Deploying Virtual Product Dissection Lesson Modules in Introductory Engineering Classrooms: A Research-Driven Approach

Abstract

Product dissection is a problem-based learning activity that is often integrated into engineering courses in order to help students learn to systematically disassemble and analyze a product and all of its parts. Product dissection was first introduced into engineering education in the early 1990's and has since been a staple in introductory courses. Although many studies have been conducted in relation to product dissection, research has not been systematic, leaving us to question how variations in product dissection impact learning, creativity, or both for students when used in the classroom. To fill this gap, our research group has conducted numerous studies over the last four years in order to systematically investigate variations in deployment of product dissection in an engineering classroom. Using the findings from these studies, we have developed a virtual product dissection module and deployed it in an introductory engineering course. We provide recommendations for the use of product dissection in the classroom and provide insights into the deployment of this module. The results from the case study that follows indicate that students found the dissection modules helped them understand how the products worked and that it could be used to inspire creative ideas during idea generation. Although the students found the dissection useful, some of them struggled to see how their dissected product related to the design task they were completing. These results are used for continued development of the product dissection classroom lesson modules.

Implementing Product Dissection in Virtual Classrooms

“…To answers these research questions, a product dissection module based off of the module developed by Starkey et al [19] was implemented in an online graduate product innovation class. This study had a total of 34 participants.…”

“…These studies were conducted with undergraduate students in collocated classrooms for residential courses. A virtual product dissection module was developed based off of this prior work [19]. In order to understand the impact of the culmination of this work, student perceptions of this module were investigated and found to be positive.…”

“…Lesson Introduction | The lesson/module began with a class discussion on the engineering design process, which focused on conceptualization and creativity, which was developed from a lesson plan inspired by Starkey et al [19]. Embedded in the slide deck presentation that was assembled to introduce students to the entire process is a YouTube Video (https://www.youtube.com/watch?v=fuaaXMp35NI) (7:41) "developed by the researchers that introduces students to the importance of creativity in engineering design through a series of engineering examples and creativity exercises like an alternative use test [35]" [19], quoted directly from page 9. This short introductory video to creativity included a quick activity to encourage them to think outside the box.…”

“…As a result, the style by which the educator who runs and supervises each course-specifically an online one in which there is minimal, if any, face-to-face contact-determines the positive relationship between the intrinsic motivation and the creativity that is fostered and furthered developed [37]. The Intrinsic Motivation Inventory (IMI) instrument was used to assess intrinsic motivation of participants through the usefulness subscale [19]. The following two questions were used to assess usefulness of the dissection activity…”

“…It would be impossible to dissect, or disassemble, it, especially the engine without taking the entire assembly a part and examining all the pieces [18]. Once this is done, you are left with many spare parts, which not only becomes wasteful if you can't successfully reassemble, but quite cumbersome for the entire activity [19], [20].…”