Browsing by Author "Perry, Logan A."
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- Project-Based Learning Promotes Students' Perceived Relevance in an Engineering Statistics Course: A Comparison of Learning in Synchronous and Online Learning EnvironmentsHuang, Wen; London, Jeremi S.; Perry, Logan A. (Routledge, 2022-11)Understanding statistics is essential for engineers. However, statistics courses remain challenging for many students, as they find them rigid, abstract, and demanding. Prior research has indicated that using project-based learning (PjBL) to demonstrate the relevance of statistics to students can have a significant effect on learning in these courses. Consequently, this study sought to explore the impact of a PjBL intervention on student perceptions of the relevance of engineering and statistics. The purpose of the intervention was to help students understand the connection between statistics and their academic majors, lives, and future careers. Four mini-projects connecting statistics to students' experiences and future careers were designed and implemented during a 16-week course and students' perceptions were compared to those of students who took a traditional statistics course. Students enrolled in the experimental group (a synchronous learning experience) and the control group (an online learning experience) were sent the same survey at the end of the semester. The survey results suggest that the PjBL intervention could potentially increase students' understanding of the usefulness of statistics and effectively enhance their perceptions of belonging to the engineering community. This study summarizes the results of this PjBL intervention, the limitations of the research design, and suggests implications for improving future statistics courses in the context of engineering.
- Student Approaches and Performance in Element Sequencing Tasks Using 2D and Augmented Reality FormatsMcCord, Kieren H.; Ayer, Steven K.; Perry, Logan A.; Patil, Karan R.; London, Jeremi S.; Khoury, Vanessa; Wu, Wei (MDPI, 2022-03-29)In civil and construction engineering education research, a focus has been on using 3D models to support students’ design comprehension. Despite this trend, the predominant mode of design communication in the industry relies on 2D plans and specifications, which typically supersede other modes of communication. Rather than focusing on the presentation of less common 3D content as an input to support students’ understanding of a design, this paper explores more common 2D inputs, but compares different visualization formats of student output in two educational interventions. In the first intervention, students document a construction sequence for wood-framed elements in a 2D worksheet format. In the second, students work with the same wood-framed design, but document their sequence through an augmented reality (AR) format where their physical interactions move full-scale virtual elements as if they were physically constructing the wood frame. Student approaches and performance were analyzed using qualitative attribute coding of video, audio, and written documentation of the student experience. Overall, results showed that the 2D worksheet format was simple to implement and was not mentally demanding to complete, but often corresponded with a lack of critical checks and a lack of mistake recognition from the students. The AR approach challenged students more in terms of cognitive load and completion rates but showed the potential for facilitating mistake recognition and self-remediation through visualization. These results suggest that when students are tasked with conceptualizing construction sequences from 2D documentation, the cognitive challenges associated with documenting a sequence in AR may support their recognition of their own mistakes in ways that may not be effectively supported through 2D documentation as an output for documenting and planning a construction sequence. The results presented in this paper provide insights on student tendencies, behaviors, and perceptions related to defining construction sequences from 2D documentation in order for educators to make informed decisions regarding the use of similar learning activities to prepare their students for understanding the 2D design documents used in industry.