Leveraging a token economy system to motivate concept practice in a fluid dynamics classroom.

Sanha Kim; Steven R Caliari; Roseanne M Ford

Download Paper | Permalink

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: Improving Student Problem Solving and Performance
Tagged Division: Chemical Engineering Division (ChED)
Page Count: 17
DOI: 10.18260/1-2--47734
Permanent URL: https://peer.asee.org/47734
Download Count: 108

Paper Authors

biography

Sanha Kim University of Virginia

visit author page

Sanha Kim is a 4th-year chemical engineering Ph.D. student in the Ford Group at University of Virginia. His current research project revolves around modeling the mobility and growth of pathogenic bacteria in porous media. His educational scholarship interests are focused around instructional strategies that enhance the quality and quantity of student engagement with class material.

visit author page

author page

Steven R Caliari University of Virginia

biography

Roseanne M Ford University of Virginia

visit author page

Roseanne M. Ford, Ph.D. is a professor of chemical engineering. Her research focus is on the transport of chemotactic bacteria in porous media and its impact on bioremediation and lung mucosal infection. She was was awarded the Cavaliers' Distinguished Teaching Professorship, which is the highest teaching award given at UVA.

visit author page

Download Paper | Permalink

Abstract

Chemical engineering courses introduce students to novel concepts encompassing highly specialized applications of foundational chemistry, physics, and mathematics. In fluid dynamics, for example, the application of fundamental Navier-Stokes equations requires students to observe concepts under multiple contexts before they gain mastery. However, the fast-paced delivery of core curriculum classes can limit the number of quizzes or “low stakes” homework problems to practice a specific topic. Without sufficient practice, students will find recalling details and effectively applying concepts difficult to achieve during “high stakes” exams. Although the instructor can still advise students to consult supplemental resources and exercise habits of mind that increase practice opportunities, there is rarely a formal system in a didactic model course that helps support and motivate students to engage in this behavior.

This investigation explores how the adoption of a token economy can guide and motivate chemical engineering students in a fluid dynamics course to revisit concepts during the semester via revisions to previous assignment attempts. Under the token economy, students acquired tokens as they fulfilled expected class engagement standards and exchanged tokens to purchase resubmission opportunities on homework or quizzes, which rewarded back a portion of missed points to their assignment grade. It is also through these resubmission opportunities that students exercised goal-directed practices of identifying the original error(s) and explaining how the added revision resolved their error(s). Effects of the token economy on how the course was experienced were assessed through student survey responses with the focus around how introducing a token economy influenced students’ 1) motivation to revisit assignments, 2) perceived time commitment to the class, and 3) approach for completing assignments knowing that their original attempt was not necessarily their only attempt. From token usage analysis, it was observed that the combination of reward benefits and the number of exchanges available in this study’s token economy produced delayed interactions from students with most waiting until the end of the course to acquire and spend tokens. This lack of activity within the token economy also led to students experiencing little perceivable enhancement to instructional content from the strategy; however, the token economy was perceived to reduce student stress during the semester through the rewards it offered.

Citation
Format

Kim, S., & Caliari, S. R., & Ford, R. M. (2024, June), Leveraging a token economy system to motivate concept practice in a fluid dynamics classroom. Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47734

TY  - CPAPER
AB  - Chemical engineering courses introduce students to novel concepts encompassing highly specialized applications of foundational chemistry, physics, and mathematics. In fluid dynamics, for example, the application of fundamental Navier-Stokes equations requires students to observe concepts under multiple contexts before they gain mastery. However, the fast-paced delivery of core curriculum classes can limit the number of quizzes or “low stakes” homework problems to practice a specific topic. Without sufficient practice, students will find recalling details and effectively applying concepts difficult to achieve during “high stakes” exams. Although the instructor can still advise students to consult supplemental resources and exercise habits of mind that increase practice opportunities, there is rarely a formal system in a didactic model course that helps support and motivate students to engage in this behavior.

This investigation explores how the adoption of a token economy can guide and motivate chemical engineering students in a fluid dynamics course to revisit concepts during the semester via revisions to previous assignment attempts. Under the token economy, students acquired tokens as they fulfilled expected class engagement standards and exchanged tokens to purchase resubmission opportunities on homework or quizzes, which rewarded back a portion of missed points to their assignment grade. It is also through these resubmission opportunities that students exercised goal-directed practices of identifying the original error(s) and explaining how the added revision resolved their error(s). Effects of the token economy on how the course was experienced were assessed through student survey responses with the focus around how introducing a token economy influenced students’ 1) motivation to revisit assignments, 2) perceived time commitment to the class, and 3) approach for completing assignments knowing that their original attempt was not necessarily their only attempt. From token usage analysis, it was observed that the combination of reward benefits and the number of exchanges available in this study’s token economy produced delayed interactions from students with most waiting until the end of the course to acquire and spend tokens. This lack of activity within the token economy also led to students experiencing little perceivable enhancement to instructional content from the strategy; however, the token economy was perceived to reduce student stress during the semester through the rewards it offered. 

AU  - Sanha Kim
AU  - Steven R Caliari
AU  - Roseanne M Ford
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Leveraging a token economy system to motivate concept practice in a fluid dynamics classroom.
UR  - https://peer.asee.org/47734
DO  - 10.18260/1-2--47734
ER  -