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No skill is more important for a student of mechanics than the ability to draw a complete and accurate free-body diagram (FBD). A good FBD facilitates proper accounting of forces when writing the balances that lead to governing equations in statics, solid mechanics, and dynamics. Because this skill is essential, educational approaches that improve the ability of students to draw correct FBDs are critical for maximizing the potential of the next generation of engineers. Traditionally, learning to draw FBDs involves classroom instruction followed by homework practice consisting of problems drawn from a textbook. Homework as practice does not serve all students well, because it does not scaffold the process of drawing FBDs in terms of distinct tasks (e.g., isolating the body, considering support reactions) nor does it offer immediate feedback, which students often need to avoid falling into the same error repeatedly. To address these shortcomings, we embarked on the design, implementation, and testing of a mobile application (app) that offers an alternative venue for FBD practice. The app provides students with asynchronous opportunities for training, varied tasks that target specific FBD issues, and several levels of immediate feedback. We hypothesize that the gamified environment and puzzle-based gameplay will improve student skill and self-efficacy in drawing FBDs, particularly for women, who may feel less confident in their spatial skills. Data collected to describe student experiences may also provide additional insight into how to improve FBD instruction generally. In this paper, we detail the process for designing and implementing the app and provide initial data regarding student impressions and use. The app was piloted in Fall 2022 in a large Introduction to Statics course as a non-graded study activity; all students except one (n=97) participated in an evaluation of its design features and user experiences. Approximately half (54%) of students indicated they had played half or more of the available games. When commenting about how the FBD app did, or did not, help their learning, 49% of respondents appreciated that the app allowed additional opportunities for practice. Students used these opportunities to further develop several skills, such as visualizing the system and setting up accurate diagrams, which strengthened their confidence and reviewed key concepts. While describing the value of practicing through the app, 21% of students called out how the app provided feedback. They specifically mentioned the positive experiences of receiving feedback that is immediate, that explains boundary connections, and that deepens learning after mistakes are made. These and other findings from the pilot study are discussed with corresponding next steps for development. 

No skill is more important for a student of mechanics than the ability to draw a complete and accurate free-body diagram (FBD). A good FBD facilitates proper accounting of forces when writing the balances that lead to governing equations in statics, solid mechanics, and dynamics. Because this skill is essential, educational approaches that improve the ability of students to draw correct FBDs are critical for maximizing the potential of the next generation of engineers. Traditionally, learning to draw FBDs involves classroom instruction followed by homework practice consisting of problems drawn from a textbook. Homework as practice does not serve all students well, because it does not scaffold the process of drawing FBDs in terms of distinct tasks (e.g., isolating the body, considering support reactions) nor does it offer immediate feedback, which students often need to avoid falling into the same error repeatedly. To address these shortcomings, we embarked on the design, implementation, and testing of a mobile application (app) that offers an alternative venue for FBD practice. The app provides students with asynchronous opportunities for training, varied tasks that target specific FBD issues, and several levels of immediate feedback. We hypothesize that the gamified environment and puzzle-based gameplay will improve student skill and self-efficacy in drawing FBDs, particularly for women, who may feel less confident in their spatial skills. Data collected to describe student experiences may also provide additional insight into how to improve FBD instruction generally. In this paper, we detail the process for designing and implementing the app and provide initial data regarding student impressions and use. The app was piloted in Fall 2022 in a large Introduction to Statics course as a non-graded study activity; all students except one (n=97) participated in an evaluation of its design features and user experiences. Approximately half (54%) of students indicated they had played half or more of the available games. When commenting about how the FBD app did, or did not, help their learning, 49% of respondents appreciated that the app allowed additional opportunities for practice. Students used these opportunities to further develop several skills, such as visualizing the system and setting up accurate diagrams, which strengthened their confidence and reviewed key concepts. While describing the value of practicing through the app, 21% of students called out how the app provided feedback. They specifically mentioned the positive experiences of receiving feedback that is immediate, that explains boundary connections, and that deepens learning after mistakes are made. These and other findings from the pilot study are discussed with corresponding next steps for development.