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1. Assessing Student Engagement and Conceptual Growth When Using Low-Cost Desktop Fluid Mechanics Learning Modules in Engineering Classes

   Jin, G; Oni, T A; Adesope, F O; Akinrotimi, B O; Adesope, O O; Ajeigbe, O J; Sunday, O J; Dutta, P; Van_Wie, B (October 2025, IJEE International Journal of Engineering Education)

   Low-Cost Desktop Learning Modules (LCDLMs) are innovative, affordable educational tools designed to enhance hands-on learning experiences in engineering education. Previous studies have shown the effectiveness of LCDLMs in promoting engineering student engagement and learning outcomes. The present study further explored whether different types of LCDLMs could influence student engagement and learning outcomes differently. This study compared four LCDLMs (i.e., Double Pipe, Hydraulic Loss, Shell & Tube, and Venturi). In total, 2190 undergraduate and graduate students from 29 universities in the United States participated in this study. Results of this study showed that the Shell & Tube module significantly outperformed the Hydraulic Loss and Venturi modules in promoting enhancements in student Active scores. However, no significant differences were observed between the Double Pipe module and the other modules on Active scores. Moreover, the Hydraulic Loss module led to significantly higher knowledge growth compared to the Double Pipe, Shell & Tube, and Venturi modules. 

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2. Transition of an Interactive, Hands-on Learning Tool to a Virtual Format in the COVID-19 Era

   Reynolds, Olivia; Kaiphanliam, Kitana; Olufunso, Oje; Khan, Aminul; Gartner, Jacqueline; Dutta, Prashanta; Adesope, O; Van Wie, Bernard; Thiessen, David; Bryant, Kristin (July 2021, ASEE Annual Conference proceedings)

   null (Ed.)

   The 2020 coronavirus pandemic necessitated the transition of courses across the United States from in-person to a virtual format. Effective delivery of traditional, lecture-based courses in an online setting can be difficult and determining how to best implement hands-on pedagogies in a virtual format is even more challenging. Interactive pedagogies such as hands-on learning tools, however, have proven to significantly enhance student conceptual understanding and motivation; therefore, it is worthwhile to adapt these activities for virtual instruction. Our team previously developed a number of hands-on learning tools called Low-Cost Desktop Learning Modules (LCDLMs) that demonstrate fluid mechanics and heat transfer concepts—traditionally utilized by student groups in a classroom setting, where they perform qualitative and quantitative experiments and interactively discuss conceptual items. In this paper we examined the transition of the LCDLM hands-on pedagogy to an entirely virtual format, focusing on a subset of results with greater detail to be shown at the ASEE conference as we analyze additional data. To aid the virtual implementations, we created a number of engaging videos under two major categories: (1) demonstrations of each LCDLM showing live data collection activities and (2) short, animated, narrated videos focused on specific concepts related to learning objectives. In this paper we present preliminary results from pre- and post- implementation conceptual assessments for the hydraulic loss module and motivational surveys completed for virtual implementations of LCDLMs and compare them with a subset of results collected during hands-on implementations in previous years. Significant differences in conceptual understanding or motivation between hands-on and virtual implementations are discussed. This paper provides useful, data-driven guidance for those seeking to switch hands-on pedagogies to a virtual format 

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3. Development and Implementation of a Low-Cost, Visual Evaporative Cooling Desktop Learning Module

   Reynolds, O.; Thiessen, D.; Van Wie, B. (August 2022, ASEE Annual Conference proceedings)

   Evaporative cooling, used in many industrial and residential applications, is a complex coupled heat and mass transfer process where fluid cooling occurs due to water vaporization and the conversion of sensible to latent heat. In this paper, the development, testing, and implementation of a small, highly visual, Low-Cost Desktop Learning Module (LCDLM) for demonstration of evaporative cooling phenomena in the undergraduate classroom will be presented. The newly developed cross-flow direct evaporative cooler module is constructed from inexpensive expanded aluminum packing media, an off-the-shelf, battery-powered computer fan, a simple water distribution system with a battery-powered pump, and clear acrylic housing. The LCDLM is operated in a non-steady-state recycle mode where a small volume of water is circulated and, depending on the water temperature, either heats or cools incoming air. Preliminary data for simple experiments that can be repeated in the classroom are presented showing the effect of varying the initial water temperature, water flow rate, and air velocity on the cooling rate and temperature profiles in the module. These variables can be easily controlled in the classroom so that students can quickly observe their effect on the performance of the evaporative cooler. Finally, we outline worksheet and conceptual assessment questions to accompany classroom activities and present conceptual assessment results from a spring 2022 pilot classroom implementation of the evaporative cooler LCDLM in a Fluid Mechanics and Heat Transfer course. Significant student learning gains were observed after implementation, suggesting a positive influence of the LCDLM on understanding. 

