Asee peer logo

Tracking Student Engagement with a Touchscreen App for Spatial Visualization Training and Freehand Sketching

Download Paper |

Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Visualization Within Engineering Design Graphics Education Session 1

Tagged Division

Engineering Design Graphics

Tagged Topic

Diversity

Page Count

16

Page Numbers

26.1595.1 - 26.1595.16

DOI

10.18260/p.24931

Permanent URL

https://peer.asee.org/24931

Download Count

172

Request a correction

Paper Authors

biography

Nathan Delson University of California, San Diego

visit author page

Nathan Delson, Ph.D. is a Teaching Professor at the University of California at San Diego. His interests include robotics, biomedical devices, product design, and engineering education. He is co-founder of Coactive Drive Corporation, a company that provides force feedback solutions. Since 1999 he has taught engineering design and been the director of the Mechanical Engineering Design center at UC San Diego. In fall 2012, Dr. Delson introduced a Product Design & Entrepreneurship course, where students develop their own product concepts.

visit author page

biography

Lelli Van Den Einde University of California, San Diego

visit author page

Van Den Einde is a Teaching Professor at UCSD. She teaches core undergraduate courses in Structural Engineering, is the chair of the ABET committee responsible for the continuous curricular improvement process, incorporates education innovations into courses (Peer Instruction, Project-based learning), is responsible for TA training (preparing next generation faculty), serves as faculty advisor to student organizations, hears cases of academic misconduct as a member of the Academic Integrity Review Board, and is committed to fostering a supportive environment for diverse students at UCSD by serving on the faculty advisory board for the IDEA Student Center. Her research is focused on engagement strategies for large classrooms and the development of K-16 curriculum in earthquake engineering.

visit author page

Download Paper |

Abstract

Tracking Student Engagement with a Touchscreen App for Spatial Visualization Training      Technology  Enhanced  Education  and  eLearning  has  great  potential,  but  maintaining  student  engagement  and  effective  learning  can  be  a  challenge.  Some  students  may  passively  listen  to  tutorials  without  internalizing  the  content,  and  others  may  skip  tutorials  all  together  and  try  their  luck  at  multiple  choice  questions.  Other  students  may  need  more  specific  feedback  than  whether  their  answer  was  correct  or  incorrect.  A  limitation  of  many  eLearning  tools  is  that  student  assignments  are  limited  to  multiple  choice  questions.    We  developed  an  iPad  App  for  Spatial  Visualization  training,  and  in  this  context  study  the  challenges  mentioned  above  related  to  Technology  Enhanced  Education.  Spatial  Visualization  (SV)  is  the  mental  representation  and  manipulation  of  2D  and  3D  shapes.  Skills  in  SV  have  been  correlated  to  high  GPAs  in  math,  engineering,,  and  science.  Prior  studies  have  shown  that  SV  training  can  increase  retention  in  STEM  majors.  In  response  to  the  demonstrated  benefits  of  SV  training,  the  NSF  has  funded  programs  to  encourage  adding  SV  training  to  university  programs.  However,  challenges  remain  in  adding  requirements  to  already  full  curriculums  and  the  costs  of  increased  teaching  workload.  Accordingly,  we  developed  an  iPad  App  to  create  an  engaging  and  cost  effective  way  to  for  SV  training.  This  App  is  unique  is  that  it  uses  the  touchscreen  for  users  to  draw  isometric  and  orthographic  projections.  An  automated  algorithm  graded  user  sketches.  When  the  students  had  an  error  they  were  given  the  option  to  redo  the  sketch  or  take  a  peek  at  the  solution  and  then  redo  the  sketch.  All  instances  of  student  sketch  attempts  were  recorded  along  with  their  performance  on  multiple  choice  questions  that  preceded  the  sketching  exercises.      In  spring  2014,  a  class  of  52  students  completed  the  SV  training  course  that  used  the  iPad  App.  Pre  and  post-­‐tests  where  performed  with  the  standardized  Purde  Spatial  Test.  Students  were  categorized  based  upon  their  performance  in  the  pre-­‐test.  Students  with  a  high  initial  score  (n=22)  did  not  have  much  room  to  improve  on  the  spatial  test  and  their  average  score  change  was  minimal  at  -­‐1%.  However,  students  with  a  mid  level  pre-­‐test  (n=17)  had  an  average  increase  of  9.4%,  and  students  with    low  level  pre-­‐test  (n=13)  had  an  average  increase  9.0%.  Students  at  the  lowest  level  are  at  a  high  risk  for  dropping  out  of  STEM  majors,  and  we  looked  closely  at  student  activity  in  that  group.  There  was  a  marked  bimodal  distribution  in  this  group.  Of  the  13  students,  6  showed  marked  increase  post-­‐test  scores  ranging  from  17%  to  33%.  However,  the  remaining  7  students  had  changes  in  post-­‐test  scores  that  ranged  from  -­‐10%  to  3%.    The  largest  difference  between  the  2  groups  was  that  students  who  did  not  see  score  gains  in  the  class  typically  peeked  at  the  solution  early  without  many  attempts  on  their  own.    This  preliminary  study  had  a  small  number  of  students,  especially  for  students  entering  with  low  SV  skills.  Nevertheless,  the  biomodal  distribution  in  the  data  is  an  indication  that  some  students  are  much  more  engaged  than  others,  and  subsequently  have  more  learning  gains.  The  results  of  this  trail  are  been  used  to  guide  our  App  development.  We  are  currently  modifying  the  App  with  incentives  for  users  to  challenge  themselves  before  asking  for  peeks  at  solutions.  One  aspect  of  this  approach  is  to  provide  customized  hints  based  upon  users’  initial  submission  that  guide  a  students  but  do  not  show  them  the  full  answer.    We  are  also  developing  a  teacher  interface  to  to  allow  the  teacher  to  see  early  in  the  course  which  students  are  at  risk  of  low  skill  development.          

Delson, N., & Van Den Einde, L. (2015, June), Tracking Student Engagement with a Touchscreen App for Spatial Visualization Training and Freehand Sketching Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24931

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: © 2015 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