July 26, 2021
July 26, 2021
July 19, 2022
Work in Progress: Creative Biomechanics Project using an Interactive Digital Experience as an Alternative Laboratory (IDEAL) – Phase 2
Active learning is known to improve learning and retention , and gamification via a “Choose Your Own Adventure” structure has been shown to improve student motivation to study . We previously implemented Phase 1 of the Interactive Digital Experience as an Alternative Laboratory (IDEAL) for a creative biomechanics challenge problem . Students were asked to analyze musculoskeletal biomechanics data to determine the mechanism of injury and the person-at-fault in a fictional forensic investigation. By incorporating a storyline and unique characters to encourage student-led investigation, students were more engaged with the IDEAL challenge problem as compared to traditional, open-ended challenge problems provided earlier in the course. Further, engaged students performed better on the IDEAL final report compared to less engaged students. Phase 1 was implemented through an email exchange between students and a fictional police contact. Responses were guaranteed between 9AM and 5PM, with an average response time of 11 minutes. We have expanded on this structure in Phase 2 by fully automating the student-led evidence collection process through Jupyter Notebook (Project Jupyter, USA). Jupyter Notebook allows students to request and instantaneously access evidence. Additionally, we have developed witness testimony videos, which can be requested along with the previously available evidence such as x-rays, medical records, and gait data. ZBrush (Pixlogic, USA) has been used to create the basic models for the characters and objects in the witness testimony videos. Maya (Autodesk, USA) was used to texture, rig, and animate the characters. Final videos have been compiled and edited in After Effects (Adobe, USA). Phase 2 will be implemented during the Spring 2021 semester, with data analysis expected by May 2021. As was done in Phase 1, traditional challenge problems will be used for the beginning of the semester, and results will be compared with the results for the IDEAL challenge problem performed at the end of the semester. Student engagement will be measured by the amount of evidence collected. Post problem surveys will evaluate student “appreciation” of the content and perceived self-confidence in problem solving. By using JupyterLab, the more complex, branching choices will give students more control of the evidence that they collect. The authors plan to make the developed characters, JupyterLab framework, and other project details available to support other faculty who wish to implement similar units within their courses, giving instructors the ability to create new scenarios that reflect their topics and learning objectives. References:  S. Freeman, S. L. Eddy, M. McDonough, M. K. Smith, N. Okoroafor, H. Jordt, et al., "Active learning increases student performance in science, engineering, and mathematics," Proceedings of the National Academy of Sciences, vol. 111, pp. 8410-8415, 2014.  D. P. Mundy and R. Consoli, "Here be dragons: experiments with the concept of ‘Choose Your Own Adventure’ in the lecture room," Innovations in Education and Teaching International, vol. 50, pp. 214-223, 2013/05/01 2013.  (Author Names Omitted) “Interactive Digital Experience as an Alternative Laboratory (IDEAL): Creative Investigation with Data Analysis,” Proceedings of the Summer Biomechanics, Bioengineering, and Biotransport Conference, Virtual Meeting, June 2020.
Mays, E., & Troutman, V. A., & Grimm, G. W. J., & Pollack, E. R., & Grimm, M. J. (2021, July), Work in Progress: Creative Biomechanics Project Using an Interactive Digital Experience as an Alternative Laboratory (IDEAL) – Phase 2 Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/38134
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