More Like this

1. Developing Problem Solving Skills using Student Generated Problems that Reverse Engineer YouTube Videos

   Asogwa, Uchenna ( January 2020 , Master of Science Thesis)

   Problem solving is a signature skill of engineers. Here, problem solving is employed when students apply course concepts to reverse engineer YouTube videos and solve new student-written, homework-style problems (YouTube problems). Replacing textbook problems with YouTube problems, this research focuses on examining the rigor of YouTube problems as well as students’ problem-solving skills on textbook and YouTube problems. A quasi-experimental, treatment/control group design was employed, and data was collected and evaluated using multiple instruments. First, rigor of homework problems was examined using the NASA Task Load Index. Also, problem solving was assessed using a previously-developed rubric called PROCESS Problem definition, Representing the problem, Organizing the information, Calculations, Evaluating the solution, Solution communication, and Self-assessment. PROCESS was modified to independently measure completeness and accuracy of student responses, as well as identify errors committed in material and energy balances. In the treatment group, students were assigned ten textbook problems and nine YouTube problems. In addition to obtaining an evidence-based assessment of problem solving via PROCESS, students’ learning attitudes, overall and with respect to problem solving, were measured via a self-reported survey known as Colorado Learning Attitudes about Science Survey (CLASS). Utilizing YouTube problems in classroom did not influence learning attitudes of students negatively. Students reported that YouTube problems possessed similar rigor as Textbook problems. Instead, students solving YouTube problems measured small effect size improvement in problem- solving skills. 

   more » « less
2. Comparing engineering problem-solving ability and problem difficulty between Textbook and student-written YouTube problems

   Asogwa, U. ; Duckett, T.R. ; Malefyt, A.P. ; Stevens, L. ; Mentzer, G. ; Liberatore, M.W. ( January 2021 , IJEE International Journal of Engineering Education)

   Problem solving is a signature skill of engineers. Incorporating videos in engineering education has potential to stimulate multi-senses and further open new ways of learning and thinking. Here, problem solving was examined on problems written by previous students that applied course concepts by reverse engineering the actions in videos. Since the videos usually come from YouTube, the student-written problems are designated YouTube problems. This research focused on examining the rigor of YouTube problems as well as students’ problem-solving skills when solving YouTube problems compared to Textbook problems. A quasi-experimental, treatment/control group design was employed, and data collected was evaluated using multiple instruments. NASA Task Load Index survey was used to collect 􏰗1200 ratings that assessed rigor of homework problems. Problem-solving ability was assessed using a previously-developed rubric with over 2600 student solutions scored. In the treatment group where students were assigned ten Textbook and nine YouTube problems, students reported an overall similarity in rigor for both YouTube and Textbook problems. Students in the treatment group displayed 􏰗6% better problem solving when completing YouTube problems compared to Textbook problems. Although higher perceptions of problem difficulty correlated with lower problem-solving ability across both groups and problem types, students in the treatment group exhibited smaller decreases in problem-solving ability as a result of increasing difficulty in the Textbook problems. Overall, student-written problems inspired by YouTube videos can easily be adapted as homework practice and possess potential benefits in enhancing students’ learning experience. Link: https://www.ijee.ie/contents/c370521.html 

   more » « less
3. Problem Solving and Difficulty Perception in YouTube Problems Involving Reacting Systems with Recycle

   Asogwa, U. ; Duckett, T. R. ; Malefyt, A. P. ; Mentzer, G. A. ; Liberatore, M. W. ( January 2021 , ASEE Annual Conference proceedings)

   null (Ed.)

   Complex problem-solving is a vital skill prevalent to thrive in the workforce along with creativity and conceptual thinking. Homework problems allow engineering students to practice problem solving, and writing new problems can be a creative process for students. Our previous research found that implementing alternative, student-written homework problems, referred to as YouTube problems, led to better learning attitudes. YouTube problems are course related; homework-quality problems generated by reverse engineering publicly available videos. Comparing learning experiences of students solving YouTube versus Textbook problems is the focus of the current study. Impacts of solving YouTube problems are examined based on perception of difficulty as well as students’ problem-solving skills displayed by students. To enable testing, students were assigned one textbook and three YouTube problems. Perception of problem difficulty across problems was examined using the NASA Task Load Index. Additionally, problem solving aptitudes while solving homework problems was assessed using a previously validated rubric called PROCESS: Problem definition, Representing the problem, Organizing the information, Calculations, Solution completion, and Solution accuracy. A new case study compares Textbook and YouTube problems related to reacting systems with recycle, which is one of the most difficult course concepts. A correlation between problem rigor and problem solving was found. 

   more » « less
4. Student-Generated Problems that Reverse Engineer YouTube Videos

   https://doi.org/10.18260/1-2--30126  

   Liberatore, Matthew ; Asogwa, Uchenna ; Malefyt, Amanda ; Czerniak, Charlene ; Mentzer, Gale ; Duckett, T. ( January 2018 , ASEE Annual Meeting)

   Homework problems from many textbooks have solutions manuals on the Internet. Students find solutions manuals and focus on getting the right answer put little or no effort on learning. Problem solving is a signature skill of engineers that is in high demand across industries. Here, problem solving is employed when students apply course concepts to reverse engineer YouTube videos and create new homework-quality problem statements and solutions. This research seeks to examine the rigor of YouTube problems and the effect of YouTube problems on the problem-solving skills of students. A quasi-experimental, treatment/control group design is employed and data is collected and evaluated using a variety of tools. The rigor of YouTube problems is examined using the NASA Task Load Index (TLX). Problem solving skill are examined using Problem definition, representing the problem, organizing information, calculations, evaluating the solution, solution communication, and self-assessment (PROCESS) and other tools. 

   more » « less
5. Student problem solving on Textbook and YouTube Problems pertaining to Vapor Liquid Equilibrium

   Asogwa, U. ; Duckett, T. R. ; Liberatore, M. W. ( January 2021 , 2021 ASEE North Central Section Conference)

   null (Ed.)

   Faculty often utilize homework problems as a means to help students practice problem solving. Recently, with textbook solutions manuals being freely available online, students are prone to copying/cheating, which can severely limit improvements in problem solving. One hypothesis is that YouTube problems could serve as alternatives to textbook problems to significantly reduce cheating and promote better problem solving. YouTube problems are student-written problems that were inspired by events in a video publicly available online. While our previous studies have showcased positive attitudes related to engineering, high engagement, and rigor of the YouTube problems, the current study examines a subset of problems related to one major course topic, namely vapor-liquid equilibrium. The cohorts include engineering students from a public university who were assigned homework problems as part of a material and energy balance course. Two constructs were explored: problem solving and perception of problem difficulty. The study adopted an established and validated rubric to quantify performance in relevant stages of problem solving, including problem identification, representation, organization, calculation, solution completion, and solution accuracy. While problem solving can be influenced by perception of problem difficulty, the widely used NASA Task Load Index was adopted to measure the problem rigor. This paper will compare textbook and YouTube problem with respect to overall problem-solving ability as well as in each stage of problem solving. Furthermore, we will investigate whether disparities exist in students’ perceptions when solving vapor-liquid equilibrium problems. 

   more » « less