Outcomes of Using an Infinitely Explorable Online Learning System Franco Capaldi1, Devin R. Berg2 1Department of Civil Engineering, Merrimack College, North Andover, MA 2Engineering & Technology Department, University of Wisconsin – Stout, Menomonie, WI ASEE Annual Conference 26 June 2013 1 

Students explore problems in a guided manner, promoting critical thinking skills and knowledge retention. 2 = 1 = ⃗ × ⃗ = ⃗ d 

Problems can be formulated to provide 3D exploration of realistic situations. 3 

The software provides flexibility through interpretation of student input. 4 

For example, vector notation can be used to describe position, forces, etc. 5 

The software provides “word” descriptions of equations. 6 ⃗/ = −25 “The position vector from point D to point A is equal to the negative of the scalar value 25 multiplied by the unit vector i with units of inches”. becomes 

Student answers can include explanatory text... 7 

… or figures such as free body diagrams. 8 

Effectiveness was evaluated through a preliminary study at Merrimack College and UW-Stout. 9 At Merrimack: Two classes -1 treatment (n=12) -1 control (n=7) Evaluated through semester using exams At Stout: Two classes -1 treatment (n=21) -1 control (n=23) Evaluated using pre- and post-FCI 

Student performance throughout semester was greater for treatment group. 10 Section Initial Assessment Midterm 1 Vectors, Forces Midterm 2 Moments, Free body diagrams Midterm 3 Moment of inertia, Centroids Final Exam Treatment Group (n=12) ± 𝟏 𝟖 ± 𝟏 𝟗𝟗 ± ± 𝟏 𝟖 ± Control Group (n=7) ± 𝟏 𝟕 ± 𝟐 𝟕 ± 𝟏𝟏 𝟕 ± 𝟏𝟏 𝟖 ± 𝟏 

Students learned to use the software more effectively with time. 11 Homework 1 Homework 2 Homework 3 Percent of total answers which contained program syntax errors 12% 41% 52% Percent of non-syntax errors which were correct / incorrect statements 83%/17% 46%/54% 21%/79% Percent of correct answers which were required for solution 93% 67% 53% Percent of correct answers which were hypotheses 7% 33% 47% 

The treatment group showed greater overall score improvement on FCI. 12 Treatment (n=21) Control (n=23) 

Students want intuitive input with fewer restrictions. 13 … and they want the answers! 

Handling of syntax errors was a significant concern during the semester. 14 Student Entry Category Σ = + 12 sin 27 − Required for solution ∑ = + 12 [N sin(27 [deg]) – FB Program syntax error: ‘12 [N’. 𝑠𝑠 27 = 0.454 Correct hypothesis: ∑ = 𝐹 + 5.448 − Incorrect statement: 

Room for improvement through… 15 better handling of student input. making use of student training. an adaptive algorithm to enhance student interaction. 

16 3D interaction with problems was a popular feature 

Things that worked well included… 17 testing of intermediate steps for difficult problems. 3D exploration helped with vector and FBD problems. better performance across a wider range of students. 

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