Project-Based Active Learning Techniques Enhance Computer Programming Academic and Career Self-Efficacy of Undergraduate Biomedical Engineering Students

S. Cyrus Rezvanifar; Rouzbeh Amini

Download Paper | Permalink

Conference: 2019 ASEE Annual Conference & Exposition
Location: Tampa, Florida
Publication Date: June 15, 2019
Start Date: June 15, 2019
End Date: June 19, 2019
Conference Session: Assessment of Student Learning and Skills
Tagged Division: Biomedical Engineering
Page Count: 8
DOI: 10.18260/1-2--33205
Permanent URL: https://peer.asee.org/33205
Download Count: 371

Request a correction

Paper Authors

biography

S. Cyrus Rezvanifar University of Akron

visit author page

S. Cyrus Rezvanifar is a Ph.D. student in Biomedical Engineering at The University of Akron. He has also served as a research assistant in Cleveland Clinic Akron General since 2016, where he conducts research on biomechanics of human knee joint and patellar instability. In 2016, he received a doctoral teaching fellowship from the College of Engineering at The University of Akron. Through this teaching program, he has served as an instructor for several undergraduate-level courses, and he has conducted educational research on the effect of various learning techniques on improving students' self-efficacy and overall learning experience.

visit author page

biography

Rouzbeh Amini University of Akron orcid.org/0000-0003-3632-6195

visit author page

Dr. Amini completed a Ph.D. in Biomedical Engineering at the University of Minnesota in the field of ocular biomechanics and biotransport in 2010. He then continued his research work on the mechanics of soft tissue as a postdoctoral trainee at the University of Pittsburgh’s Department of Bioengineering, where he held the Ruth L. Kirschstein National Research Service Award (NIH F32). He conducted his postdoctoral research on the biomechanics of cardiac valves. Dr. Amini has served as an assistant professor in the Department of Biomedical Engineering at The University of Akron since August 2013. The overall goal of his research laboratory is to improve human health by studying the multi-scale biomechanics and biotransport in cardiovascular, ocular, and digestive systems. Dr. Amini’s research has been funded by the National Science Foundation, Akron Children’s Hospital, Firestone Foundation, and American Heart Association.

visit author page

Download Paper | Permalink

Abstract

Introduction

Active learning significantly improves students’ educational achievements as compared to passive learning [1, 2]. In Biomedical Engineering (BME), active learning can be incorporated through various techniques such as problem- and project-based learning [3]. Such approaches lead students to deeper and more efficient retention of new concepts. During the past two decades, perceived self-efficacy has been increasingly considered as a highly effective predictor of students’ motivation and learning, as well as an important contributor to their academic development [4, 5]. Over the past two years, we investigated how project-based active learning techniques used in a biomedical computing class affected the self-efficacy of undergraduate BME students.

Method

This study was carried out under an official exemption by the Institutional Research Board at the […] (university de-identified for the purpose of double-blind review). In our project-based learning approach, 3-member student groups were instructed to build a heart rate monitor/activity tracker using Arduino UNO microprocessors interfacing with MATLAB and MATLAB Mobile. In another section of this course with different students, a problem-based learning approach was incorporated, where 3-member student groups were instructed to design a biomedical-oriented problem statement, and push the boundaries of their acquired programming skills to solve that problem. Additionally, they were required to review five journal papers on a biomedical topic assigned to their group and present a short summary lecture. Seven-point Likert-scale anonymous surveys with 14 questions were collected prior to and following the project within all sections. Survey results from the problem-based group were used to control against other potential factors affecting perceived self-efficacy. Due to the anonymous nature of the surveys, unpaired t-test with significance level set at =0.05 was used to statistically compare the pre- and post-activity self-efficacy scores.

Results

The following concepts significantly improved upon the completion of the hands-on project: clearer vision of programming application in engineering and in BME; believing in the necessity of programming in BME training; and higher expectation of success in a future BME career. Interestingly, problem-based learning did not indicate significant improvements in any of the investigated concepts, with lesser enhancements observed in the corresponding mean scores.

