| Abstrakt: |
Background: Experiential design opportunities are valuable for helping engineering students realize three-dimensional implications of theoretical concepts taught in the classroom. However, research on effective hands-on task design in the context of undergraduate group problem solving is relatively limited. While some tasks may include three-dimensional representation of task content, there is still much to be understood about how hands-on tasks influence students’ collaboration. Purpose/Hypothesis: To understand the impact of product characteristics on learning outcomes for undergraduate engineering students during a collaborative dissection task, we observed 16 students for collaboration quality as they worked in groups of four to reverse-engineer products through physical deconstruction and modeling in computer-aided design (CAD). Design/Method: We used a multiple-case study format to qualitatively analyze the groups. Ethnographic observations were recorded during three dissection sessions for each group. To understand groups’ experiences during the task, we coded our observations for behaviors that included collaborating versus going off-task, tendency to interact verbally, dividing into subgroups versus working as a whole group, and engaging in dissection and other physical interaction with the product. Results: We observed that dissection product characteristics impacted group collaboration, which in turn may have influenced the quality of their final modeling scores. These findings are supported by a positive relationship between participation in dissection and task scores. Conclusions: The study indicates that task products can impact the quality of collaboration and, in turn, students’ performance. More specifically, the nuances imposed by product characteristics can directly impact group interactions. Task products should be selected with attention to how characteristics may impact students’ opportunities to engage and interact. [ABSTRACT FROM AUTHOR] |
