June 14, 2015
June 14, 2015
June 17, 2015
26.1702.1 - 26.1702.14
Video Based, Game Integrated Concept Tutors – Effectiveness in Freshman CoursesUniversities have progressively improved in regard to the usage of technology in teaching-learning methodologies. Tools like videoconferences, chats and blogs, podcasting, webcastingand webinars, video streaming, and networked educational videos have rapidly appeared.Research has shown that videos are a helpful tool to engage students with different learningstyles beyond the textbook and traditional lecture. They can also increase the students’enthusiasm about the concepts presented, and thereby increase information retention. The focusis to engage students in intellectual work that facilitates the assimilation of knowledge in adisciplined manner that will have value beyond school. An on-campus survey created by studentsat a large southeastern university has shown that 70% of respondents acknowledged they havetrouble retaining lecture material. The supplemental material they are using included YouTube,DVDs, Khan Academy, tutoring study guide from bookstore, and chegg.com. Seventy-fourpercent of the participants said that even though the above mentioned materials were helpful,they lacked step-by-step instructions and proper feedback. Their comments also suggested theneed for voice-over instructions, games and easy to understand practice material.Many students who take the introduction to engineering classes are freshmen and need help inlearning engineering concepts. In this study, we discuss the design, development,implementation and evaluation of a video and game-based instructional tool called concept tutor.These concept tutors focus on one concept at a time and they can be used as supplementalmaterial to a lecture. These tutors provide additional help to students in explaining the conceptstaught in class and reinforces their learning. The purpose of concept tutors is to increase theundergraduate students’ enthusiasm and attention towards the concepts taught using thisinstructional methodology. The concept tutors will engage the students in a learning processmeant to improve retention rate.The concept tutor consists of three phases, with the first being definition and real-worldapplications of the concept. The second phase includes a step-by-step presentation of the conceptthrough a targeted problem. The concept tutor in this phase is split into topic videos. The thirdphase consists of assessments. After viewing each video the students are required to answer a setof questions that tests the concepts they learned. The questions after each topic are in a formatthat allows the students to choose the environment of the testing. They can choose either aregular multiple-choice assessment or a game-based assessment.Two concept tutors were built to introduce Simulink in MATLAB (by MathWorks) to studentsas a graphical programming tool for controlling a LEGO Mindstorms NXT Robot. These concepttutors were developed to allow a self-paced review of Simulink GUI and programming logicconcepts. The third concept tutor developed addresses the topic of Units Conversions andDimensions. This Tutor is used to stress the importance of usage of proper units in engineeringas well as reinforce the need and method of converting a physical quantity from one unit toanother.The concept tutors were tested in “Introduction to Mechanical Engineering” courses withfreshman students. The 4P model (Presage, Pedagogy, Process and Product) was used to evaluatethe concept tutors. According to this model the student’s attitude towards learning (processfactors) is affected by presage conditions and instructional methodology (pedagogy factor). Theprocess factors in turn affects the learning outcomes (product factors). This study was conductedin an experimental/control group setting and the main objective was to evaluate the effectivenessof concept tutors in achieving specific learning outcomes such as student performance andengagement. Quantitative results show a significant improvement in student performance andqualitative results obtained indicate that students find the concept tutors very helpful whilelearning engineering concepts; the students also preferred this method to complement a lecture.The development methodology of these tutors and evaluation results are also discussed in thispaper.
Banu, E. A., & Swamidason, S. M., & Raju, P., & Rajan, P. (2015, June), Video-based, Game-integrated Concept Tutors – Effectiveness in Freshman Courses Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.25038
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