Collaborative Research: Research Initiation: The Use of Mobile Technology and Innovative Pedagogy to Improve Undergraduate Thermal-Fluid Science Learning

合作研究：研究启动：利用移动技术和创新教学法改善本科生热流体科学学习

• 批准号: 2106345
• 负责人: Krishna Pakala
• 金额: $ 15.71万
• 依托单位: Boise State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2106345&HistoricalAwards=false
• 关键词: Collaborative; Research; Initiation; Use; Mobile

Student retention remains a problem in science, technology, engineering and mathematics (STEM) programs. This project will utilize mobile technologies and a technology-enhanced curriculum to improve student engagement and learning in STEM undergraduate courses. The technology-enhanced curriculum will be fully integrated in the thermal-fluids course to deliver content and to facilitate student engagement with the content, instructor, and peers. This research project will measure how mobile technology, when purposefully integrated into engineering teaching, impacts student engagement, enhancement, and extension of learning to real-life problems. Through the full integration of mobile devices, findings from this research will transform the teaching and learning of the thermal-fluid science curriculum. The study will be led by a researcher who is new to the field of engineering education research who will be mentored through research methods by an engineering education researcher. This aligns with the Research Initiation in Engineering Formation program’s goal of initiating new researchers into engineering formation research to meet the needs of a diverse workforce. Undertaking such research project will supplement the lead researcher’s experience in developing and implementing mobile learning in the classroom while using social science research approaches to advance both the professional formation of future engineers.The underlying goal of this research is to measure how mobile technology, when purposefully integrated into engineering teaching, impacts student engagement, enhancement, and extension of learning. Using an undergraduate thermal-fluid science course as a model course, the primary contribution of this research is to directly improve and transform engineering students’ learning in one of the most difficult and abstract content in engineering curricula. Guided by a social-constructivist theoretical framework and the Triple E framework (Engagement, Enhancement of learning outcomes, and Extension of learning goals to real-life problems), the research team will conduct a mixed-methods study, implementing mobile devices with a stylus and a technology-enhanced curriculum. To examine the impact of mobile devices on student learning, the following research questions will be addressed in the areas of engagement, learning outcomes, and extension of learning goals to real-life problems: (1) Does mobile device use facilitate engagement in thermal-fluid science course content? (2) Does mobile device use increase learning of identified difficult concepts in thermal-fluid science courses as indicated by increased achievement scores? (3) What are student perceptions of using mobile devices for solving real-life problems? The findings from this research will provide educators a blueprint for broader implementation of mobile devices in teaching and learning across STEM disciplines. Further, this project is one of the first applications of the Triple E Framework in higher education, offering potential to bridge research on educational technologies with evidence-based teaching practices. This project is jointly funded by the Research Initiation in Engineering Formation program and the Established Program to Stimulate Competitive Research (EPSCoR).This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

学生保留率仍然是科学、技术、工程和数学 (STEM) 项目中的一个问题。该项目将利用移动技术和技术增强课程来提高学生对 STEM 本科课程的参与和学习。技术增强课程将完全整合到热流体课程中，以提供内容并促进学生与内容、教师和同学的互动。该研究项目将衡量移动技术在有目的地融入工程教学时如何影响学生的参与、增强和将学习扩展到现实生活中的问题。通过移动设备的全面集成，这项研究的结果将改变热流体科学课程的教学。该研究将由一名刚进入工程教育研究领域的研究人员领导，该研究人员将通过工程教育研究人员的研究方法进行指导。这与工程形成研究启动计划的目标是一致的，即启动新的研究人员进行工程形成研究，以满足多元化劳动力的需求。开展此类研究项目将补充首席研究员在课堂上开发和实施移动学习的经验，同时利用社会科学研究方法促进未来工程师的专业形成。这项研究的根本目标是衡量移动技术在有目的地融入工程教学时如何影响学生的参与、增强和扩展学习。本研究以本科生热流体科学课程为示范课程，其主要贡献是直接改进和转变工程学生对工程课程中最困难和抽象内容之一的学习。在社会建构主义理论框架和 Triple E 框架（参与、增强学习成果和将学习目标延伸到现实生活问题）的指导下，研究团队将进行混合方法研究，使用手写笔和技术增强课程实施移动设备。为了检验移动设备对学生学习的影响，将在参与度、学习成果以及将学习目标扩展到现实生活问题等领域解决以下研究问题：（1）移动设备的使用是否有助于热流体科学课程内容的参与？ (2) 移动设备的使用是否会增加对热流体科学课程中已识别困难概念的学习（如成绩分数的提高所示）？ (3) 学生对使用移动设备解决现实生活问题有何看法？这项研究的结果将为教育工作者在跨 STEM 学科的教学和学习中更广泛地实施移动设备提供蓝图。此外，该项目是 Triple E 框架在高等教育中的首批应用之一，为将教育技术研究与循证教学实践联系起来提供了潜力。该项目由工程形成计划研究启动和刺激竞争性研究既定计划 (EPSCoR) 联合资助。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Work-in-Progress: Mobile Assisted Gains through Innovative Curriculum for Students in the Thermal-Fluids Science Course

正在进行的工作：通过创新课程为热流体科学课程的学生带来移动辅助收益

• 发表时间: 2022
• 期刊: 2022 ASEE Annual Conference
• 作者: Bakic, M;Pakala, K;Bairaktarova, D;Bose, D
• 通讯作者: Bose, D

Mobile Learning in STEM: A Case Study in an Undergraduate Engineering Course

STEM 中的移动学习：本科工程课程案例研究

• 发表时间: 2023
• 期刊: 2023 ASEE Annual Conference & Exposition
• 作者: Pakala, K.;Bakic, M.;Bairaktarova, D.;Bose, D.
• 通讯作者: Bose, D.