AC 2012-4170: A FORMAL ASSESSMENT OF THE HAPTIC PADDLE LABORATORIES IN TEACHING SYSTEM DYNAMICS
AC 2012-4170: A FORMAL ASSESSMENT OF THE HAPTIC PADDLE LABORATORIES IN TEACHING SYSTEM DYNAMICS
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AC 2012-4170：触觉桨实验室在教学系统动力学方面的正式评估
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
R. Webster
中科院分区：
文献类型：
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作者：
J. Gorlewicz;R. Webster
在这篇文章中，我们提出了对触觉桨的正式评估，这是一种单自由度的力反馈操纵杆，已被几所大学用作系统动力学的教学工具。系统动力学是一门机械工程本科核心课程，教授学生结合物理学和微分方程式的知识，在几个领域建立动态系统的模型。触觉桨对动手建模和控制实验室很有用，使学生能够通过触觉与模拟的动态系统进行物理交互。先前对触觉划桨的质量评估表明，学生和教育工作者都认为触觉划桨有助于传达课程的核心概念，并提高了学生学习材料的热情。为了量化这些感知到的好处，我们对与触觉划桨实验室相关的学习目标进行了系统的评估。为了做到这一点，我们开发了一个多项选择测验，在本学期中，五个连续实验室中的每个实验室都有五个问题。为了确定学生是否以及何时学习了与我们每个实验的学习目标相关的概念，我们将实验测验的演示时间随机分配到我们的四个部分，包括以下选项：(1)实验课程开始时，(2)实验前讲座之后，(3)实验结束后立即，和(4)实验报告完成后。这个评估架构使我们能够确定学习是在课堂上发生的，还是在实验室本身发生的，还是在撰写实验报告的过程中对实验室结果进行后续反思的过程中发生的。
In this paper, we present a formal assessment of the haptic paddle, a one degree-of-freedom forcefeedback joystick that has been adopted at several universities as a teaching tool in System Dynamics. System Dynamics is a core mechanical engineering undergraduate course that teaches students to combine knowledge from physics and differential equations to model dynamic systems in several domains. Haptic paddles are useful for hands-on modeling and control laboratories and enables students to physically interact with simulated dynamic systems via their sense of touch. Prior qualitative assessments of haptic paddles have shown that both students and educators believe them to be beneficial in conveying the core concepts of the course and that they increase student enthusiasm for learning the material. Toward quantifying these perceived benefits, we have conducted a systematic assessment of learning objectives associated with haptic paddle laboratories. To do this, we developed a multiple choice quiz consisting of five questions for each of the five sequential laboratories during the semester. To establish if and when students learned the concepts associated with our learning objectives for each lab, we randomized presentation time of the lab quiz to each of our four sections, with the following options: (1) at the beginning of a lab session, (2) after a pre-lab lecture, (3) immediately after completion of the lab, and (4) after completion of the lab report. This assessment architecture enables us to determine whether learning happened in lecture, in the lab itself, or during subsequent reflection on laboratory results during the process of writing the lab report.