Tracking Student Engagement with a Touchscreen App for Spatial Visualization Training and Freehand Sketching
Tracking Student Engagement with a Touchscreen App for Spatial Visualization Training and Freehand Sketching
复制标题
使用触摸屏应用程序跟踪学生的参与度以进行空间可视化培训和手绘草图
DOI：
10.18260/p.24931
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发表时间：
2015
影响因子：
3.8
通讯作者：
L. V. D. Einde
中科院分区：
文献类型：
--
作者：
N. Delson;L. V. D. Einde
空间可视化训练器（SVT）应用程序是为iPad开发的，使学生能够徒手绘制等角图和正投影。该应用程序包含一个算法，可以自动对每张草图进行评分。当出现错误时，学生可以重新绘制草图或查看解决方案，该解决方案突出显示草图中正确或不正确的线条。该应用程序的目的是教授空间可视化和徒手素描技能，这已被证明可以提高STEM专业的保留率，特别是在代表性不足的学生和女学生中。与其他电子学习工具相比，该应用程序的一个独特之处在于，素描作业不是多项选择，因此需要学生综合他们的完整解决方案。因此，可以收集跟踪学生在作业的不同阶段的参与程度的数据。该应用程序被整合到一个由54名学生组成的1单元空间可视化课程中。为了评估学习成果，在课程开始和结束时进行了评估测试。总体而言，学生的考试成绩提高了7%。对以低预测试成绩开始上课的学生群体进行了更深入的调查，因为这一群体通常有更高的风险从STEM专业辍学。该组中存在明显的双峰分布，其中一个亚组（n=6）的测试分数增加43%，而另一个亚组（n=7）的测试分数下降-4%。这两个小组之间最大的差异是，测试后表现没有提高的学生偷看解决方案的可能性比不偷看而再次尝试的可能性高出74%。这种偷看指标是毅力和学生在学习中的参与程度的指标，可以用来提醒教师在课程中需要额外帮助的学生。这项研究说明了在电子学习环境中的非多项选择题的潜力，并可以提供指导，如何进一步改善电子学习工具，教空间可视化以及其他主题。
The Spatial Visualization Trainer (SVT) App was developed for an iPad to enable students to freehand sketch isometrics and orthographic projections. The App consists of an algorithm that automatically grades each sketch. When errors are made, students can redraw their sketch or take a peek at the solution, which highlights the lines in their sketch that are correct or incorrect. The objective of the App is to teach spatial visualization and freehand sketching skills, which have been show to increase retention in STEM majors, especially among under-represented and women students. A unique aspect of this App compared to other eLearning tools is that the sketching assignments are not multiple-choice, and thus require students to synthesize their complete solution. As a result, data that tracks how engaged students are at different stages of an assignment can be collected. The App was integrated into a 1-unit Spatial Visualization class consisting of 54 students. To assess learning gains, an assessment test was given at the beginning and end of the course. Overall, students’ test performance increased by 7%. The group of students who started the class with low pre-test scores was investigated in more depth, since this group is often at a higher risk of dropping out of STEM majors. There was a marked bimodal distribution in this group, with one subgroup (n=6) having a 43% increase in test scores, and the other subgroup (n=7) having a drop in test scores of -4%. The largest difference between these two sub-groups was that students who did not see an increase in their post-test performance were 74% more likely to peek at a solution than try again without peeking. This peeking metric is an indication of perseverance and how engaged the students were in their learning, and could be used to alert teachers early on to students who need additional assistance in the course. This study illustrates the potential of non multiple-choice questions in an eLearning environment and can provide guidance on how to further improve eLearning tools to teach spatial visualization as well as other topics.