Mechanix: Evaluating the Effectiveness of a Sketch Recognition Truss Tutoring Program against other Truss Programs
Mechanix: Evaluating the Effectiveness of a Sketch Recognition Truss Tutoring Program against other Truss Programs
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Mechanix：评估草图识别桁架辅导程序与其他桁架程序的有效性
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
J. Linsey
中科院分区：
文献类型：
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作者：
O. Atilola;Erin M. McTigue;T. Hammond;J. Linsey
MECHNIX是德克萨斯农工大学开发的一个草图识别程序。力学为工科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一种有效的方法。MECHNIX界面允许学生像往常一样，将这些FBD手绘到平板电脑上；鼠标也可以与常规的电脑显示器一起使用。MECHNIX能够为学生提供即时和智能的反馈，并告诉他们是否缺少FBD的任何组件。该程序还能够告诉学生他们求解的反作用力或成员力是否正确，而不需要实际提供答案。MECHNIX最近一个令人兴奋的特点是允许学生解决开放式桁架问题的创造性设计模式；教师可以为他们的学生提供对桁架/桥梁的具体最低要求，学生使用MECHNIX来解决和创建这种桁架。机械的创新设计功能可以检查学生的桁架结构是否健全，是否满足教师规定的最低要求。本文介绍了一项研究，旨在评估在课堂上使用机械作为传统教学方法的补充的有效性和优势。MECHANIX还与成熟和流行的TRASS程序WinTruss一起进行了测试，以了解学习收益的不同之处，以及MECHANIX与其他TRASS分析软件相比具有哪些优势。这项实验招募了一年级的工程学班级，并将其分为三个条件：控制条件(没有接触MECHNIX或WinTruss并在纸上完成作业的学生)，MECHNIX条件(在课堂上和作业中使用MECHNIX的学生)，和WinTruss条件(使用WinTruss程序完成作业的学生)。使用一系列量化的正式评估来评估这三组人的学习收获，这些评估包括静力学概念清单、作业集、测验、考试成绩和桁架/桥梁创意设计解决方案。通过焦点小组收集所有三种情况下的定性数据，以收集学生对实验组项目和控制组总体教学风格的印象。之前的评估结果显示，MECHANIX对学生的参与度很高，并帮助他们学习基本的桁架力学。这项评估将与以前的评估进行比较，以表明MECHANIX仍然是促进学生学习的伟大工具。
Mechanix is a sketch recognition program that was developed at Texas A&M University. Mechanix provides an efficient and effective means for engineering students to learn how to draw truss free-body diagrams (FBDs) and solve truss problems. The Mechanix interface allows for students to sketch these FBDs, as they normally would by hand, into a tablet computer; a mouse can also be used with a regular computer monitor. Mechanix is able to provide immediate and intelligent feedback to the students, and 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. A recent and exciting feature of Mechanix is the creative design mode which allows students to solve open-ended truss problems; an instructor can give their students specific minimum requirements for a truss/bridge, and the student uses Mechanix to solve and create this truss. The creative design feature of Mechanix can check if the students’ truss is structurally sound, and if it meets the minimum requirements stated by the instructor. 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. Mechanix is also tested alongside an established and popular truss program, WinTruss, to see how learning gains differ and what advantages Mechanix offers over other truss analysis software. Freshman engineering classes were recruited for this experiment and were divided into three conditions: a control condition (students who were not exposed to Mechanix or WinTruss and did their assignments on paper), a Mechanix condition (students who used Mechanix in class and for their assignments, and a WinTruss condition (students who used the WinTruss program for their assignments). The learning gains among these three groups were evaluated using a series of quantitative formal assessments which include a statics concepts inventory, homework sets, quizzes, exam grades and truss/bridge creative design solutions. Qualitative data was also collected through focus groups for all three conditions to gather the students’ impressions of the programs for the experimental group and general teaching styles for the control group. Results from previous evaluations show Mechanix highly engages students and helps them learn basic truss mechanics. This evaluation will be compared with previous evaluations to show that Mechanix continues to be a great tool for enhancing student learning.