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Evaluation of Haptic Modules for Training in Undergraduate Mechanics

[+] Author Affiliations
Ernur Karadogan, Figen Karadogan

Central Michigan University, Mount Pleasant, MI

Robert L. Williams, II

Ohio University, Athens, OH

Paper No. DETC2015-46060, pp. V05CT08A026; 10 pages
doi:10.1115/DETC2015-46060
From:
  • ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference
  • Volume 5C: 39th Mechanisms and Robotics Conference
  • Boston, Massachusetts, USA, August 2–5, 2015
  • Conference Sponsors: Design Engineering Division, Computers and Information in Engineering Division
  • ISBN: 978-0-7918-5714-4
  • Copyright © 2015 by ASME

abstract

This article reports the evaluation results of the software modules we are developing to augment teaching and learning in standard required undergraduate engineering mechanics courses. Using these modules, students can change parameters, predict answers, compare outcomes, interact with animations, and “feel” the results using a force feedback joystick. The overall system aims to increase teaching and learning effectiveness by rendering the concepts compelling, fun, and engaging. Three software modules in Dynamics were evaluated by a sample of the target population, 40 undergraduate engineering students who were enrolled in a sophomore-level Dynamics course during the evaluation. Students showed significant preference in that the modules would increase their interest in Dynamics subject and their engagement in the Dynamics course that they were enrolled at the time of the evaluation. Evaluation results also showed significant difference in preference in that the modules would improve students’ both conceptual understanding of the Dynamics subjects and problem-solving skills. Tactile learners believed that the modules would improve their conceptual understanding of Dynamics subjects more than the visual learners. 97.5% of the students were willing to use the software again in the future. 92.5% of the students believed that the incorporation of this software to the instruction of Dynamics would be beneficial to their learning.

Copyright © 2015 by ASME

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