Optimal Methods of Input for Pedagogic Engineering Software

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Optimal Methods of Input for Pedagogic Engineering Software

March 6, 2021 Science and Technology 0

While computer simulations are frequently used to teach intuitive causal engineering relationships, little research has been done on what factors make such simulations the most pedagogically efficient. This study looks at how the discrete vs. continuous essence of user feedback, such as moving a dial vs. typing a parameter, influences both real and perceived learning. The N = 91 cohort size was insufficient to determine statistical differences at the = 0.05 stage, but at = 0.1, it was discovered that continuous input simulations allowed students to learn more effectively, and that students who used continuous input methods assumed that continuous input learning methods were more efficient than discrete input learning methods after using them. Surprisingly, objectively assessed student comprehension and subjectively rated student confidence in their own subject mastery were found to have an inverse relationship. In other words, even though they thought their particular learning was insufficient, students who used continuous feedback simulations thought they were better teaching tools in general.

Author (s) Details

Dr. James C. Squire
Virginia Military Institute, Lexington, VA, USA.

Dr. Gerald A. Sullivan
Virginia Military Institute, Lexington, VA, USA.

Dr. Thomas J. McCormick
Virginia Military Institute, Lexington, VA, USA.

View Book :- https://stm.bookpi.org/NICST-V7/issue/view/41

 

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