2025 ASEE Annual Conference & Exposition

Enhancing Relative Motion Mastery through Strategic Instructional Design

Mastery of relative motion concepts is critical for learning engineering dynamics. Despite its importance, a considerable number of students struggle to achieve proficiency. A key contributing factor is the suboptimal selection of practice problems and insufficient supportive information. The primary objective of this paper is to address this learning gap by utilizing the 4-Component Instructional Design (4C/ID) framework. This framework aims to improve both knowledge acquisition and skill development in solving relative motion problems.

The study addresses the research question: Can methodical problem selection and sequencing, guided by the 4C/ID framework, improve knowledge acquisition and retention in the area of relative motion? We use the 4C/ID framework to select and properly sequence practice problems, aiming to prevent cognitive overload in the majority of students. Assessment methods include formative assessments administered throughout the semester, a summative assessment via the final exam, and a retention assessment with a pre-test at the beginning of the subsequent course. These multiple data points offer a comprehensive perspective on student learning and retention, thus adding validity to our study.

We anticipate that the findings will have meaningful implications for mechanics instructors, urging a reevaluation of not just what is taught, but how it is taught. This paper contributes to the larger discourse on effective pedagogy by providing a well-structured methodology for problem selection and supportive information, which assists students in mastering complex engineering topics.

Finally, the paper will disseminate detailed formative assessments along with results from the final exam and retention pre-test in the subsequent course, serving as a valuable resource for educators in mechanics and related fields.

Authors

Dr. Yan Tang http://orcid.org/0000-0002-9089-5746 Embry-Riddle Aeronautical University - Daytona Beach [biography]

Yan Tang received a B.S. degree and a M.S. degree in automatic control theory and application from Nanjing University of Science and Technology, Nanjing, China, in 1995 and 1999, respectively. She received a Ph.D. degree in mechanical engineering from University of Central Florida, Orlando, Fla., in 2009. She is currently an Associate Professor in mechanical engineering at Embry-Riddle Aeronautical University, Daytona Beach, Fla. Her research focuses on applying principles from cognitive science to engineering education, with the goal of improving instructional design and learning outcomes in traditionally challenging subjects such as dynamics. Her work explores how theories of cognitive load and problem-solving can inform the development of evidence-based teaching strategies that enhance conceptual understanding and skill mastery among undergraduate engineering students.
Dr. Sarah Jane Grigg Embry-Riddle Aeronautical University - Daytona Beach [biography]

Dr. Sarah Grigg joined Embry-Riddle in 2019 as an Associate Professor in the Engineering Fundamentals Department where she teaches EGR 120 Engineering Graphics with CATIA.

She earned her bachelor’s, master’s, and doctoral degrees in Industrial Engineering, a master’s degree in Business Administration, and a graduate certificate in Engineering and Science Education from Clemson University. She joined the Clemson faculty in 2012 and was a senior lecturer in the General Engineering Program teaching engineering courses in problem solving, programming, computer aided-design, and innovation and entrepreneurship before joining ERAU. Current research interests in engineering education includes the development of PROCESS framework and assessment for problem solving, iLEARNED modular scaffolding approach to organizing course content in a flipped classroom, and the incorporation of entrepreneurial minded learning into engineering courses.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025