Evaluation of instructional design of computer-based teaching modules for a manufacturing processes laboratory

Journal of Engineering Education, Jul 2000 by Hailey, Christine E, Hailey, David E

We looked at two different interface metaphors and determined that engineering students prefer a visual metaphor that resembles an operator's panel to a textbook-like page. We compared approaches to introducing audio to CBT modules and determined that students prefer to have sound automatically available. We compared approaches to presenting "pop up" graphics and found that students prefer calling them up rather than having them open upon entering a page. The interface design, overall, benefited greatly by employing the talents of technical writing majors. These students and faculty were, in general, more concerned with the "look and feel" of the interface than the engineering faculty member.

In the final test of this study, we determined that at least for this group of students, reader-driven CBT was statistically less effective than author-driven CBT. We have some indications that the good students did well in either environment. However, average and below-average students struggled with the reader-driven environment. This is a significant outcome. First, if all students must learn the material, e.g., laboratory safety, the CBT should be of authordriven design. These results also highlight the importance of more research in this area focused on engineering students and the types of materials they must learn.

Another outcome of this study is a suggestion that average and below-average engineering students are linear, sequential learners. They appeared to be very task oriented-seeking only enough information to complete a work sheet. These qualities are not surprising; we have probably seen similar behavior in students in a traditional lecture class. One of our greatest challenges is to develop open-ended problem solving capabilities with students where nonlinear, parallel, "reader-driven" thought processes are required. This study, albeit in a slightly obtuse fashion, suggests a technique. Perhaps CBT tool developers should focus on hybrid modules that transition from "author" driven to "reader" driven environments.

Although, initially more frustrating, a "reader" driven environment may help average and below average engineering students develop more open-ended problem solving skills.

REFERENCES

1. Bengu, G., and W. Swan, "A Computer-Aided, Total Quality Approach to Manufacturing Education in Engineering," IEEE Transactions on Education, vol. 39, no. 3, pp. 415-422.

2. Sears, A.L., and S.E. Watkins, "A Multimedia Manual for the World Wide Web for Telecommunications Equipment," IEEE Transactions on Education, vol. 39, no. 3, 1996, pp. 342-348.

3. Cobourn, W.G., and G.C. Lindauer, "A Flexible Multimedia Instructional Module for Introductory Thermodynamics,"Journal of Engineering Education, vol. 83, no. 3,1994, pp. 271-277.

4. Mosterman, PJ., et al., "Virtual Engineering Laboratories: Design and Experiments," Journal of Engineering Education, vol. 83, no. 3, 1994, pp. 279-285.

5. Hanger, 11.O., "Teaching in a Computer Classroom with a Hyperlinked, Interactive Book," IEEE Transactions on Education, vol. 39, no. 3, 1996,pp.327-335.