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 studentwritten, homeworkstyle problems (YouTube problems). Replacing textbook problems with YouTube problems, this research focuses on examining the rigor of YouTube problems as well as students’ problemsolving skills on textbook and YouTube problems. A quasiexperimental, 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 previouslydeveloped rubric called PROCESS Problem definition, Representing the problem, Organizing the information, Calculations, Evaluating the solution, Solution communication, and Selfassessment. 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 evidencebased assessment of problem solving via PROCESS, students’ learning attitudes, overall and with respect to problem solving, were measured via a selfreported 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.
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Student Attitudes When Solving Homework Problems that Reverse Engineer YouTube Videos
Problem solving is a vital skill required to be successful in many engineering industries. One way for students to practice problem solving is through solving homework problems. However, solutions manuals for textbook problems are usually available online, and students can easily default to copying from solution manual. To address the solution manual dilemma and promote better problemsolving ability, this study utilizes novel homework problems that integrate a video component as an alternative to textonly, textbook problems. Building upon research showing visuals promote better learning, YouTube videos are reversed engineered by students to create new homework problems. Previous studies have catalogued studentwritten problems in a material and energy balance course, which are called YouTube problems. In this study, textbook homework problems were replaced with studentwritten YouTube problems. We additionally focused on examining learning attitudes after students solve YouTube problems. Data collection include attitudinal survey responses using a validated instrument called CLASS (Colorado Learning Attitudes about Science Survey). Students completed the survey at the beginning and end of the course. Analysis compared gains in attitudes for participants in the treatment groups. Mean overall attitude of participants undergoing YouTube intervention was improved by a normalized gain factor of 0.15 with a small effect size (Hedge’s g = 0.35). Improvement was most prominent in attitudes towards personal application and relation to real world connection with normalized gain of 0.49 and small effect size (Hedge’s g = 0.38).
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 Award ID(s):
 1712186
 NSFPAR ID:
 10170228
 Date Published:
 Journal Name:
 ASEE Annual Conference proceedings
 ISSN:
 15244644
 Page Range / eLocation ID:
 114
 Format(s):
 Medium: X
 Sponsoring Org:
 National Science Foundation
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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 studentwritten, homeworkstyle problems (YouTube problems). Replacing textbook problems with YouTube problems, this research focuses on examining the rigor of YouTube problems as well as students’ problemsolving skills on textbook and YouTube problems. A quasiexperimental, treatment/control group design was employed, and data was collected and evaluated using multiple measurement instruments. First, rigor of homework problems was examined using the NASA Task Load Index. Also, problem solving was assessed using a previouslydeveloped rubric called PROCESS: Problem definition, Representing the problem, Organizing the information, Calculations, Evaluating the solution, Solution communication, and Selfassessment. 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. While the control group obtained higher PROCESS scores at the beginning of the study, both groups exhibited similar problemsolving skills near the end. Also, the rigor of studentwritten YouTube problems was similar to textbook problems related to the same course concepts.more » « less

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