Development and applications of interactive multimedia TAPS (Technology Assisted Problem Solving) packages for engineering

Abstract

Teaching conceptual and qualitative material effectively while leveraging the contents efficiently has been an elusive goal for many computer aided learning (CAL) packages in the past. With the advent of newer technologies such as multimedia and virtual reality these technologies are being researched and applied to various areas of educational settings, especially in science and technology. However the potential of these technologies has not been fully exploited, particularly in the teaching of engineering. In this thesis, an innovative approach based on the principle of CAL is used to design and implement integrated packages known as Technology Assisted Problem Solving or TAPS packages, which guide students step-by-step to complete various Engineering Mechanics problems. Since the use of CAL in higher learning institutions in Malaysia is still at its infancy, this research is mainly concerned with the development of effective TAPS packages in supplementing the teaching and learning of Engineering Mechanics. The study adopted multi-design approach (i.e. 2-D, 3-D, coach-based, and desktop virtual reality) to simplify the underlying engineering principles and thereby accelerate the learning process of slow learners (i.e. learners experiencing difficulties with understanding Engineering Mechanics theories). Four TAPS packages were developed and tested by undergraduates to validate the design approach of the TAPS packages. These TAPS packages were developed using various 3-D modeling and multimedia authoring tools. The TAPS packages were structured according to the learners’ needs based on the survey carried out using the Felder-Solomon’s ILS questionnaires and the packages were evaluated using quantitative techniques for its effectiveness. Four groups of learners were identified i.e. sensory, visual, active and sequential. The results showed that different group of learners have different preferences of the features offered in the TAPS packages. Nevertheless, the study found that the step-by-step approach which was integrated in each of the four TAPS packages was beneficial in promoting learning and understanding of Engineering Mechanics concepts, particularly to slow learners. The outcome of this research indicates that the TAPS packages have great potential in aiding the learning of engineering and to enhance students’ visualization in solving Engineering Mechanics problems.