Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350451
H. Tsukamoto, H. Nagumo, Y. Takemura, Ken-ichi Matsumoto
In order to motivate students to learn programming, many instructors have tried to use games, robots, narative media, artwork, and so on hoping that they would impress their students. However, there has not been any comparative study of these outcomes. In this research, two outcomes of programming, games and artwork have been studied together, and the motivation factors of them have been comparatively analyzed. Processing programming environment was used as the common programming environment for the two outcomes, and the motivation of the students was analyzed using our original questionnaire based on the ARCS (Attention, Relevance, Confidence, and Satisfaction) motivation model. The questionnaire was conducted three times: early, middle, and late in the course. The average scores for all the four factors in the ARCS model were higher for the game course than the one for the artwork course for all the three trials of the questionnaire. The average scores for the four factors for the game course decreased as the learning phase progressed.
{"title":"Comparative analysis of 2D games and artwork as the motivation to learn programming","authors":"H. Tsukamoto, H. Nagumo, Y. Takemura, Ken-ichi Matsumoto","doi":"10.1109/FIE.2009.5350451","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350451","url":null,"abstract":"In order to motivate students to learn programming, many instructors have tried to use games, robots, narative media, artwork, and so on hoping that they would impress their students. However, there has not been any comparative study of these outcomes. In this research, two outcomes of programming, games and artwork have been studied together, and the motivation factors of them have been comparatively analyzed. Processing programming environment was used as the common programming environment for the two outcomes, and the motivation of the students was analyzed using our original questionnaire based on the ARCS (Attention, Relevance, Confidence, and Satisfaction) motivation model. The questionnaire was conducted three times: early, middle, and late in the course. The average scores for all the four factors in the ARCS model were higher for the game course than the one for the artwork course for all the three trials of the questionnaire. The average scores for the four factors for the game course decreased as the learning phase progressed.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125358208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350863
P. Sancho, J. Torrente, Baltasar Fernandez-Manjon
The use of multi-user virtual environments (MUVEs) in education is increasing mainly due to motivational aspects. However, more practical research about the impact of MUVEs on students' motivation in real educational contexts is required. Here we present Mare Monstrum, a system which integrates a MUVE with a learning management system and uses a fantastic narrative metaphor for teaching programming. The impact of the theories implemented in Mare Monstrum on the students' motivation have been evaluated in several case studies in the Spanish higher education context. In this paper we describe the system, the underlying hypotheses we intend to prove, the case studies and, finally, we present a brief discussion on the results obtained.
{"title":"Do multi-user virtual environments really enhance student's motivation in engineering education?","authors":"P. Sancho, J. Torrente, Baltasar Fernandez-Manjon","doi":"10.1109/FIE.2009.5350863","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350863","url":null,"abstract":"The use of multi-user virtual environments (MUVEs) in education is increasing mainly due to motivational aspects. However, more practical research about the impact of MUVEs on students' motivation in real educational contexts is required. Here we present Mare Monstrum, a system which integrates a MUVE with a learning management system and uses a fantastic narrative metaphor for teaching programming. The impact of the theories implemented in Mare Monstrum on the students' motivation have been evaluated in several case studies in the Spanish higher education context. In this paper we describe the system, the underlying hypotheses we intend to prove, the case studies and, finally, we present a brief discussion on the results obtained.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125382133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350469
David M. Beck, George Vrabel, M. Budnik
Around the world, primary and secondary schools are challenged to implement appropriate programs for their gifted and talented students. In this paper, we present how our community's public school system and our college of engineering collaboratively developed and implemented a program on Nanotechnology for a group of forty 9–11 year olds on a completely self-sustaining basis. The program's objectives and outcomes are aligned with our state's Core Science and Academic Standards. Modest student fees (US $30 per child) cover the training and salary for undergraduate students to serve as instructors, as well as the salary for the K-12 teachers/mentors to be present as additional support during the sessions. After completing the program, the children met over 90% of the objectives. Subjectively, the program was highly regarded by both parents and students. Survey results from children who attended the program and their parents were 5.00/5.00 and 4.79/5.00, respectively.
