In this paper we will share the quantitative and qualitative results from our study of the impact of student-made videos on conceptual understanding in thermodynamics. We will also discuss the mechanics of assigning video production in a technical ChemE course. In its final iteration, students were tasked with watching and reviewing select videos from all three schools and all previous years as homework throughout the semester. In addition, students working in pairs generated two short videos providing metaphors to aid in understanding of two different thermodynamic concepts. Results include a large library of thermodynamics videos, suitable to act as "learning objects" for topic introduction or further study outside of class, enhanced student engagement, student demonstration of the capacity to engage in lifelong learning. By the draft paper due date, we will also be able to say whether or not it also resulted in a significant change in students' thermodynamics concept inventory scores. In previous years of the study, simply watching videos or generating a single video on a larger team did not improve student scores over control.
|Published - Jun 26 2016
|123rd ASEE Annual Conference and Exposition - New Orleans, United States
Duration: Jun 26 2016 → Jun 29 2016
|123rd ASEE Annual Conference and Exposition
|6/26/16 → 6/29/16
Bibliographical noteFunding Information:
This work was supported through a grant from the National Science Foundation (DUE #1043697).
ASJC Scopus subject areas
- Engineering (all)