An approach for augmented learning of finite element analysis

Huang, Jiale; Ong, S. K.; Nee, A. Y. C.

doi:10.1002/cae.22125

Cited by 22 publications

(13 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Kraus et al [29] developed an Apple‐based mixed reality technology (“Struct‐MRT”) that enabled undergraduate students to learn about reinforced concrete corbels, as well as steel frames loaded with uniformly distributed forces. At the graduate level, Huang et al [23] devised a computer‐based AR application to teach finite element analysis of 3D frame structures to civil and mechanical engineering students.…”

Section: Introductionmentioning

confidence: 99%

An active learning approach to teach distributed forces using augmented reality with guided inquiry

Giancaspro,

Arboleda,

Kim

et al. 2023

Comp Applic In Engineering

View full text Add to dashboard Cite

Mastering the concept of distributed forces is vital for students who are pursuing a major involving engineering mechanics. Misconceptions related to distributed forces that are typically acquired in introductory Physics courses should be corrected to increase student success in subsequent mechanics coursework. The goal of this study was to develop and assess a guided instructional activity using augmented reality (AR) technology to improve undergraduate engineering students' understanding of distributed forces. The AR app was accompanied by a complementary activity to guide and challenge students to model objects as beams with progressively increasing difficulty. The AR tool allowed students to (a) model a tabletop as a beam with multiple distributed forces, (b) visualize the free body diagram, and (c) compute the external support reactions. To assess the effectiveness of the activity, 43 students were allocated to control and treatment groups using an experimental nonequivalent groups preactivity/postactivity test design. Of the 43 students, 35 participated in their respective activity. Students in the control group collaborated on traditional problem‐solving, while those in the treatment group engaged in a guided activity using AR. Students' knowledge of distributed forces was measured using their scores on a 10‐item test instrument. Analysis of covariance was utilized to analyze postactivity test scores by controlling for the preactivity test scores. The treatment group demonstrated a significantly greater improvement in postactivity test scores than that of the control group. The measured effect size was 0.13, indicating that 13% of the total variance in the postactivity test scores can be attributed to the activity. Though the effect size was small, the results suggest that a guided AR activity can be more effective in improving student learning outcomes than traditional problem‐solving.

show abstract

Section: Introductionmentioning

confidence: 99%

An active learning approach to teach distributed forces using augmented reality with guided inquiry

Giancaspro,

Arboleda,

Kim

et al. 2023

Comp Applic In Engineering

View full text Add to dashboard Cite

show abstract

“…One of these technologies is augmented reality (AR). Huang et al [6] presented a tool that implements the AR in teaching the finite element method for both civil and mechanical engineering students. Bodnar et al [7] investigated about 191 papers that were published in the field of engineering game-based education.…”

Section: Introductionmentioning

confidence: 99%

Gamifying structural analysis assessments for first‐year architecture engineering students

Micheal

2022

Comp Applic In Engineering

View full text Add to dashboard Cite

The structural analysis module is a challenge for both teachers and students. The module content is usually presented to students in the form of a set of equations when solved, the structure of internal forces is obtained. Usually, the assignments adopted in such modules are paper‐based exams. Such a strategy may assess the capacity of the students to employ different sets of equations to solve a problem. However, this is not enough for a vivid educational atmosphere. Transforming these equations into a digital simulation is the best solution for the education process. Digitalization is more appealing to nowadays students and it gives the teacher a wide spectrum of discussions without the hindrance of calculations time. It is also a mitigation for the online teaching process during the Covid‐19 pandemic. This paper presents a digital simulation of different structures using a simple tool that enables students to visualize the simultaneous interaction between geometry, loading, boundary conditions, and internal forces. Furthermore, transforming this tool into an offline mobile app helps both the teacher and the student to gamify the investigation of any structure.

show abstract

“…AEC colleges and universities are increasingly infusing electronics, fabrication, sensors and coding. Examples in the fields of structural analysis [12][13], structural dynamics [14][15] and responsive architecture [16] show the great potential in many of the disciplines of the AEC sector. This paper describes a set of pedagogical activities designed for students at the beginning of civil engineering bachelor degrees.…”

Section: Introductionmentioning

confidence: 99%