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Video Resources and Peer Collaboration in Engineering Mechanics: Impact and Usage Across Learning Outcomes

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2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

Computer Tutors, Simulation, and Videos

Tagged Division


Page Count


Page Numbers

26.1700.1 - 26.1700.17



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Paper Authors


Edward J. Berger Purdue University Orcid 16x16

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Edward Berger is an Associate Professor of Engineering Education and Mechanical Engineering at Purdue University, joining Purdue in August 2014. He has been teaching mechanics for nearly 20 years, and has worked extensively on the integration and assessment of specific technology interventions in mechanics classes. He was one of the co-leaders in 2013-2014 of the ASEE Virtual Community of Practice (VCP) for mechanics educators across the country.

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Edward A. Pan University of Virginia

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Dr. Pan currently develops training for the US Federal Government. He also teaches an online course for the Instructional Technology program at the University of Virginia. His prior work includes research and development of instructional technology for STEM education in pre-K - 12 and undergraduate-level engineering.

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Video Resources in Engineering Mechanics: A Study of Impact Across Student Learning OutcomesVideo resources, largely in the form of recorded lectures or problem solutions, have becomefairly commonplace in higher education classroom in the past few years. Video authoring toolsand distribution channels are now powerful and seamless, presenting a wide array of newopportunities for faculty to produce sharable educational assets. Video resources, when createdusing pedagogical and multimedia best practices, are known to be valuable learning tools forstudents. A variety of studies have enlisted cognitive load theory and/or the worked-exampleeffect to demonstrate efficacy in a variety of settings and disciplines.In this paper, we examine the use of video resources by students in an undergraduate engineeringmechanics (dynamics) class, with a specific focus on how video consumption correlates to theachievement of specific learning outcomes. We focus on lecture videos and video solutions toproblems, and map student perceptions about the usefulness of the videos onto the learningoutcomes for the course. Then, we map each graded assignment (homework, quiz, exam) ontothose same learning outcomes, and compute an average score for each student on each learningoutcome. We use student background information and data about total video consumption tofurther enrich the discussion.The results indicate that some students find video resources crucial to their academic success,across learning outcomes, while other students extract little value from the video resources.These students indicate that they prefer to work alone, with another technology (i.e., thetextbook), or in study groups rather than engaging with the technology as a partner for learning.Some learning outcomes within the course, notably those related rigid body kinematics and rigidbody kinetics (via Newton’s laws), reveal that students perceive high value of the videosregardless of their grade on assignments related to those outcomes. We find significant interplaywith other factors reported on student background surveys, including their general attitudes abouttechnology, their preferred approach to learning, and their views on collaboration.

Berger, E. J., & Pan, E. A. (2015, June), Video Resources and Peer Collaboration in Engineering Mechanics: Impact and Usage Across Learning Outcomes Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.25036

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