Increasing student motivation and knowledge in mechanical engineering by using action cameras and video productions

Abstract

Action cameras were used in a material science class laboratory setting for improving student motivation and understanding of material failure mechanisms. The design, implementation, and student perceptions were examined when using cameras. The students recorded video footage of destructive material testing using GoPro Hero action cameras in order to evaluate material failure and develop a video presentation. The use of action cameras allowed students to view and record their experiments without the risk of damage to a more expensive camera, view their experiments in slow motion, and improve technical communication skills. An assessment of the innovation was conducted through student feedback and existing performance measures related to continuous quality improvement. Students participated in developing a grading rubric for video laboratory presentations. Five criteria in order of importance were content, clarity, organization, format, and creativity. The students' surveys were positive regarding increased understanding of course material and improved technical communication skills. The students were satisfied with the variety of laboratory experiments. They perceived increases in their abilities to share technical information through a medium other than written reports. Implications included needing more training in camera usage, editing, and video production techniques in order to improve the learning process. This innovation could be extended to other engineering and management classes.

Not drowning, waving: The role of video in a renewed digital learning world

“…The academic focus involves conceptual knowledge to notice and analyse underlying concepts (or arguably declarative knowledge to draw inferences) and procedural/practical knowledge to both learn to observe and interpret and to develop practical skills in technical communication. The students reportedly increased their disciplinary understanding, their ability to communicate technical information, and their motivation to learn (McCaslin & Young, 2015).…”

“…In another case, undergraduate mechanical engineering students used video twice in their subject (McCaslin & Young, 2015). They first recorded their fast-paced material science laboratory experiments using action cameras for slow-motion post-experiment analysis.…”

A Survey of Alternative Modes of Technical Communication in Engineering Laboratory Courses

“…Similar to the geotechnical engineering lab discussed above, students of this lab expressed their concern about the video editing being too time-consuming, but they also stated that the high-quality footage of the experiment allowed them to observe more experimental details. Overall, McCaslin and Young (2015) reported that students self-assessed their level of acquired knowledge more positively compared to previous offerings when videotaping had not been part of the lab.…”

“…Communicating to audiences with various backgrounds is an important skill that is also emphasized in ABET student outcome #3. Students of a mechanical engineering course at The University of Texas at Tyler were tasked with filming their material failure experiments and using the footage in their video lab reports, which they had to upload onto a dedicated YouTube channel (McCaslin and Young, 2015). Similar to the geotechnical engineering lab discussed above, students of this lab expressed their concern about the video editing being too time-consuming, but they also stated that the high-quality footage of the experiment allowed them to observe more experimental details.…”