Author(s):
Need:Statics is commonly known as a rigorous first course in many engineering curricula. Often regarded as a threshold course, Statics encompasses numerous abstract mechanics concepts that warrant strong three-dimensional (3D) spatial skills. Despite the necessity to learn concepts in 3D, the traditional learning environment still remains two-dimensional (2D). Traditional methods of instruction using paper or a whiteboard are not compatible with the 3D spatial domain of the actual course material. The effects of an incongruent learning environment is exacerbated by students’ weak spatial reasoning skills. Together, the result is often a gradual increase in students’ frustration accompanied by declines in self-efficacy and the likelihood of persisting in Statics and engineering. Thus, there is a strong need to investigate novel technology tools to address the necessity of learning Statics in a 3D space.==================Guiding Questions: The goal of this project is to investigate the use of interactive augmented reality (AR) apps to improve learning and boost Statics students’ motivation and self-efficacy. More specifically, the project is addressing the following questions:1. How, and to what extent, do AR and demographics impact learners’ (a) content-specific knowledge, (b) immersion, (c) cognitive load, and (d) motivation?2. How can a Statics course be revised to enhance students’ knowledge and skills through the use of augmented reality?==================Outcomes: The chief deliverables include three augmented reality apps (visualization tools) with integrated learning activities that were created using scaffolding techniques and Meyer’s principles of multimedia. The most notable app is Vectors in Space, which consists of interactive modules that focus on 3D vectors and their operations (addition, subtraction, dot product, and cross product). Thus far, the primary outcome is the critical insight gained related to logistical challenges encountered during the implementation of the learning and assessment activities. Quantitative results indicate that the AR apps can produce statistically significant improvements in learning course topics such as distributed forces and vector dot product.==================Broader Impacts: The research will quantify the significance of demographic factors in the effectiveness of the AR learning activities and student persistence in Statics. If AR consistently produces substantial advances in student learning, it may improve the retention of a more diverse cohort of students in engineering programs. In terms of faculty development, significant strides are continually being made in the professional growth of the Engineering faculty investigators. Their knowledge gains in the social and learning sciences continue to broaden their diverse research space.
Coauthors
Diana Arboleda, University of Miami, Coral Gables, FL
