June 24, 2017
June 24, 2017
June 28, 2017
Computers in Education
The impact of new technologies on teaching and learning engineering is important to study and understand for various reasons, including: (1) use of technology tools by students is widespread, (2) use of technology tools in primary, secondary, and college classrooms is increasing rapidly as new devices that balance cost, functionality and portability, shift the use of computing devices from personal purposes to mainstream course applications, and (3) technology provides the vehicle where multiple applications can be incorporated in the development of projects allowing students to see the progression of the project as a whole. We will present three years of results of studying the impact of using a 3D printer, on students’ academic performance using a subset of course objectives for an introductory engineering course. This paper fundamentally focuses on student perceived value and learning impact (comprehension of learning outcomes). This is the third year in which a set of 3D design projects was provided to students along with focused activities to gauge differences in comprehension of learning outcomes. Student perceived value of using a 3D printer in class was also measured, tested and evaluated within a learning environment featuring 21st century demographics for the Science, Technology, Engineering, and Mathematics (STEM) fields. The effect of a 3D printer in the STEM classroom was focused on two key indicators: 1. The impact of student learning, measured by class assignments, homework, quizzes, presentations, and exams (Variances between the cohorts will be assessed as part of the second and third semester exams). 2. Student perception, measured via a student attitudinal survey (Likert scale) managed through an independent third-party testing entity and completed after 3D printing technology utilization. The assessment for the comprehension component of the study focused on four cohorts of students (9 classes). All cohorts of students were taught the same way from the commencement of the semester until the time of the first course exam. This was done to limit and account for the possible variance of class grades. At the beginning of the seventh week, the first 3D project was distributed for the second, third and fourth cohort of students. The usage of the 3D printer in class assignments was focused on maximizing the impact of student learning on the following class areas: Class assignments, presentations, homework, quizzes and exams. Variances between the cohorts were assessed as part of the second and third semester exams. This research project has yielded data in a field that has not been explored in depth within the targeted demographic environment. The data for the past two years has been positive in the impact of student learning. This data has also shown a tremendous positive impact on student perception of the impact technology can have on their learning. The complete analysis on the comprehension and student perceived value will be analyzed and results obtained will be included here within this paper. Additionally, since this is the third year of the study, new data from the 2016 academic year will be included and compared to the previous dataset to discover trends between the four cohorts.
Perez, O. A., & Pitcher, M. T., & Hemmitt, H., & Gomez, H., & Espinoza, P. A., & Anaya, R. H., & Lugo Nevarez, H. E. (2017, June), Year Three: Analysis of 3D technology impact on STEM based courses; specifically introduction to engineering courses. Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--29195
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