find the angular velocity of the gear f given the angular velocity at a
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10/2/2012 Virtual and Physical Manipulatives in Dynamics
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Find the angular velocity of the gear F given the angular velocity at A
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The Effect of Virtual and Physical Manipulatives on Students’ Abilities to Learn Dynamics in an Undergraduate Mechanical Engineering Program
A Dissertation Proposal
10/2/2012
Edward PanUniversity of Virginia
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Agenda Introduction The Problem Research Questions Significance Theoretical Framework Visualizations & Manipulatives Dynamics Education Context & Participants Study Design Instruments & Data Analysis Expected Outcomes Budget, Equipment, Timeline
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Introduction
STEM education a national focus Engineering education must adapt Technology for authentic practice
3D printing CAD
Need to help nontraditional students Visualization a key skill
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The Problem
Dynamics Foundational course in mechanical engineering
Study of accelerated motion Particle kinematics Particle kinetics Rigid body kinematics
Lecture and problem solving with static diagrams
Students have difficulty solving problems Difficulty visualizing the problem may be responsible
Research Questions1. How does student performance compare for students
with instruction supplemented with virtual manipulatives, instruction supplemented with physical manipulatives, and traditional methods of instruction?
2. How do students use static diagrams, physical manipulatives, and virtual manipulatives when learning rigid body kinematics?
a. What kinds of mental models of mechanical systems do students develop using static diagrams, physical manipulatives, and virtual manipulatives?
3. What do students think about static diagrams, physical manipulatives, and virtual manipulatives as learning aids?
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Significance
Knowledge of how students learn with physical and virtual manipulatives
How students learn dynamics
Engineering education
Instructional technology
Higher Education
Education as a whole
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Theoretical Framework
How People Learn Embodied Cognition Cognitive Load Theory Mental Models
Phenomenological Primitives Mappings Analogical Thinking Mechanistic Mental Models
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Visualizations & Manipulatives
Visualizations Tend to support lower performance and
lower spatial ability students Deceptive Clarity & Illusion of
Explanatory Depth
Physical Manipulatives Virtual Manipulatives
Mixed results
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Dynamics Education Supplementary Computer-Based
Instruction Computer Aided Design Virtual Environments Hands-On Activities Restructuring Pedagogical
Approaches
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Context & Participants
MAE 2320 (Dynamics) Spring 2013 semester at UVA
150-170 students
Lecture: 2x 1:15
Lab: 1x 2:00
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Study Design
Quasi-experimental w/ stratified sampling
Treatment groups: Traditional: lecture + static diagrams Physical: lecture + static diagrams +
physical manipulatives Virtual: lecture + static diagrams +
virtual manipulatives
Study Design: Procedure
Pretest Treatment: 4x 20m breakout sessions
to solve 1 multipart problem ea. Absolute Relative velocity Instant centers & relative acceleration Rotating axes
Posttest & Questionnaire
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Instruments & Data
Pre/Posttest DCI PSVT
Questionnaire Video recordings
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AnalysisResearch Question Data Analysis Method1. Student performance under 3
treatmentsPretest performance (spatial skills and prior dynamics understanding)
Speed (minutes) and accuracy (% correct) on posttest.
Descriptive statistics (mean, standard deviation), ANOVA, pairwise t-tests, regressions controlling for pretest ability
2. How students use diagrams and manipulatives
Video observation Qualitative: grounded theory, frequency analysis
a. What mental models are formed
Video observation, Targeted student interviews
Qualitative: grounded theory, frequency analysis
3. What students think about manipulatives and diagrams
Questionnaire responses
Qualitative: grounded theory, frequency analysis
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Expected Outcomes
No difference
Virtual and physical benefit low performers, no effect on high performers
Virtual and physical hurt low performers, no effect on high performers
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Budget
Resource QtyHigh
Unit $HighTotal
Low Unit $
Low Total
3D printed physical models (1/pair) 112 $100.00 $11,200.00 $50.00 $5600.00
Printouts for problems (1/pair) 336 $0.10 $33.60 n/a n/aStatic diagrams (1/pair) 336 $0.10 $33.60 n/a n/aPretests (1 ea, 22 pp) 3696 $0.10 $369.60 n/a n/aPosttests (1 ea, 22 pp) 3696 $0.10 $369.60 n/a n/aQuestionnaires (1 ea, 2 pp) 336 $0.10 $33.60 n/a n/aConsent forms (participant, 2 pp) 336 $0.10 $33.60 n/a n/aConsent forms (researcher, 2 pp) 336 $0.10 $33.60 n/a n/a
Mini-DV tapes 12 $4.00 $48.00 $2.00 $24Total: $12,155.20 $5624.00
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Other Equipment
Resource QtyComputers (w/ Autodesk Inventor) for V treatment group 28Virtual models 28Video cameras 3Tripods 3Additional teaching/research assistants for breakout sessions 2
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TimelineOct 10, 2012 Proposal defenseNov 1, 2012 IRB submissionDec 20, 2012 Breakout session problems developedJan 1, 2013 Complete virtual modelsJan 11, 2013 Complete 3D printing, prepare equipmentJan 14, 2013 Courses begin at UVAJan 15, 2013 First day of Dynamics: consent, pretestJan 24, 2013 RBK (absolute) breakout sessionJan 29, 2013 RBK (relative vel.) breakout sessionJan 31, 2013 RBK (inst. ctrs) breakout sessionFeb 7, 2013 RBK (rot. axes) breakout sessionFeb 14, 2013 Exam review: posttest & questionnaireFeb 22, 2013 Video transcription doneFeb 29, 2013 Primary analysis doneMar 18, 2013 Dissertation to committeeApril, 2013 Dissertation defense
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Takeaway Points Dynamics is difficult, visualization may be why
Physical and virtual manipulatives may help students visualize mechanical systems
Most likely to benefit students with low spatial abilities or low performance, if at all
May actually have no effect or even harm students’ abilities to visualize
This study is worthy of investigation
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Questions?
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