2024 ASEE Annual Conference & Exposition

Ajeigbe, OJ; Oni, TA; Sunday, OJ; Oje, O; Van Wie, BJ; Adesope, OO; Dutta, P; Thiessen, DB; Gartner, JK
Work-In-Progress in Evaluating Implementation of Hands-on Learning Module Implementation and Considerations of Social Cognitive Theory, American Society for Engineering Education, June 23-26, 2024, Portland, OR.

There is a growing emphasis on enhancing student engagement and comprehension in the dynamic landscape of engineering education. To address this critical need, we developed evidence-based activities to go along with Low-Cost Desktop Learning Modules (LCDLMs). These LCDLMs and associated activities were developed to bridge the gap between theoretical knowledge and practical application related to learning of fundamental engineering concepts in heat transfer and fluids mechanics. Previously, we investigated the impact of LCDLMs on student learning, with a focus on how different delivery modes, ranging from in-person to virtual environments, affect educational outcomes. In these studies, we also delved into demographic influences, analyzing how factors such as race, ethnicity, and gender may play a role in learning efficacy while using LCDLMs. Furthermore, our investigations have extended to assess how LCDLMs can bolster intrinsic motivation and the adoption of effective learning strategies.

Previous study results have demonstrated no significant gender disparities in learning engagement when using LCDLMs, highlighting their potential for inclusive education. Amidst the challenges posed by COVID-19 restrictions, our previous research showed that both direct hands-on and virtual instructional approaches with the LCDLMs resulted in no significant differential gains. Performance reviews spanning various ethnicities and races presented us with encouraging outcomes for most of the groups but underscored the need for more comprehensive studies with underrepresented demographics. Additionally, we observed notable variations in student outcomes depending on the instructor, suggesting that instructional methodologies might play a critical role in educational effectiveness. Despite extensive research on LCDLMs, the variation in learning outcomes related to different types of LCDLMs, and how instructional methods affect ICAP engagement scores, remains unexamined. Our current study seeks to fill these gaps.

Preliminary results show there is a difference in instructional type between hands-on and traditional lecture approaches. The results highlight a significant difference in student-reported ICAP scores, with hands-on notably fostering deeper engagement in the Interactive category. Specifically, hands-on usage of LCDLMs resulted in a significant rise in Interactive engagement scores as compared to traditional lectures. We also found participants that who used the hydraulic loss module outperformed the shell & tubes and venturi LCDLMs types in fostering learning outcomes. We found a significant difference in post-test scores among the types of LCDLMs. Specifically, the use of the hydraulic loss module demonstrated a notably higher mean score than that of shell & tube and venturi LCDLMs. Theoretical and practical implications of these important findings suggest a potential paradigm shift is needed in instructional methods, advocating for a more hands-on, interactive learning environment. Additionally, the differential performance among the LCDLM types could guide the customization of educational tools to suit varied learning environments. Future research will delve into optimizing LCDLM design and deployment, fostering inclusive and effective learning experiences across all student demographic populations.