New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
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, and (2) use of technology tools in 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. We will present the results of studying the impact of using one such device, a 3D printer, on students’ academic performance via a subset of course objectives for an introductory engineering course. This paper inherently focuses on student perceived value and learning impact (comprehension of learning outcomes). This is the second year in which a set of 3D design projects were provided to students along with focused activities to gauge differences in comprehension of learning outcomes. Student perceived value of using an 3D printer for a 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 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 the 3D printing technology utilization. The assessment for the comprehension component of the study focused on three cohorts of students. 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 classes 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, homework, quizzes and exams. Variances between the cohorts will be assessed as part of the second and third semester exams. This research project yielded data in a field that has not been explored in depth within the targeted demographic environment. 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 second year of the study new data from the 2015 academic year will be included and compared to the previous dataset to discover trends between the four cohorts.
Perez, O. A., & Espinoza, P. A., & Gomez, H., & Pitcher, M. T., & Anaya, R. H., & Hemmitt, H., & Lugo Nevarez, H. E. (2016, June), Year Two: Analysis of 3-D Technology Impact on STEM-based Courses; Specifically, Introduction to Engineering Courses Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27064
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: © 2016 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