2025 ASEE Annual Conference & Exposition

Engineering students taking dynamics, vibrations, and control theory courses struggle to acquire a deep understanding of complex engineering concepts due to their highly mathematical nature, lack of prior knowledge, limitations of large lectures, limited resources preventing the use of commercially available lab equipment, and lack of innovative teaching tools that could be utilized to enhance learning. These factors adversely affect engineering students' learning outcomes and their overall understanding in dynamics, vibrations, and control theory courses.
This work describes the development a set of guided inquiry learning experiences using 3D-printed free and controlled pendulums for students that leverage multiple representations of knowledge by combining (1) hands-on and (2) virtual simulation lab or demonstration experiences along with the collection of data to develop (3) AI support embedded within a robust (4) process-oriented learning activity. These four elements of the learning experience create complete learning packages that will advance student learning in dynamics, vibrations, and control theory, and embedded digital control courses; enhance accessibility by increasing hands-on and virtual simulation learning experiences regardless of student’s location or financial constraints; and provide an affordable alternative to commercially available high-cost lab equipment.
Technology-enhanced tools, such as laboratory equipment, data acquisition systems for data recording and actuation, and virtual simulations, play an important role in supporting meaningful learning. Further, engineering students have varying cognitive approaches and interests for the same learning objective. Therefore, which instrument is best for a particular objective learning should be examined based on advantages and limitations of each technology. As stated in the Engineering Grand Challenges website “individual preferences and aptitudes has led toward more “personalized learning,” in which instruction is tailored to a student’s individual needs. Personal learning approaches range from modules that students can master at their own pace to computer programs designed to match the way it presents content with a learner’s personality.” Physical equipment offers tangible, practical experiences, but their quality depends on the affordability and accessibility. On the other hand, virtual simulations, while promising, are not exact replicas of real systems due to assumptions and simplifications.
Evaluation data on the effectiveness of the learning experiences were collected from student participants. The instructor used embedded questions in homework and collected anecdotal observations from interactions with students about the impact on student learning. We also assessed outcomes using a modified version of the Student Assessment of Learning Gains survey, adapted for each device. The survey asked about topics such as how helpful different aspects of the learning experience were, and student perceptions of how well they felt each learning objective was achieved. We will analyze responses to these surveys using descriptive statistics to look for trends in the data (to be completed prior to draft paper due date).
Results with prior equipment, virtual simulations, and learning activities have consistently shown strong student perceptions of the helpfulness of the combination of simulations and equipment (along with their associated learning activities) for achieving the intended learning outcomes.