Improving learning through technology-enhanced dynamic and interactive engineering content

Abstract

CONTEXT The rise of flexible degree structures has allowed students to explore a wider breadth of knowledge. This has resulted in an increase in students with diverse backgrounds in different areas of foundational mathematics and physics enrolling in engineering subjects. Teaching engineering concepts while catering to these diverse cohorts is an ongoing challenge. This is compounded by the fact that teaching activities still largely rely on static two-dimensional formats such as PowerPoint slides and handwritten notes. The engineering concepts on which this study is based are those involving spatially and temporally varying elements. PURPOSE OR GOAL To improve learning outcomes and the student experience, we explored the integration of new technologies in the development of more effective supplementary teaching and learning materials. We were particularly interested in technologies allowing dynamic phenomena to be fully explored and interrogated by students. The long-term goal is to develop a library of interconnected interactive resources that students can access to fix any gaps in expected knowledge, and to reinforce concepts taught in synchronous learning sessions (i.e. lectures, tutorials) by providing alternative and more visual perspectives. APPROACH OR METHODOLOGY/METHODS Applying a design-based research methodology, we initially experimented with the introduction of a series of short concept-focused video tutorials in a second-year engineering mechanics subject. Following positive student feedback, we broadened the scope of this project to include a graduate-level medical imaging subject. In this next iteration, the H5P platform was used to embed interactive quizzes within the videos, which students could use to gauge their understanding and receive real-time feedback. An interactive MATLAB-based virtual lab prototype - simulating a mechanical testing lab - was also developed. ACTUAL OR ANTICIPATED OUTCOMES Survey data indicated that students find interactive embedded quizzes helpful in their learning - this was the case for incorporation in both our short concept videos and pre-recorded lecture content. Conversely, students found the current iteration of the virtual lab neither helpful nor unhelpful in their learning. CONCLUSIONS/RECOMMENDATIONS/SUMMARY While more work remains to be done in this space, our findings suggest that access to more visual, dynamic, and interactive content allows students to explore engineering concepts in more intuitive ways than is possible with traditional two-dimensional formats.