Asogwa, U., & Liberatore, M. W., & Malefyt, A. P., & Duckett, T. R. (2019, June), Problem Solving When Using Student-Written YouTube Problems   Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33193

\bibitem{asee_peer_33193}
  Asogwa, U., \& Liberatore, M. W., \& Malefyt, A. P., \& Duckett, T. R. (2019, June), \emph{Problem Solving When Using Student-Written YouTube Problems }
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--33193

Uchenna Asogwa, Matthew W. Liberatore, Amanda Portis Malefyt, and Timothy Ryan Duckett.  "Problem Solving When Using Student-Written YouTube Problems ".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/33193 Internet.  12 Jan, 2025

\bibitem{asee_peer_33193}
  Uchenna Asogwa, Matthew W. Liberatore, Amanda Portis Malefyt, and Timothy Ryan Duckett.
  "Problem Solving When Using Student-Written YouTube Problems ".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/33193 Internet.  12 Jan, 2025

@INPROCEEDINGS{asee_peer_33193
author = "Uchenna Asogwa, Matthew W. Liberatore, Amanda Portis Malefyt, and Timothy Ryan Duckett"
title = "Problem Solving When Using Student-Written YouTube Problems "
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/33193}
number = {10.18260/1-2--33193}
}

TY  - CPAPER
AB  - Problem solving is a signature skill of engineers. Here, problem solving is employed when students apply course concepts to reverse engineer YouTube videos and solve new student-written, homework-style problems (YouTube problems). Replacing textbook problems with YouTube problems, this research focuses on examining the rigor of YouTube problems as well as students’ problem-solving skills on textbook and YouTube problems. A quasi-experimental, treatment/control group design was employed, and data was collected and evaluated using multiple measurement instruments. First, rigor of homework problems was examined using the NASA Task Load Index. Also, problem solving was assessed using a previously-developed rubric called PROCESS: Problem definition, Representing the problem, Organizing the information, Calculations, Evaluating the solution, Solution communication, and Self-assessment. PROCESS was modified to independently measure completeness and accuracy of student responses, as well as identify errors committed in material and energy balances. In the treatment group, students were assigned ten textbook problems and nine YouTube problems. While the control group obtained higher PROCESS scores at the beginning of the study, both groups exhibited similar problem-solving skills near the end. Also, the rigor of student-written YouTube problems was similar to textbook problems related to the same course concepts.
AU  - Uchenna Asogwa
AU  - Matthew W. Liberatore
AU  - Amanda Portis Malefyt
AU  - Timothy Ryan Duckett
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Problem Solving When Using Student-Written YouTube Problems 
UR  - https://peer.asee.org/33193
DO  - 10.18260/1-2--33193
ER  -