Development and assessment of hands-on and visualization modules for enhancement of learning in mechanics

Engineering mechanics education is currently undergoing a transformation from strictly lecture based education to a format where a variety of innovative learning techniques are used. Both new techniques for enhancing student learning as well as concrete data establishing the effectiveness of these techniques are needed. This paper builds on previous work using innovative teaching tools by developing and assessing our current use of two tools: computer based visualizations and hands-on demonstrations and experiments. These tools were used in our Fall 1998 Engineering Mechanics core course which is taken by all cadets at the U.S. Air Force Academy, regardless of their major. The hands-on tools are low-cost, interactive experiments designed to enhance understanding of specific abstract concepts. The visualization content consists of finite element based stress results displayed in color formats. Both the hands-on and the visualization tools are designed to emphasize aspects of stress analysis which our students have traditionally found difficult to grasp. Evaluation of the enhancement in student learning, brought about by use of these tools, has been accomplished by a variety of assessment techniques. Next, the assessment results are correlated with the student's Myers-Briggs Type Indicator (MBTI) as well as the type of "learner" they are, as measured by the VARK learning style inventory. Results indicate that the hands-on and visual content overall enhances the learning experience. Specifically, it is rated highly by the MBTI "N" type students, but not as highly by the MBTI "S" types. However, both S-types and N-types benefited from it in their ability to solve problems. VARK K-types gave the hands-on and visual content the highest rating of any student "type" we studied.