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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
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Incorporating Human Body Variance in an Analytically Focused Undergraduate Biomechanics Course
Abstract Human bodies vary widely: height, weight, blood volume, handedness, strength, and variations from disabilities, trauma, genetics, etc. Engineers must be trained to include human variance when designing human-interactive systems. Typically, this is not incorporated into mathematical and modeling focused courses. In the spring of 2019, one of three sections of an introduction to biomechanics course was modified to adopt interactive group problem solving and add human body parameter variation to the problems that students solved. Problems were solved for multiple body sizes. Initial evidence suggests this was successful in increasing students’ consideration of human variation and user needs in mathematical modeling and in increasing their mention of specific body parameters and parameter variation. This can be implemented by a wide variety of instructors without special training in pedagogy or in universal design, especially when a course already features interactive small group problem solving, even during a large lecture by having students’ pair to solve equations briefly. Future steps might consider other parameters of diversity, inclusion, or equity topics. We were pleased to see that small changes in pedagogical approach can pay significant dividends encouraging students to situate analytic work in realistic engineering contexts.
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- Award ID(s):
- 1730262
- PAR ID:
- 10408766
- Publisher / Repository:
- Springer Science + Business Media
- Date Published:
- Journal Name:
- Biomedical Engineering Education
- Volume:
- 3
- Issue:
- 2
- ISSN:
- 2730-5937
- Format(s):
- Medium: X Size: p. 345-351
- Size(s):
- p. 345-351
- Sponsoring Org:
- National Science Foundation
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