Effects of Web-Based Interactive Modules on Engineering Students' Learning Motivations

Autor/inn/en	Bai, Haiyan; Aman, Amjad; Xu, Yunjun; Orlovskaya, Nina; Zhou, Mingming
Titel	Effects of Web-Based Interactive Modules on Engineering Students' Learning Motivations
Quelle	In: American Journal of Engineering Education, 7 (2016) 2, S.83-96 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2516
Schlagwörter	Engineering Education; Web Based Instruction; Teaching Methods; Multivariate Analysis; Undergraduate Students; Scores; Educational Technology; Fuels; Science Instruction; Pretests Posttests; Student Motivation; Inferences; Control Groups; Quasiexperimental Design; Program Effectiveness; Cognitive Style; Correlation; Knowledge Level + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Web Based Training; Teaching method; Lehrmethode; Unterrichtsmethode; Multivariate Analyse; Unterrichtsmedien; Treibstoff; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulische Motivation; Inference; Inferenz; Cognitive styles; Kognitiver Stil; Korrelation; Wissensbasis
Abstract	The purpose of this study is to assess the impact of a newly developed modules, Interactive Web-Based Visualization Tools for Gluing Undergraduate Fuel Cell Systems Courses system (IGLU), on learning motivations of engineering students using two samples (n[subscript 1] = 144 and n[subscript 2] = 135) from senior engineering classes. The multivariate analysis results revealed that the participants had a significant increase in their learning motivation after the treatment with the IGLU modules. This result was cross-validated with the two samples, in which the motivation mean posttest scores are significantly higher than the mean pretest scores, systematically (Sample 1: the mean score is increased by 2.09 [0.32, 3.87] points, p = 0.021; Sample 2: the mean score is increased by 1.38 [0.14, 2.61] points, p = 0.029). With the use of instructional technology prevailing in current university courses, the education initiative of the IGLU system and the assessment of its impact on student learning motivation provide us information to improve the modules to serve a more diverse student body. It will greatly help the development of engineering educational curriculum. With regards to the statistical inference, it is desirable to conduct further studies with a quasi-experiment control group design to assess the program effect focusing on student learning and its associations with student learning motivations and learning styles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01