Asee peer logo

The Meme Game: A Hands-On Activity to Introduce First-Year Engineers to Concepts in Mathematical/Computational Modeling

Download Paper |

Conference

2023 ASEE Annual Conference & Exposition

Location

Baltimore , Maryland

Publication Date

June 25, 2023

Start Date

June 25, 2023

End Date

June 28, 2023

Conference Session

Student Division (STDT) Technical Session 2: Student Success and Resources

Tagged Division

Student Division (STDT)

Page Count

20

DOI

10.18260/1-2--44470

Permanent URL

https://peer.asee.org/44470

Download Count

212

Request a correction

Paper Authors

biography

Luke Raus Olin College of Engineering

visit author page

Luke Raus is studying Engineering with a concentration in Robotics at Olin College of Engineering.

visit author page

author page

Katherine Mackowiak

biography

Stephanos Matsumoto Olin College of Engineering

visit author page

Stephanos (Steve) Matsumoto is an Assistant Professor of Computer Science and Engineering at the Olin College of Engineering. His research interests are in computing education, particularly in how to incorporate better software engineering practices when teaching computing in undergraduate STEM courses.

visit author page

biography

Zachary Riggins del Rosario Olin College of Engineering Orcid 16x16 orcid.org/0000-0003-4676-1692

visit author page

Zachary del Rosario is an Assistant Professor of Engineering and Applied Statistics at Olin College. His goal is to help scientists and engineers reason under uncertainty. Zach uses a toolkit from data science and uncertainty quantification to address a diverse set of problems, including reliable aircraft design and AI-assisted discovery of novel materials.

visit author page

Download Paper |

Abstract

Engaging with (complex) real-world systems requires that engineers are able to model and computationally simulate their behavior. While this practice is of key importance to modern engineering practice, engineering students rarely engage with the model-building process - an indispensable tool when classic models reach their useful limits, and thus a crucial component of the scientific process. Specifically, students are rarely asked to construct novel models for physical systems. Instead, they are typically asked to re-derive and mathematically analyze existing models. Consequently, students also rarely practice verification and validation of models.

This study presents a framework for introducing, motivating, and engaging entry-level undergraduate engineering students in the computational modeling process through a participatory scenario of social infectivity. The proposed full-class activity, dubbed the “meme game,” features an exchange of doodles which results in the viral propagation of certain doodles across the player population. The activity makes explicit connections to epidemiology and sociology via design choices which offer direct analogies between the game and real-world scenarios of infectious disease spread and social mimetics/information spread. In the wake of the COVID-19 pandemic and the proliferation of disinformation on social media, these domains associated with our activity have become especially relevant to real-world practice.

We used the “meme game” as a first-day activity for a course on modeling and simulation at a small engineering-focused college. Our results suggest that the proposed activity successfully provides immediate exposure to an interesting physical system to which an array of accessible reduced-order modeling approaches can be applied, each with advantages and limitations. Since the activity and analysis relies on relatively little background knowledge, first-year STEM students can effectively engage with the concepts presented in the game. Additionally, the activity results in a rich student-generated data set which motivates a variety of questions about viral phenomena, and offers the opportunity for students to meaningfully answer these questions by validating their models against real-world measurements.

This paper will describe the full logistics of the activity, including methods for collecting and synthesizing the generated data, and qualitative analysis of outcomes from our implementation of the meme game. A framework for incorporating the activity into broader lessons on the importance and practice of scientific modeling is discussed alongside implications on approaches to undergraduate technical education.

Raus, L., & Mackowiak, K., & Matsumoto, S., & del Rosario, Z. R. (2023, June), The Meme Game: A Hands-On Activity to Introduce First-Year Engineers to Concepts in Mathematical/Computational Modeling Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44470

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2023 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015