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4. Assessments of students’ gains in conceptual understanding and technical skills after using authentic, online learning modules on hydrology and water resources

   https://doi.org/10.3389/feduc.2022.953164  

   Byrd, Jenny; Gallagher, Melissa A.; Habib, Emad (October 2022, Frontiers in Education)

   The need to adapt quickly to online or remote instruction has been a challenge for instructors during the COVID pandemic. A common issue instructors face is finding high-quality curricular materials that can enhance student learning by engaging them in solving complex, real-world problems. The current study evaluates a set of 15 web-based learning modules that promote the use of authentic, high-cognitive demand tasks. The modules were developed collaboratively by a group of instructors during a HydroLearn hackathon-workshop program. The modules cover various topics in hydrology and water resources, including physical hydrology, hydraulics, climate change, groundwater flow and quality, fluid mechanics, open channel flow, remote sensing, frequency analysis, data science, and evapotranspiration. The study evaluates the impact of the modules on students’ learning in terms of two primary aspects: understanding of fundamental concepts and improving technical skills. The study uses a practical instrument to measure students’ perceived changes in concepts and technical skills known as the Student Assessment of Learning Gains (SALG) survey. The survey was used at two-time points in this study: before the students participated in the module (pre) and at the conclusion of the module (post). The surveys were modified to capture the concepts and skills aligned with the learning objectives of each module. We calculated the learning gains by examining differences in students’ self-reported understanding of concepts and skills from pre- to post-implementation on the SALG using paired samples t -tests. The majority of the findings were statistically at the 0.05 level and practically significant. As measured by effect size, practical significance is a means for identifying the strength of the conclusions about a group of differences or the relationship between variables in a study. The average effect size in educational research is d = 0.4. The effect sizes from this study [0.45, 1.54] suggest that the modules play an important role in supporting students’ gains in conceptual understanding and technical skills. The evidence from this study suggests that these learning modules can be a promising way to deliver complex subjects to students in a timely and effective manner. 

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5. Transition of an Interactive, Hands-on Learning Tool to a Virtual Format in the Covid-19 Era

   Reynolds, O (July 2021, American Society for Engineering Education)

   null (Ed.)

   The 2020 coronavirus pandemic necessitated the transition of courses across the United States from in-person to a virtual format. Effective delivery of traditional, lecture-based courses in an online setting can be difficult and determining how to best implement hands-on pedagogies in a virtual format is even more challenging. Interactive pedagogies such as hands-on learning tools, however, have proven to significantly enhance student conceptual understanding and motivation; therefore, it is worthwhile to adapt these activities for virtual instruction. Our team previously developed a number of hands-on learning tools called Low-Cost Desktop Learning Modules (LCDLMs) that demonstrate fluid mechanics and heat transfer concepts—traditionally utilized by student groups in a classroom setting, where they perform qualitative experiments and interactively discuss conceptual items. In this paper we explore our efforts to transition the LCDLM hands-on pedagogy to an entirely virtual format and focus on a subset effort with greater detail to be show at the ASEE conference as we analyze additional data. To aid the virtual implementations, we created a number of engaging videos under two major categories: (1) demonstrations of each LCDLM showing live data collection activities and (2) short, animated, narrated videos focused on specific concepts related to learning objectives. In this paper we present preliminary results from pre- and post- implementation conceptual assessments and motivational surveys completed for virtual implementations of LCDLMs, and compare them with a subset of results collected during hands-on implementations in previous years. Significant differences in conceptual understanding or motivation between hands-on and virtual implementations will be discussed. This paper will provide useful, data-driven guidance for those seeking to switch hands-on pedagogies to a virtual format. 

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