{"title":"Introduction to Nanotechnology: implementation of a cooperative program for gifted and talented elementary school children","authors":"David M. Beck, George Vrabel, M. Budnik","doi":"10.1109/FIE.2009.5350469","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350469","url":null,"abstract":"Around the world, primary and secondary schools are challenged to implement appropriate programs for their gifted and talented students. In this paper, we present how our community's public school system and our college of engineering collaboratively developed and implemented a program on Nanotechnology for a group of forty 9–11 year olds on a completely self-sustaining basis. The program's objectives and outcomes are aligned with our state's Core Science and Academic Standards. Modest student fees (US $30 per child) cover the training and salary for undergraduate students to serve as instructors, as well as the salary for the K-12 teachers/mentors to be present as additional support during the sessions. After completing the program, the children met over 90% of the objectives. Subjectively, the program was highly regarded by both parents and students. Survey results from children who attended the program and their parents were 5.00/5.00 and 4.79/5.00, respectively.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125402331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350408
I. Russell, Z. Markov
The paper presents the second phase of a curriculum project that builds on existing successful work. Our work involves the development, implementation, and testing of an adaptable framework for the presentation of core AI topics that emphasizes the relationship between AI and computer science. Under phase 1, we developed and pilot-tested our proof-of-concept. The second phase involves further development and testing of this adaptable framework for the presentation of core AI topics through a unifying theme of machine learning using a project-based and application-oriented approach. A total of twenty-six projects that span a variety of applications are being developed and tested. Each project involves the development of a machine learning system in a specific application. The applications span a large area including network security, recommender systems, game playing, computational chemistry, robotics, conversational systems, cryptography, web document classification, vision, bioinformatics, pattern recognition, data mining, and others. We present an overview of this work along with preliminary classroom experiences.
{"title":"A multi-institutional project-centric framework for teaching AI concepts","authors":"I. Russell, Z. Markov","doi":"10.1109/FIE.2009.5350408","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350408","url":null,"abstract":"The paper presents the second phase of a curriculum project that builds on existing successful work. Our work involves the development, implementation, and testing of an adaptable framework for the presentation of core AI topics that emphasizes the relationship between AI and computer science. Under phase 1, we developed and pilot-tested our proof-of-concept. The second phase involves further development and testing of this adaptable framework for the presentation of core AI topics through a unifying theme of machine learning using a project-based and application-oriented approach. A total of twenty-six projects that span a variety of applications are being developed and tested. Each project involves the development of a machine learning system in a specific application. The applications span a large area including network security, recommender systems, game playing, computational chemistry, robotics, conversational systems, cryptography, web document classification, vision, bioinformatics, pattern recognition, data mining, and others. We present an overview of this work along with preliminary classroom experiences.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121346639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350751
T. Rikakis
This paper presents five innovative practices in the evaluation of engineering faculty that work collaboratively across disciplines: i) use of a four category meta-matrix for calibrating evaluation standards across diverse research outcomes and practices, ii) replacing the traditional author hierarchy with group authoring practices for collective research products, iii) evaluating and rewarding the size, strength and diversity of a faculty member's network of collaborators, iv) establishing guidelines for balancing interdisciplinary and disciplinary components of the evaluation across collaborating departments and v) using interdisciplinary evaluation committees at all levels of evaluation. These practices are key components of the interdisciplinary evaluation criteria of the School of Arts, Media and Engineering at Arizona State University. This paper presents the development and implementation process of these criteria as well as preliminary results from their use for faculty evaluations over the past five years. It discusses how these practices incentivize substantial interdisciplinary collaborations and related high impact results.
