Matching Items (4)
Filtering by
- All Subjects: Educational tests & measurements
- All Subjects: Mechanical Engineering
Description
The main objective of this project was to create a framework for holistic ideation and research about the technical issues involved in creating a holistic approach. Towards that goal, we explored different components of ideation (both logical and intuitive), characterized ideation states, and found new ideation blocks with strategies used to overcome them. One of the major contributions of this research is the method by which easy traversal between different ideation methods with different components were facilitated, to support both creativity and functional quality. Another important part of the framework is the sensing of ideation states (blocks/ unfettered ideation) and investigation of matching ideation strategies most likely to facilitate progress. Some of the ideation methods embedded in the initial holistic test bed are Physical effects catalog, working principles catalog, TRIZ, Bio-TRIZ and Artifacts catalog. Repositories were created for each of those. This framework will also be used as a research tool to collect large amount of data from designers about their choice of ideation strategies used, and their effectiveness. Effective documentation of design ideation paths is also facilitated using this holistic approach. A computer tool facilitating holistic ideation was developed. Case studies were run on different designers to document their ideation states and their choice of ideation strategies to come up with a good solution to solve the same design problem.
ContributorsMohan, Manikandan (Author) / Shah, Jami J. (Thesis advisor) / Huebner, Kenneth (Committee member) / Burleson, Winslow (Committee member) / Arizona State University (Publisher)
Created2011
Description
Introductory programming courses, also known as CS1, have a specific set of expected outcomes related to the learning of the most basic and essential computational concepts in computer science (CS). However, two of the most often heard complaints in such courses are that (1) they are divorced from the reality of application and (2) they make the learning of the basic concepts tedious. The concepts introduced in CS1 courses are highly abstract and not easily comprehensible. In general, the difficulty is intrinsic to the field of computing, often described as "too mathematical or too abstract." This dissertation presents a small-scale mixed method study conducted during the fall 2009 semester of CS1 courses at Arizona State University. This study explored and assessed students' comprehension of three core computational concepts - abstraction, arrays of objects, and inheritance - in both algorithm design and problem solving. Through this investigation students' profiles were categorized based on their scores and based on their mistakes categorized into instances of five computational thinking concepts: abstraction, algorithm, scalability, linguistics, and reasoning. It was shown that even though the notion of computational thinking is not explicit in the curriculum, participants possessed and/or developed this skill through the learning and application of the CS1 core concepts. Furthermore, problem-solving experiences had a direct impact on participants' knowledge skills, explanation skills, and confidence. Implications for teaching CS1 and for future research are also considered.
ContributorsBillionniere, Elodie V (Author) / Collofello, James (Thesis advisor) / Ganesh, Tirupalavanam G. (Thesis advisor) / VanLehn, Kurt (Committee member) / Burleson, Winslow (Committee member) / Arizona State University (Publisher)
Created2011
Design and development of an immersive virtual reality team trainer for advance cardiac life support
Description
Technology in the modern day has ensured that learning of skills and behavior may be both widely disseminated and cheaply available. An example of this is the concept of virtual reality (VR) training. Virtual Reality training ensures that learning can be provided often, in a safe simulated setting, and it may be delivered in a manner that makes it engaging while negating the need to purchase special equipment. This thesis presents a case study in the form of a time critical, team based medical scenario known as Advanced Cardiac Life Support (ACLS). A framework and methodology associated with the design of a VR trainer for ACLS is detailed. In addition, in order to potentially provide an engaging experience, the simulator was designed to incorporate immersive elements and a multimodal interface (haptic, visual, and auditory). A study was conducted to test two primary hypotheses namely: a meaningful transfer of skill is achieved from virtual reality training to real world mock codes and the presence of immersive components in virtual reality leads to an increase in the performance gained. The participant pool consisted of 54 clinicians divided into 9 teams of 6 members each. The teams were categorized into three treatment groups: immersive VR (3 teams), minimally immersive VR (3 teams), and control (3 teams). The study was conducted in 4 phases from a real world mock code pretest to assess baselines to a 30 minute VR training session culminating in a final mock code to assess the performance change from the baseline. The minimally immersive team was treated as control for the immersive components. The teams were graded, in both VR and mock code sessions, using the evaluation metric used in real world mock codes. The study revealed that the immersive VR groups saw greater performance gain from pretest to posttest than the minimally immersive and control groups in case of the VFib/VTach scenario (~20% to ~5%). Also the immersive VR groups had a greater performance gain than the minimally immersive groups from the first to the final session of VFib/VTach (29% to -13%) and PEA (27% to 15%).
ContributorsVankipuram, Akshay (Author) / Li, Baoxin (Thesis advisor) / Burleson, Winslow (Committee member) / Kahol, Kanav (Committee member) / Arizona State University (Publisher)
Created2012
Description
The 21st century engineer will face a diverse set of challenges spread out along a broad spectrum of disciplines. Among others, the fields of energy, healthcare, cyberspace, virtual reality, and neuroscience require monumental efforts by the new generation of engineers to meet the demands of a growing society. However the most important, and likely the most under recognized, challenge lies in developing advanced personalized learning. It is the core foundation from which the rest of the challenges can be accomplished. Without an effective method of teaching engineering students how to realize these grand challenges, the knowledge pool from which to draw new innovations and discoveries will be greatly diminished. This paper introduces the Inventors Workshop (IW), a hands-on, passion-based approach to personalized learning. It is intended to serve as a manual that will inform the next generation of student leaders and inventioneers about the core concepts the Inventors Workshop was built upon, and how to continue improvement into the future. Due to the inherent complexities in the grand challenge of personalized learning, the IW has developed a multifaceted solution that is difficult to explain in a single phrase. To enable comprehension of the IW's full vision, the process undergone to date of establishing and expanding the IW is described. In addition, research has been conducted to determine a variety of paths the Inventors Workshop may utilize in future expansion. Each of these options is explored and related to the core foundations of the IW to assist future leaders and partners in effectively improving personalized learning at ASU and beyond.
ContributorsEngelhoven, V. Logan (Author) / Burleson, Winslow (Thesis director) / Peck, Sidnee (Committee member) / Fortun, A. L. Cecil (Committee member) / Barrett, The Honors College (Contributor) / Ira A. Fulton School of Engineering (Contributor)
Created2012-12