Computer-Aided Teaching Using Animations for Engineering Curricula: A Case Study for Automotive Engineering Modules

Autor/inn/en	Asef, Pedram; Kalyvas, Christos
Titel	Computer-Aided Teaching Using Animations for Engineering Curricula: A Case Study for Automotive Engineering Modules
Quelle	In: IEEE Transactions on Education, 65 (2022) 2, S.141-149 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Asef, Pedram)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2021.3100471
Schlagwörter	Computer Assisted Instruction; Cartoons; Engineering Education; Teaching Methods; Instructional Effectiveness; Undergraduate Students + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Zeichentrickfilm; Ingenieurausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	One-dimensional (1-D) demonstrations, e.g., the black-box systems, have become popular in teaching materials for engineering modules due to the high complexity of the system's multidimensional (e.g., 2-D and 3-D) identities. The need for multidimensional explanations on how multiphysics equations and systems work is vital for engineering students, whose learning experience must gain a cognitive process understanding for utilizing such multiphysics-focused equations into a pragmatic dimension. The lack of knowledge and expertise in creating animations for visualizing sequent processes and operations in academia can result in an ineffective learning experience for engineering students. This study explores the benefits of animation, which can eventually improve the teaching and student learning experiences. In this article, the use of computer-aided animation tools is evaluated based on their capabilities. Based on their strengths and weaknesses, the study offered some insights for selecting the investigated tools. To verify the effectiveness of animations in teaching and learning, a survey was conducted for undergraduate and postgraduate cohorts and automotive engineering academics. Based on the survey's data, some analytics and discussion have offered more quantitative results. The historic data (2012-2020) analysis has validated the animations efficacy as achievements of the study, where the average mark of both modules has significantly improved, with the reduced rate of failure. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01