Multiview Drawing Instruction: A Two-location Experiment

Several methods have been developed, presented, and discussed at recent ASEE and EDGD conferences on the topic of computer-based multiview drawing instruction. While small-scale and localized testing of these instruments and methods has been undertaken, no larger-scale or multi-location experiments have been attempted. This paper describes an experiment that was carried out at two different university campuses with engineering and non-engineering students in an effort to validate the efficacy of these tools in comparison with more traditional methods of orthographic drawing instruction. Students at each location were assigned to one of four groups and asked to use either one of two computer-based instructional tools, a mixture of computer and manual methods, or an entirely manual method of multiview drawing instruction. Through the use of pre-test/post-test data and survey information, student scores and perceptions were analyzed for useful quantitative and qualitative results. The results have implications for foundational instruction, self-study, and remediation of students in engineering graphics and other fields where spatial skills are important

Individual Differences In The Enjoyment And Effectiveness Of Serious Games

Individuals differ in a myriad of ways and the promise of using a digital game format to teach or train new knowledge and skills is that they may be designed to allow each user to take their own path through the game and therefore create a more person-centered experience. The current chapter explores the research on some of the many individual differences that may be important to the design, use, and success of a serious game. These include factors that influence motivation to play and learn and learner characteristics such as age, gender, and ethnicity. Cognitive characteristics such as working memory and spatial skills can influence the play environment and may actually be improved by regular gaming. Finally, one area that has been much less studied is individual differences in teachers and trainers who often are charged with the implementation of the serious games

Investigating The Impact Of Self-Efficacy In Learning Disaster Strategies In An On-Line Serious Game

As playing serious games becomes a more viable method of teaching it is important to examine the factors that may impact successful learning. In the current study we examined whether college students could learn disaster prevention strategies from an on-line game. We measured perceptions of learning self-efficacy, enjoyment and game usability. Participants were asked to play an online serious game designed to help them learn what to do to prepare for a natural disaster (tsunami). Knowledge of disaster strategies were measured before and after two brief game periods. The results showed that players significantly improved in their knowledge and performance. The best predictor of post-test scores was the players\u27 perceived self-efficacy at the end of the game. Players who felt that they could master the game, tended to have the highest performance scores. Enjoyment of the game also predicted performance suggesting that those who felt more positively also felt that they could master the game. In this relatively simple game space perceptions of usability were not as strong a predictor of performance. Copyright 2013 by Human Factors and Ergonomics Society, Inc