This paper describes the design, development, implementation, and assessment of a multimedia-based learning module focused on biomechanics. The module is comprised of three challenges and is based on a model of learning and instruction known as the How People Learn (HPL) framework. Classroom assessment of the first challenge was undertaken to test the hypothesis that the HPL approach increases adaptive expertise in movement biomechanics. Student achievement was quantified using pre-and post-test questionnaires designed to measure changes in three facets of adaptive expertise: factual and conceptual knowledge and transfer. The results showed that the HPL approach increased students' conceptual knowledge as well as their ability to transfer knowledge to new situations. These findings indicate that challenge-based instruction, when combined with an intellectually engaging curriculum and principled instructional design, can accelerate the trajectory of novice to expert development in bioengineering education.
This paper presents the methodology and results for the classroom testing of biomechanics learning modules developed as part of the VaNTH educational coalition. The pedagogical framework for these modules is based on the widely publicized book "How People Learn" (HPL). The HPL teaching framework presents the learning material as a series of challenges that are posed through a "Legacy Cycle." Three VANTH modules, covering seven challenges, were tested in an undergraduate Mechanical Engineering course in Fall 2003. The class (N=32) was divided into two groups, control and trial, based on a random assignment. The control group performed the challenge in a traditional way (pencil and paper) while the trial group solved the challenge using the VaNTH material located at a website. For each group, a pre-test, post-test, and affect ranking were administered. The students were also surveyed on the learning effectiveness of the various components of each module. Each group also handed in a homework set for each challenge. The aim of the study was twofold. First, to determine if there was any difference in the educational performance between the trial group versus the control group. Secondly, to determine what parts of each module were most effective and which parts were least effective in student learning, in order to improve each module for future learners.
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