Watson, C., & Gartner, J., & Van Wie, B., & Dutta, P., & Adesope, O., & Curtis, H. (2022, August), The Effects of Prior Knowledge on Learning with Low-Cost Desktop Learning Modules  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41703

\bibitem{asee_peer_41703}
  Watson, C., \& Gartner, J., \& Van Wie, B., \& Dutta, P., \& Adesope, O., \& Curtis, H. (2022, August), \emph{The Effects of Prior Knowledge on Learning with Low-Cost Desktop Learning Modules}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41703

Carah Watson, Jacqueline Gartner, Bernard Van Wie, Prashanta Dutta, Olusola Adesope, and Heidi Curtis.  "The Effects of Prior Knowledge on Learning with Low-Cost Desktop Learning Modules".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41703 Internet.  14 Apr, 2024

\bibitem{asee_peer_41703}
  Carah Watson, Jacqueline Gartner, Bernard Van Wie, Prashanta Dutta, Olusola Adesope, and Heidi Curtis.
  "The Effects of Prior Knowledge on Learning with Low-Cost Desktop Learning Modules".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41703 Internet.  14 Apr, 2024

@INPROCEEDINGS{asee_peer_41703
author = "Carah Watson, Jacqueline Gartner, Bernard Van Wie, Prashanta Dutta, Olusola Adesope, and Heidi Curtis"
title = "The Effects of Prior Knowledge on Learning with Low-Cost Desktop Learning Modules"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41703}
number = {10.18260/1-2--41703}
}

TY  - CPAPER
AB  - Hands-on experiments using the Low-Cost Desktop Learning Modules (LCDLMs) have been
implemented in dozens of classrooms to supplement student learning of heat transfer and fluid
mechanics concepts with students of varying prior knowledge. The prior knowledge of students
who encounter these LCDLMs in the classroom may impact the degree to which students learn
from these interactive pedagogies. This paper reports on the differences in student cognitive
learning between groups with low and high prior knowledge of the concepts that are tested.
Student conceptual test results for venturi, hydraulic loss, and double pipe heat exchanger
LCDLMs are analyzed by grouping the student data into two bins based on pre-test score, one
for students scoring below 50% and another for those scoring above and comparing the
improvement from pretest to posttest between the two groups. The analysis includes data from
all implementations of each LCDLM for the 2020-2021 school year. Results from each of the
three LCDLMs were analyzed separately to compare student performance on different fluid
mechanics or heat exchanger concepts. Then, the overall pre- and posttest scores for all three
LCDLMs were analyzed to examine how this interactive pedagogy impacts cognitive gains.
Results showed statistically significant differences in improvement between low prior knowledge
groups and high prior knowledge groups. Additional findings showed statistically significant
results suggesting that the gaps in performance between low prior knowledge and high prior
knowledge groups on pre-tests for the LCDLMs were decreased on the posttest. Findings showed
that students with lower prior knowledge show a greater overall improvement in cognitive gains
than those with higher prior knowledge on all three low-cost desktop learning modules. 
AU  - Carah Watson
AU  - Jacqueline Gartner
AU  - Bernard Van Wie
AU  - Prashanta Dutta
AU  - Olusola Adesope
AU  - Heidi Curtis
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - The Effects of Prior Knowledge on Learning with Low-Cost Desktop Learning Modules
UR  - https://peer.asee.org/41703
DO  - 10.18260/1-2--41703
ER  -