Discussion

Problem statement design, literature review, and completing a hands-on project will all provide the students with a wide range of practical applications of the course material. Hands-on projects, however, have a higher impact on improving students’ perceived self-efficacy and expectation of success, as compared to problem statement design and literature review alone. All of the foregoing improvements achieved through the completion of hands-on projects have direct influence on students’ motivation, and would maximize the accomplishment of learning objectives.

References

[1] Freeman, S. et al. Proceedings of the National Academy of Sciences, 111(23), pp. 8410–8415. [2] Handelsman, J. et al., Science, 304(5670), pp. 521–522. [3] Clyne, A. M., and Billiar, K. L. Journal of Biomechanical Engineering, 138(7), p. 070804. [4] Bandura, A., Psychological Review, 84(2), p.191. [5] Zimmerman, B.J., Contemporary Educational Psychology, 25(1), pp.82-91.

Citation
Format

Rezvanifar, S. C., & Amini, R. (2019, June), Project-Based Active Learning Techniques Enhance Computer Programming Academic and Career Self-Efficacy of Undergraduate Biomedical Engineering Students Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33205

TY - CPAPER
AB - Introduction

Active learning significantly improves students’ educational achievements as compared to passive learning [1, 2]. In Biomedical Engineering (BME), active learning can be incorporated through various techniques such as problem- and project-based learning [3]. Such approaches lead students to deeper and more efficient retention of new concepts. During the past two decades, perceived self-efficacy has been increasingly considered as a highly effective predictor of students’ motivation and learning, as well as an important contributor to their academic development [4, 5]. Over the past two years, we investigated how project-based active learning techniques used in a biomedical computing class affected the self-efficacy of undergraduate BME students.

Method

This study was carried out under an official exemption by the Institutional Research Board at the […] (university de-identified for the purpose of double-blind review). In our project-based learning approach, 3-member student groups were instructed to build a heart rate monitor/activity tracker using Arduino UNO microprocessors interfacing with MATLAB and MATLAB Mobile. In another section of this course with different students, a problem-based learning approach was incorporated, where 3-member student groups were instructed to design a biomedical-oriented problem statement, and push the boundaries of their acquired programming skills to solve that problem. Additionally, they were required to review five journal papers on a biomedical topic assigned to their group and present a short summary lecture. Seven-point Likert-scale anonymous surveys with 14 questions were collected prior to and following the project within all sections. Survey results from the problem-based group were used to control against other potential factors affecting perceived self-efficacy. Due to the anonymous nature of the surveys, unpaired t-test with significance level set at =0.05 was used to statistically compare the pre- and post-activity self-efficacy scores.

Results

The following concepts significantly improved upon the completion of the hands-on project: clearer vision of programming application in engineering and in BME; believing in the necessity of programming in BME training; and higher expectation of success in a future BME career. Interestingly, problem-based learning did not indicate significant improvements in any of the investigated concepts, with lesser enhancements observed in the corresponding mean scores.

Discussion

Problem statement design, literature review, and completing a hands-on project will all provide the students with a wide range of practical applications of the course material. Hands-on projects, however, have a higher impact on improving students’ perceived self-efficacy and expectation of success, as compared to problem statement design and literature review alone. All of the foregoing improvements achieved through the completion of hands-on projects have direct influence on students’ motivation, and would maximize the accomplishment of learning objectives.

References

[1] Freeman, S. et al. Proceedings of the National Academy of Sciences, 111(23), pp. 8410–8415.
[2] Handelsman, J. et al., Science, 304(5670), pp. 521–522.
[3] Clyne, A. M., and Billiar, K. L. Journal of Biomechanical Engineering, 138(7), p. 070804.
[4] Bandura, A., Psychological Review, 84(2), p.191.
[5] Zimmerman, B.J., Contemporary Educational Psychology, 25(1), pp.82-91.

AU - S. Cyrus Rezvanifar
AU - Rouzbeh Amini
CY - Tampa, Florida
DA - 2019/06/15
PB - ASEE Conferences
TI - Project-Based Active Learning Techniques Enhance Computer Programming Academic and Career Self-Efficacy of Undergraduate Biomedical Engineering Students
UR - https://peer.asee.org/33205
DO - 10.18260/1-2--33205
ER -