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 studentsmore »
Comparing engineering problemsolving ability and problem difficulty between Textbook and studentwritten YouTube problems
Problem solving is a signature skill of engineers. Incorporating videos in engineering education has potential to stimulate multisenses 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 studentwritten problems are designated YouTube problems. This research focused on examining the rigor of YouTube problems as well as students’ problemsolving skills when solving YouTube problems compared to Textbook problems. A quasiexperimental, 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. Problemsolving ability was assessed using a previouslydeveloped 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 problemsolving ability across both groups and problem types, students in the treatment group more »
 Award ID(s):
 1712186
 Publication Date:
 NSFPAR ID:
 10322706
 Journal Name:
 IJEE International Journal of Engineering Education
 Volume:
 37
 ISSN:
 25409808
 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.

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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 studentwritten 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 vaporliquid 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 willmore »

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 effectmore »