Title :
Classroom demonstrations with multiple modes: Virtual + reality = enhanced learning
Author :
Barroso, Luciana R. ; Morgan, Jim ; Simpson, Nancy
Author_Institution :
Zachry Dept. of Civil Eng., Texas A&M Univ., College Station, TX
Abstract :
Demonstrations can be very effective at engaging students, generating interest in a topic, and enhancing student learning. Demonstrations can occur at three different stages of a course topic: as an introduction, as a wrap-up and an aid used throughout the class discussion of a topic. A key component to an effective demonstration is active student engagement throughout the entire process. This means students are involved in discussing the purpose of the demo; predicting what will happen during the demo; discussing who developed theories to help us understand what happens during the demo; and comparing observations to predictions, as opposed to simply passively watching a demonstration. This paper presents a model for infusing demonstrations into an engineering science class and the use of this model during a semester. Demonstrations in this class incorporate both software simulation and physical models of dynamic systems. While physical models provide a concrete example, computer simulations allow the exploration of ldquowhat-ifrdquo scenarios and greater meta-cognitive activities. Assessment includes components from both faculty and students.
Keywords :
computer aided instruction; educational courses; engineering education; virtual reality; active student engagement; class discussion; classroom demonstrations; engineering science class; enhanced learning; meta-cognitive activities; physical models; software simulation; virtual reality; Civil engineering; Computational modeling; Computer simulation; Concrete; Differential equations; Education; Knowledge transfer; Mathematical model; Natural languages; Problem-solving; Active learning; problem based learning;
Conference_Titel :
Frontiers in Education Conference, 2008. FIE 2008. 38th Annual
Conference_Location :
Saratoga Springs, NY
Print_ISBN :
978-1-4244-1969-2
Electronic_ISBN :
0190-5848
DOI :
10.1109/FIE.2008.4720566