Examining the Integration and Motivational Impact of Hands on Made4Me: Hands-on Machining, Analysis and Design Experiences for Mechanical Engineers

Abstract

This paper presents the results of an ongoing effort to integrate hands-on machining, analysis and design experiences in several courses in the Department of Mechanical Engineering at the University of Massachusetts Lowell. Ten inexpensive, desktop computer numerical control (CNC) prototyping machines have been introduced to provide students with direct access to hobbyist level prototyping capability (machining wax, wood, ABS plastic, etc.), which might not otherwise be possible with more expensive CNC machines. Example course projects are presented to illustrate how desktop CNC machines can be used to integrate part and prototype realization in engineering education. Results of student motivation surveys in these hands-on courses were compared with results from more traditional lecture-based courses. Our qualitative and quantitative survey results show that, on average, students in the hands-on courses experience higher levels of intrinsic motivation and identified regulation when compared with students enrolled in more traditional, lecture-based courses.

Hands-On Made 4 ME: Deploying, Using, Developing and Evaluating Desktop Computer Numerical Controlled (CNC) Systems in the Engineering Classroom

“…The results of the survey show a strong student response to the survey (at least a 15% response rate most weeks, Figure 20). The response rate is higher than previous years of this project (Vaillant et al 5,6 ).…”

“…[3][4][5][6] A person familiar with the assembly process should be able to assemble a fully operational kit CNC in three to five hours; however, an inexperienced student could easily take well over twelve hours to assemble both the mechanical and electrical system (including comprehensive safety enclosures). The significant time investment is predominantly due to the large number of unique parts and detailed assembly instructions and process.…”

“…Motivation is a continuum, with amotivation existing at the lower end of the scale and intrinsic or internally directed motivation on the other end of the scale 16 . The SIMS survey consists of 16 questions that are used to classify motivation level by weighting the student responses to questions categorized by the following descriptors (descriptions below from Vaillant et al 5 ):…”

“…• External Regulation 5,9,16 : External pressures, in the form of rewards, praise, demands, or punishments, drive participation in an activity.…”

“…• Identified Regulation 5,9,16 : Students identify importance, usefulness, or value in a task, and link the activity to personally desirable goals or outcomes.…”