Mechanix: The Development of a Sketch Recognition Truss Tutoring System
Mechanix: The Development of a Sketch Recognition Truss Tutoring System
复制标题
Mechanix：草图识别桁架辅导系统的开发
DOI：
--
复制
发表时间：
2012
期刊：
影响因子：
--
通讯作者：
T. Hammond
中科院分区：
文献类型：
--
作者：
O. Atilola;C. Osterman;Francisco Vides;Erin M. McTigue;J. Linsey;T. Hammond
Mechanix是一个草图识别工具，为工程专业学生学习如何绘制桁架自由体图（fbd）和解决桁架问题提供了有效的手段。该系统允许学生在平板电脑上绘制这些fbd草图，就像他们通常用手绘制的那样；鼠标也可以用于普通的电脑显示器。Mechanix能够为学生提供即时和智能的反馈；它会告诉他们是否缺少FBD的任何组成部分。该程序还能够告诉学生他们解出的反作用力或成员力是否正确，而无需实际提供答案。Mechanix还有一个检查表功能，它出现在与程序相同的窗口中，它指导学生解决问题，并随着学生的进步自动更新，并解决桁架问题的每个部分。本文提出了一项研究，以评估在课堂上使用Mechanix作为传统教学方法的补充的有效性和优势。这项实验招募了工程专业的大一新生，并将其分为实验组（在课堂上和作业中使用Mechanix的学生）和对照组（没有接触过Mechanix的学生）。这两组学生之间的学习成果是通过一系列定量的正式评估来评估的，包括概念清单、家庭作业、测验和考试成绩。定性数据也通过两组的焦点小组收集，实验组收集学生对课程的印象，对照组收集一般教学风格。由于运行Mechanix的服务器存在一些问题，学生们无法在课堂评估中正确使用Mechanix。我们认为，这导致了结果显示，在当前的评估中，两组之间的家庭作业和概念清单得分没有变化。然而，结果表明，Mechanix是提高学生学习和考试成绩的有力工具。焦点小组讨论表明，学生们真的很喜欢这个项目；他们大多喜欢即时反馈，他们说，当他们看到自己成功解决了之前的问题时，Mechanix会激励他们继续解决更多的问题。
Mechanix is a sketch recognition tool that provides an efficient means for engineering students to learn how to draw truss free-body diagrams (FBDs) and solve truss problems. The system allows for students to sketch these FBDs, as they normally would by hand, into a tablet computer; a mouse can also be used for regular computer monitors. Mechanix is able to provide immediate and intelligent feedback to the students; it tells them if they are missing any components of the FBD. The program is also able to tell students whether their solved reaction forces or member forces are correct or not without actually providing the answers. Mechanix also has a checklist feature which appears in the same window as the program, it guides the students through the problem and automatically updates as the student progresses and solves each part of the truss problem. This paper presents a study to evaluate the effectiveness and advantages of using Mechanix in the classroom as a supplement to traditional teaching and learning methods. Freshman engineering classes were recruited for this experiment and were divided into an experimental group (students who used Mechanix in class and for their assignments) and a control group (students who were not exposed to Mechanix). The learning gains between these two groups were evaluated using a series of quantitative formal assessments which include concept inventories and homework, quiz, and exam grades. Qualitative data was also collected through focus groups for both groups to gather the students’ impressions of the programs for the experimental group and general teaching styles for the control group. Due to some issues with the server that runs Mechanix, the students were not able to properly use Mechanix during the in-class evaluations. We believe that this caused the results to show that there was no change in the homework and concept inventory scores between both groups for the current evaluation. However, the results show that Mechanix is a capable tool for enhancing students learning and performance in exams. The focus group discussion showed that the students really liked the program; they mostly appreciated the instant feedback and they said that Mechanix motivated them to move on to more problems when they saw that they had successfully solved the previous ones.