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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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This content will become publicly available on June 1, 2026
The Impact of Implementation Methods and Low-Cost Learning Modules on Engineering Students Engagement and Learning Outcomes
Not AActive, hands-on learning is essential for engineering education, fostering deep engagement and enhancing knowledge retention. This multi-institutional study investigates how different instructional methods—Hands-On, Virtual, and Lecture-only—combined with four distinct Low-Cost Desktop Learning Modules (LCDLMs: Hydraulic Loss, Double Pipe, Shell & Tube, and Venturi Meter) affect student engagement and learning outcomes. Anchored in the ICAP framework (Interactive, Constructive, Active, Passive), the study measured cognitive engagement through direct observations, virtual screen recordings, and self-reported surveys. It assessed learning gains using normalized pre- and post-tests among 2,316 undergraduate engineering students from eight universities. Results indicate that virtual instruction yields significantly higher learning gains, while the Shell & Tube module enhances active engagement through tangible, hands-on experiences. In contrast, the Hydraulic Loss module demonstrates the greatest impact on quantitative knowledge growth. These findings underscore the potential of integrating virtual simulations with physical learning tools to optimize instructional design in engineering education. Implications for future research include refining measurement instruments and exploring the long-term effects of hybrid instructional models.
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- Award ID(s):
- 1821578
- PAR ID:
- 10639002
- Publisher / Repository:
- ASEE Conferences
- Date Published:
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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