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R.S. Taen
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The traditional approach of teaching engineering at the faculty of Industrial Design Engineering using direct instructions and problem-based learning was ineffective, as students failed to apply the engineering knowledge in their capstone design projects. Therefore, in the first-year engineering course Understanding Product Engineering (UPE), the Productive Failure (PF) method is used to teach mechanics of materials. Amongst other subjects, UPE includes modules on manufacturing techniques for plastics and metals, typically taught by theory alone. To address the challenge of practicing this knowledge and enhance their learning even more, a simple, safe, and cost-effective machine was introduced simulating thermoforming, injection moulding, and metal bending. This machine encourages experiential learning, which positively impacts knowledge retention and decision-making regarding material-manufacturing techniques.
To validate the student’s enhancement in learning, an A/B test is executed which compares the PF approach using the experiential machine with traditional direct instruction (DI). Group A (nine students) used the machine and struggled before receiving instructional materials, while Group B (nine students) received direct instruction first. The students were interviewed on their experiences after the workshop and tested online on the content.
Results showed significant differences in student perceptions and experiences. Group A, using the experiential machines, felt more confident, enthusiastic, intrigued, and engaged compared to Group B. However, test scores of the exam a week later showed little differences between the two approaches.
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To validate the student’s enhancement in learning, an A/B test is executed which compares the PF approach using the experiential machine with traditional direct instruction (DI). Group A (nine students) used the machine and struggled before receiving instructional materials, while Group B (nine students) received direct instruction first. The students were interviewed on their experiences after the workshop and tested online on the content.
Results showed significant differences in student perceptions and experiences. Group A, using the experiential machines, felt more confident, enthusiastic, intrigued, and engaged compared to Group B. However, test scores of the exam a week later showed little differences between the two approaches.
...
The traditional approach of teaching engineering at the faculty of Industrial Design Engineering using direct instructions and problem-based learning was ineffective, as students failed to apply the engineering knowledge in their capstone design projects. Therefore, in the first-year engineering course Understanding Product Engineering (UPE), the Productive Failure (PF) method is used to teach mechanics of materials. Amongst other subjects, UPE includes modules on manufacturing techniques for plastics and metals, typically taught by theory alone. To address the challenge of practicing this knowledge and enhance their learning even more, a simple, safe, and cost-effective machine was introduced simulating thermoforming, injection moulding, and metal bending. This machine encourages experiential learning, which positively impacts knowledge retention and decision-making regarding material-manufacturing techniques.
To validate the student’s enhancement in learning, an A/B test is executed which compares the PF approach using the experiential machine with traditional direct instruction (DI). Group A (nine students) used the machine and struggled before receiving instructional materials, while Group B (nine students) received direct instruction first. The students were interviewed on their experiences after the workshop and tested online on the content.
Results showed significant differences in student perceptions and experiences. Group A, using the experiential machines, felt more confident, enthusiastic, intrigued, and engaged compared to Group B. However, test scores of the exam a week later showed little differences between the two approaches.
To validate the student’s enhancement in learning, an A/B test is executed which compares the PF approach using the experiential machine with traditional direct instruction (DI). Group A (nine students) used the machine and struggled before receiving instructional materials, while Group B (nine students) received direct instruction first. The students were interviewed on their experiences after the workshop and tested online on the content.
Results showed significant differences in student perceptions and experiences. Group A, using the experiential machines, felt more confident, enthusiastic, intrigued, and engaged compared to Group B. However, test scores of the exam a week later showed little differences between the two approaches.
With the introduction of the new Industrial Design Engineering (IDE) bachelor in 2021 all courses underwent a revision to promote, amongst other, an autonomous learning attitude. The conventional approach of teaching engineering relied on direct instructions and problem-based learning and proved to be inadequate. With a short retention time and limited deeper concept understanding, students struggled to apply their engineering knowledge in capstone design projects. This project aims to develop new educational materials to align better with this new attitude.
The project is approached with a hands-on and iterative mindset. More than nine prototypes have been developed and tested with users. The result is a versatile educational toolkit that can be configured into small-scale manufacturing machines. Currently three configurations are developed, but due to its modular components more configurations can be added in the future. These machines provide students with hands-on experience related to manufacturing techniques and its opportunities, limitations, and materials. By being intriguing, exciting, versatile, and user-friendly, the machines stimulate active involvement. With a focus on producibility and cost-effectiveness, this toolkit is designed to integrate seamlessly into the IDE bachelor's program, offering an accessible, practical, and engaging learning resource that supports deeper concept understanding. ...
The project is approached with a hands-on and iterative mindset. More than nine prototypes have been developed and tested with users. The result is a versatile educational toolkit that can be configured into small-scale manufacturing machines. Currently three configurations are developed, but due to its modular components more configurations can be added in the future. These machines provide students with hands-on experience related to manufacturing techniques and its opportunities, limitations, and materials. By being intriguing, exciting, versatile, and user-friendly, the machines stimulate active involvement. With a focus on producibility and cost-effectiveness, this toolkit is designed to integrate seamlessly into the IDE bachelor's program, offering an accessible, practical, and engaging learning resource that supports deeper concept understanding. ...
With the introduction of the new Industrial Design Engineering (IDE) bachelor in 2021 all courses underwent a revision to promote, amongst other, an autonomous learning attitude. The conventional approach of teaching engineering relied on direct instructions and problem-based learning and proved to be inadequate. With a short retention time and limited deeper concept understanding, students struggled to apply their engineering knowledge in capstone design projects. This project aims to develop new educational materials to align better with this new attitude.
The project is approached with a hands-on and iterative mindset. More than nine prototypes have been developed and tested with users. The result is a versatile educational toolkit that can be configured into small-scale manufacturing machines. Currently three configurations are developed, but due to its modular components more configurations can be added in the future. These machines provide students with hands-on experience related to manufacturing techniques and its opportunities, limitations, and materials. By being intriguing, exciting, versatile, and user-friendly, the machines stimulate active involvement. With a focus on producibility and cost-effectiveness, this toolkit is designed to integrate seamlessly into the IDE bachelor's program, offering an accessible, practical, and engaging learning resource that supports deeper concept understanding.
The project is approached with a hands-on and iterative mindset. More than nine prototypes have been developed and tested with users. The result is a versatile educational toolkit that can be configured into small-scale manufacturing machines. Currently three configurations are developed, but due to its modular components more configurations can be added in the future. These machines provide students with hands-on experience related to manufacturing techniques and its opportunities, limitations, and materials. By being intriguing, exciting, versatile, and user-friendly, the machines stimulate active involvement. With a focus on producibility and cost-effectiveness, this toolkit is designed to integrate seamlessly into the IDE bachelor's program, offering an accessible, practical, and engaging learning resource that supports deeper concept understanding.