Work in Progress: The Effects of Computer Simulation and Animation on Student Metacognition During Engineering Dynamics Learning

Final Paper pdf 321KB

Research on metacognition (i.e., the awareness and management of one’s own thought) has long been conducted in the conventional learning environment, such as “chalk and talk” classroom lectures. This work-in-progress study investigates how computer simulation and animation (CSA) affects student metacognition during the process of learning engineering dynamics, a foundational course that students in many engineering programs are required to take. The results show that when learning with CSA, student metacognition primarily focuses on four activities: clarifying understanding by interfering or questioning; paraphrasing, scanning, skimming the problem; demonstrating confidence, and deciding to focus on the mathematical representation.

Author(s):

Ning Fang    
Department of Engineering Education
Utah State University
United States

Collen Kretzer    
Department of Engineering Education
Utah State University
United States

Ashton Jessup    
Department of Engineering Education
Utah State University
United States

Moe Tajvidi    
Department of Engineering Education
Utah State University
United States