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Improving the learning of engineering students with interactive teaching applications
Computer Applications in Engineering Education ( IF 2.9 ) Pub Date : 2021-04-07 , DOI: 10.1002/cae.22415 Eduardo Corral Abad 1 , María J. Gómez García 1 , Efren Diez‐Jimenez 2 , Pedro M. Moreno‐Marcos 1 , Cristina Castejón Sisamon 1
Computer Applications in Engineering Education ( IF 2.9 ) Pub Date : 2021-04-07 , DOI: 10.1002/cae.22415 Eduardo Corral Abad 1 , María J. Gómez García 1 , Efren Diez‐Jimenez 2 , Pedro M. Moreno‐Marcos 1 , Cristina Castejón Sisamon 1
Affiliation
Over decades, Mechanical Engineering students often find some difficulties to grasp some contents and/or struggle with some parts of the course. With the increasing development of new technologies, promising innovations can be implemented enhancing learning and improving success rates. In this study, a new learning interactive method is proposed and evaluated using the experience of over 600 students of Mechanical Engineering. This study describes a 4-year experiment based on new interactive applications for education. The experiment has been implemented using E-learning techniques and new technologies (a combination of remote and virtual examples, videos, quizzes, and theory). Specifically, several applications have been programmed to be executed on different devices, such as mobile phones and PC/laptops (Android and Windows). The experiment is applied using small applications that help the students identify the most challenging contents and guide them throughout step-by-step. The main objective of this interactive method is to help students find their lack of knowledge and offer them contents to cover it. These didactic applications are portable and intuitive. Thanks to these interactive applications, it is possible to accomplish better practices of “E-learning” and “Computer Simulation and Animation” together. Since they are portable applications, they allow the student to interact and check conceptual understandings at any place. Students really appreciate this aspect. The results of the course titled Mechanism and Machine Theory have been analyzed during these four last years in which these interactive applications have been offered to the students.
中文翻译:
通过交互式教学应用改善工科学生的学习
几十年来,机械工程专业的学生经常在掌握某些内容和/或在课程的某些部分上遇到困难。随着新技术的不断发展,可以实施有前途的创新,以加强学习和提高成功率。在这项研究中,利用 600 多名机械工程专业学生的经验,提出并评估了一种新的学习交互方法。本研究描述了一项为期 4 年的实验,该实验基于新的教育互动应用程序。该实验是使用电子学习技术和新技术(远程和虚拟示例、视频、测验和理论的组合)实施的。具体来说,已经对多个应用程序进行了编程,以便在不同的设备上执行,例如移动电话和 PC/笔记本电脑(Android 和 Windows)。该实验使用小型应用程序进行应用,帮助学生识别最具挑战性的内容并逐步指导他们。这种互动方法的主要目的是帮助学生发现他们的知识不足,并为他们提供内容来弥补。这些教学应用程序具有便携性和直观性。通过这些互动应用,可以更好地实现“电子学习”和“计算机模拟与动画”的实践。由于它们是便携式应用程序,因此它们允许学生在任何地方进行交互和检查概念理解。学生非常欣赏这方面。在过去四年中,我们对名为“机械与机器理论”的课程的结果进行了分析,其中向学生提供了这些交互式应用程序。
更新日期:2021-04-07
中文翻译:
通过交互式教学应用改善工科学生的学习
几十年来,机械工程专业的学生经常在掌握某些内容和/或在课程的某些部分上遇到困难。随着新技术的不断发展,可以实施有前途的创新,以加强学习和提高成功率。在这项研究中,利用 600 多名机械工程专业学生的经验,提出并评估了一种新的学习交互方法。本研究描述了一项为期 4 年的实验,该实验基于新的教育互动应用程序。该实验是使用电子学习技术和新技术(远程和虚拟示例、视频、测验和理论的组合)实施的。具体来说,已经对多个应用程序进行了编程,以便在不同的设备上执行,例如移动电话和 PC/笔记本电脑(Android 和 Windows)。该实验使用小型应用程序进行应用,帮助学生识别最具挑战性的内容并逐步指导他们。这种互动方法的主要目的是帮助学生发现他们的知识不足,并为他们提供内容来弥补。这些教学应用程序具有便携性和直观性。通过这些互动应用,可以更好地实现“电子学习”和“计算机模拟与动画”的实践。由于它们是便携式应用程序,因此它们允许学生在任何地方进行交互和检查概念理解。学生非常欣赏这方面。在过去四年中,我们对名为“机械与机器理论”的课程的结果进行了分析,其中向学生提供了这些交互式应用程序。