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Improving Students’ Learning in Computer-Aided Design Using Peer-Generated Screencast

Faculty #54
Discipline: Technology & Engineering
Subcategory: STEM Science and Mathematics Education

Xiaobo Peng - Prairie View A&M University
Co-Author(s): Chang Duan, Tianyun Yuan, and Tegawende Tiendrebeogo, Prairie View A&M University, Prairie View, TX Bugrahan Yalvac, Texas A&M University, College Station, TX Deniz Eseryel, North Carolina State University, Raleigh, NC



This poster reports the findings of a Targeted Infusion Project. The goal of the project is to improve the students’ learning experiences in Computer-Aided Design (CAD) that will help them develop life-long learning skills and promote positive attitudes toward engineering. For this purpose, mechanical engineering professors and learning scientists collaborated to design a cyberlearning environment. In this environment, students generated screencast tutorials in CAD, shared the tutorials with one another, and peer reviewed each other’s tutorial while they were learning from them. The students received feedback about the quality of their own tutorial from their peers and used the feedback to improve their next screencast tutorial. In order to explore the effect of the peer-generated screencasts on students’ learning outcomes, we conducted a pretest posttest quasi-experimental research. The evaluation instruments include a life-long learning survey, an engineering attitude survey, an exit project survey, and a CAD modeling exam. This poster reports the findings from the data collected using the instruments.

Funder Acknowledgement(s): This project is supported by the National Science Foundation under HRD Grant No. 1435073. Any opinions, findings, conclusions, or recommendations presented are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Faculty Advisor: None Listed,

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This material is based upon work supported by the National Science Foundation (NSF) under Grant No. DUE-1930047. Any opinions, findings, interpretations, conclusions or recommendations expressed in this material are those of its authors and do not represent the views of the AAAS Board of Directors, the Council of AAAS, AAAS’ membership or the National Science Foundation.

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