June 15, 2014
June 15, 2014
June 18, 2014
24.855.1 - 24.855.15
Learning Strategy and Verbal-Visual Preferences for Mechanical Engineering StudentsThe learner characteristics of preferred learning strategy and verbal-visual preferences of 54mechanical engineering students at two Midwestern universities were studied in relation to thedemographics of gender, class in school, ethnicity, native country, and native language. Learningstrategy and verbal-visual preferences were measured by the ATLAS and the Verbal-VisualLearning Style Rating tests, respectively. Neither characteristic had been previously measuredfor mechanical engineering students. The overall learning strategy preference profile for themechanical engineering students was 32.7% Navigators, 32.7% Problem Solvers, and 34.7%Engagers. This profile was not statistically significantly different from the established values forthe general population. Because mechanical engineering students appear to be approximatelyequally divided among the three learning strategy preferences, a variety of instructionaltechniques addressing all three styles is recommended for use by instructors to match students’preferences. The overall verbal-visual preference profile was 5.6% more verbal, 46.3% no strongpreference, and 48.1% more visual. This profile is statistically significantly different than thegeneral population and suggests mechanical engineering instructors should design instructionalmaterials with a significant proportion of visual content. This paper will report on therelationships found between learner characteristics and demographics. It will also includerecommendations for instructional practice and for future research.
Baukal, C. E., & Ausburn, L. J. (2014, June), Learning Strategy and Verbal-Visual Preferences for Mechanical Engineering Students Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20746
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