Cognitive benefits of using kinetic diagrams in teaching introductory dynamics

Abstract

Whether kinetic diagrams should be used in teaching dynamics has been discussed in the literature. It was recommended to use free-body diagrams without kinetic diagrams in solving rigid-body kinetics diagrams. This paper will examine the cognitive benefits of using kinetic diagrams in terms of reducing unnecessary cognitive load and facilitating efficient practice. I will first evaluate the benefits from the perspective of cognitive load theory. Then, I will show how to exploit the benefits through deliberate practice to enhance learning efficiency. Examples and assessment results will be provided to demonstrate the effectiveness as well as the challenges when teaching with this approach.