Education
Tagged Division: Mechanics Division (MECHS)
Tagged Topic: Diversity
Page Count: 19
DOI: 10.18260/1-2--47567
Permanent URL: https://peer.asee.org/47567
Download Count: 75

Paper Authors

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Andrew R. Sloboda Bucknell University orcid.org/0000-0002-0729-3278

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Andrew Sloboda is an Assistant Professor at Bucknell University where he teaches a variety of mechanics- based courses. His research interests lie primarily in the fields of nonlinear dynamics and how context impacts student learning.

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biography

Kimberly LeChasseur Worcester Polytechnic Institute

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Dr. Kimberly LeChasseur is a researcher and evaluator with the Worcester Polytechnic Institute. She holds a dual appointment with the Center for Project-Based Learning and the Morgan Teaching and Learning Center. She holds a PhD in Educational Leadership

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Sarah Wodin-Schwartz P.E. Worcester Polytechnic Institute

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Prof. Sarah Wodin-Schwartz joined WPI in August 2015. While at UC Berkeley for her Ph.D., Prof. Wodin-Schwartz was a teaching assistant for both mechanical and electrical engineering courses including Introduction to Mechatronics for which she received th

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Abstract

Objectives: Current techniques for teaching and learning free-body diagrams are insufficient and outdated. This study examines the potential for an app that gamifies learning how to visualize, draw, and analyze FBDs. The particular value of this innovation for women, who tend to rate their spatial skills and STEM self-efficacy lower than their peers who are men, was examined to assess the app’s potential as a tool for retaining women in engineering.

Methods: This study uses an experimental design to assess the efficacy of a new app. Participants included 245 first and second year students in three sections of Statics at two universities (Worcester Polytechnic Institute and Bucknell University). Another 197 WPI students who took Statics before the app was created serve as a comparison group. Of the participants, 37% are women and 14% BIPOC. Data were collected using the retrospective Student Assessment of their Learning Gains - an NSF-funded and validated survey that asks students how much they learned for each of a set of learning objectives and the extent to which they attribute their learning to specific learning activities. Items were combined to construct measures of growth in self-efficacy related to statics, content mastery, and willingness to seek help. Independent sample t-tests and hierarchical multiple linear regression were used to assess learning outcomes and differences across genders and app use.

Results: Students who had the app available and completed half or more of the games reported significantly greater gains in their ability to draw appropriate FBDs for given systems than those who did not have the app available to them. In a second set of analyses with the students who completed at least half the games in the app, using the FBD app was a significant predictor of content mastery after controlling for the influences of demographics, the professor, self-efficacy, attending lecture, listening to and participating in class discussion, and group project work. Other significant predictors included attending lecture and self-efficacy. Women who used the app reported greater gains in self-efficacy related to Statics and willingness to seek help than men; there were no gender differences in content mastery. Multiple linear regression models indicate that these gender effects remain after controlling for BIPOC status, the professor leading class, the influences of attending lecture, listening to and participating in class discussion, group project work, and using the FBD app; among those who did not use the app, women reported fewer gains in self-efficacy than men after these controls.

Implications: Each year, more than 600,000 students enter engineering programs in the United States (Roy, 2019). These students plan to master a challenging skill set that requires them to understand how to model and analyze real world problems. Frustrating core course experiences can dissuade students from continuing to pursue an engineering degree and subsequent career (Geisinger & Raman, 2013). These findings provide emerging evidence that gamifying learning can be useful for all students taking Statics, but particularly for women.

Citation
Format

Sloboda, A. R., & LeChasseur, K., & Wodin-Schwartz, S. (2024, June), Impacts of a Free-body Diagram Mobile App on Content Mastery and Women’s Self-Efficacy Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47567

TY - CPAPER
AB - Objectives: Current techniques for teaching and learning free-body diagrams are insufficient and outdated. This study examines the potential for an app that gamifies learning how to visualize, draw, and analyze FBDs. The particular value of this innovation for women, who tend to rate their spatial skills and STEM self-efficacy lower than their peers who are men, was examined to assess the app’s potential as a tool for retaining women in engineering.

Methods: This study uses an experimental design to assess the efficacy of a new app. Participants included 245 first and second year students in three sections of Statics at two universities (Worcester Polytechnic Institute and Bucknell University). Another 197 WPI students who took Statics before the app was created serve as a comparison group. Of the participants, 37% are women and 14% BIPOC. Data were collected using the retrospective Student Assessment of their Learning Gains - an NSF-funded and validated survey that asks students how much they learned for each of a set of learning objectives and the extent to which they attribute their learning to specific learning activities. Items were combined to construct measures of growth in self-efficacy related to statics, content mastery, and willingness to seek help. Independent sample t-tests and hierarchical multiple linear regression were used to assess learning outcomes and differences across genders and app use.

Results: Students who had the app available and completed half or more of the games reported significantly greater gains in their ability to draw appropriate FBDs for given systems than those who did not have the app available to them. In a second set of analyses with the students who completed at least half the games in the app, using the FBD app was a significant predictor of content mastery after controlling for the influences of demographics, the professor, self-efficacy, attending lecture, listening to and participating in class discussion, and group project work. Other significant predictors included attending lecture and self-efficacy. Women who used the app reported greater gains in self-efficacy related to Statics and willingness to seek help than men; there were no gender differences in content mastery. Multiple linear regression models indicate that these gender effects remain after controlling for BIPOC status, the professor leading class, the influences of attending lecture, listening to and participating in class discussion, group project work, and using the FBD app; among those who did not use the app, women reported fewer gains in self-efficacy than men after these controls.

Implications: Each year, more than 600,000 students enter engineering programs in the United States (Roy, 2019). These students plan to master a challenging skill set that requires them to understand how to model and analyze real world problems. Frustrating core course experiences can dissuade students from continuing to pursue an engineering degree and subsequent career (Geisinger &amp;amp; Raman, 2013). These findings provide emerging evidence that gamifying learning can be useful for all students taking Statics, but particularly for women.
AU - Andrew R. Sloboda
AU - Kimberly LeChasseur
AU - Sarah Wodin-Schwartz P.E.
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Impacts of a Free-body Diagram Mobile App on Content Mastery and Women’s Self-Efficacy
UR - https://peer.asee.org/47567
DO - 10.18260/1-2--47567
ER -