Effectiveness of an Interactive Learning Environment Utilizing a Physical Model

Abstract

The goal of this study is to evaluate the effectiveness of a physical desktop learning module and associated activities and assessments (DLM&A) implemented in an undergraduate engineering class. Preassessments and postassessments designed as part of this study were implemented within a control group that participated in 11 interactive lecture sessions covering open channel flow, and an experimental group that participated in nine lectures and two 50-minute sessions with the DLM&A. Student responses on assessments provide strong evidence to suggest students’ conceptual understanding increased significantly when the DLM&A is implemented. The experimental group registered a gain of 0.57 out of 1.0 possible, with 70% of the students achieving minimum competency, compared to a respective 0.26 gain and 39% competency for the control group. The average effect size for the experimental group was d=0.98. Qualitative assessments show experimental group students were much more likely to correct their conceptual justifications on written responses than control group students.