Increasing conceptual understanding in an engineering core course using a statics visualization program

Abstract

Instructors and students of upper-level engineering courses often use software inside and outside of the classroom to solve problems. However, software is less frequently used in lower-level courses. One likely reason for this lack of use in lower-level courses is the concern that students may avoid manual solution of problems and thereby fail to develop foundational knowledge and proper problem solving approaches. This research attempts to answer whether in-classroom use of certain analysis software deepens student conceptual understanding and critical thinking in a foundational engineering course. The authors chose the web-based software, ForceEffect by Autodesk, based on its ability to analyze trusses, frames, and machines, as well as its numerical and graphical output. Two instructors participated in the research, each with control and experimental groups. The instructors collected results on exam and quiz conceptual questions as well as total scores on these assessment tools. Additionally, the instructors collected formal and informal feedback on the use of the software. The results showed that there was not a statistically significant difference between those groups using the software and those that did not. However, the results did show that the software could have a positive impact on student conceptual understanding. © American Society for Engineering Education, 2014.