July 26, 2021
July 26, 2021
July 19, 2022
Learning Outcomes and Assessment Within Chemical Engineering
Complex problem-solving is a vital skill prevalent to thrive in the workforce along with creativity and conceptual thinking. Homework problems allow engineering students to practice problem solving, and writing new problems can be a creative process for students. Our previous research found that implementing alternative, student-written homework problems, referred to as YouTube problems, led to better learning attitudes. YouTube problems are course related; homework-quality problems generated by reverse engineering publicly available videos. Comparing learning experiences of students solving YouTube versus Textbook problems is the focus of the current study. Impacts of solving YouTube problems are examined based on perception of difficulty as well as students’ problem-solving skills displayed by students. To enable testing, students were assigned one textbook and three YouTube problems. Perception of problem difficulty across problems was examined using the NASA Task Load Index. Additionally, problem solving aptitudes while solving homework problems was assessed using a previously validated rubric called PROCESS: Problem definition, Representing the problem, Organizing the information, Calculations, Solution completion, and Solution accuracy. A new case study compares Textbook and YouTube problems related to reacting systems with recycle, which is one of the most difficult course concepts. A correlation between problem rigor and problem solving was found.
Asogwa, U., & Duckett, T. R., & Malefyt, A. P., & Mentzer, G. A., & Liberatore, M. W. (2021, July), Problem Solving and Difficulty Perception in YouTube Problems Involving Reacting Systems with Recycle Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37602
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