Interactive Multimedia Courseware and the Hands‐on Learning Experience: An Assessment Study

Abstract

An Experimental Bicycle Dissection Exercise was designed in which students perform an abbreviated and slightly altered version of the "Bicycle Dissection Exercise" offered in the Stanford course, "Mechanical Dissection." Like the formal course version of the Exercise, student groups were supplied with a bicycle, tools, a manual, and an assigned set of questions; unlike the formal course Exercise, groups in the Experimental Exercise were also supplied with a multimedia stack that explained (through graphics, text, sound and movies) various aspects of the bicycle. This multimedia stack was created to enrich the dissection experience by providing information and background on the mechanics of bicycles. Three groups of students were videotaped performing this Experimental Bicycle Dissection Exercise. The videotapes were then evaluated by a multidisciplinary group of reviewers using a technique called Video Interaction Analysis (VIA). This paper presents a summary of the experimental assessment process and our findings regarding the educational value of the multimedia courseware in exercises with a handson component.

Computer simulations and clear observations do not guarantee conceptual understanding

“…Since enjoyment and effort were not increased and variables were controlled less often, the suggestion is that unsupported computer simulation is not the best mode of experimentation. This suggestion is consistent with previous work regarding the effectiveness of simulation-based learning in scientific domains (e.g., Bangert-Drowns, Kulik, & Kulik, 1985;Carlsen & Andre, 1992;Regan & Sheppard, 1996). Furthermore, it is important to note that some research has even suggested that while supported computer simulations (i.e., those with experimental prompts) improve the experimentation strategies themselves, conceptual change outcomes are not positively affected (Rivers & Vockell, 1987).…”

The paper beam: hands-on design for team work experience of freshman in engineering

“…Reverse engineering in the laboratory is found to be a positive experience to engineering students (Aglan and Firasat-Ali 1996). An experimental exercise was designed by researchers in which students in groups were supplied with material and multimedia information, were videotaped while performing and analyzed by using Video Interaction Analysis to assess the educational value of the multimedia courseware (Regan and Sheppard 1996).…”

Development of a web‐based integrated manufacturing laboratory

“…Multimedia means a package that combines video, text, photos, simulations, animation, and/or graphics in a hypertext environment. It can be classi®ed into six broad categories [15]: (1) case studies, (2) tutorials to develop speci®c skills, (3) laboratory``mentors'' where the multimedia courseware serves as guides, stepping students through the various aspects, (4) supplement to lectures or a resource necessary to complete assigned homework, (5) a major vehicle for dissemination of lectures, course materials and/or homework, and (6) as a platform for student report creation. Multimedia modules helped college students in engineering understand the concepts qualitatively and the importance of the concepts.…”