{"title":"Innovative faculty evaluation criteria for incentivizing high-impact interdisciplinary collaboration","authors":"T. Rikakis","doi":"10.1109/FIE.2009.5350751","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350751","url":null,"abstract":"This paper presents five innovative practices in the evaluation of engineering faculty that work collaboratively across disciplines: i) use of a four category meta-matrix for calibrating evaluation standards across diverse research outcomes and practices, ii) replacing the traditional author hierarchy with group authoring practices for collective research products, iii) evaluating and rewarding the size, strength and diversity of a faculty member's network of collaborators, iv) establishing guidelines for balancing interdisciplinary and disciplinary components of the evaluation across collaborating departments and v) using interdisciplinary evaluation committees at all levels of evaluation. These practices are key components of the interdisciplinary evaluation criteria of the School of Arts, Media and Engineering at Arizona State University. This paper presents the development and implementation process of these criteria as well as preliminary results from their use for faculty evaluations over the past five years. It discusses how these practices incentivize substantial interdisciplinary collaborations and related high impact results.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121658897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350499
Wen-Ting Chung, Jieun Lee, J. Husman, G. Stump, Cecelia Maez, Aaron Done
The purpose of this study is to examine how engineering students' conceptualization of their future is related to the factors which have been studied related to students' retention. Two Future Time Perspective (FTP) constructs, Connectedness and Perceived Instrumentality, were included to measure students' conceptualization of their future. The results indicated that students who tended to connect their present to engineering future career (Connectedness) believed they were more capable of learning course materials, reported they used more collaborative learning strategies as well as engaged more in knowledge building behaviors, and have higher grades. Also, student who perceived their current learning as being helpful for their future learning and career (Perceived Instrumentality) believe they were more capable of learning course materials and reported more engagement in knowledge building behaviors. Our study contributes to the recent trend of engineering education reform which advocates increasing the connection between students' daily learning and future careers, by introducing Future Time Perspective (FTP), a widely studied theory in psychology. Our findings provide educators guidelines for incorporating connections to the future into curricula content and instructional design.
{"title":"Connecting to the future: How the perception of future impacts engineering undergraduate students' learning and performance","authors":"Wen-Ting Chung, Jieun Lee, J. Husman, G. Stump, Cecelia Maez, Aaron Done","doi":"10.1109/FIE.2009.5350499","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350499","url":null,"abstract":"The purpose of this study is to examine how engineering students' conceptualization of their future is related to the factors which have been studied related to students' retention. Two Future Time Perspective (FTP) constructs, Connectedness and Perceived Instrumentality, were included to measure students' conceptualization of their future. The results indicated that students who tended to connect their present to engineering future career (Connectedness) believed they were more capable of learning course materials, reported they used more collaborative learning strategies as well as engaged more in knowledge building behaviors, and have higher grades. Also, student who perceived their current learning as being helpful for their future learning and career (Perceived Instrumentality) believe they were more capable of learning course materials and reported more engagement in knowledge building behaviors. Our study contributes to the recent trend of engineering education reform which advocates increasing the connection between students' daily learning and future careers, by introducing Future Time Perspective (FTP), a widely studied theory in psychology. Our findings provide educators guidelines for incorporating connections to the future into curricula content and instructional design.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128921350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350471
Nick Oswald, A. Cheville, K. High
The first iteration of a freshman “Applying Mathematics to Engineering Design” Course at Oklahoma State University was based on the successful national model of a Freshman Engineering Math course designed at Wright State University. This course is addresses issues in transfer of mathematics to engineering, motivation, and retention. The course introduces engineering applications to algebra, linear algebra, trigonometry, sinusoids, differentiation, and integration through the use of laboratory design experiences. Students who participated in this course completed several validated assessments including a mathematics attitude survey and concept inventory. Students who completed this course had higher motivation towards and continuing in engineering as compared to a control group of other freshman engineering students. No statistically significant differences were found on the concept inventory in either group.
{"title":"Work in progress - motivation for mathematics, using design with the Wright State model","authors":"Nick Oswald, A. Cheville, K. High","doi":"10.1109/FIE.2009.5350471","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350471","url":null,"abstract":"The first iteration of a freshman “Applying Mathematics to Engineering Design” Course at Oklahoma State University was based on the successful national model of a Freshman Engineering Math course designed at Wright State University. This course is addresses issues in transfer of mathematics to engineering, motivation, and retention. The course introduces engineering applications to algebra, linear algebra, trigonometry, sinusoids, differentiation, and integration through the use of laboratory design experiences. Students who participated in this course completed several validated assessments including a mathematics attitude survey and concept inventory. Students who completed this course had higher motivation towards and continuing in engineering as compared to a control group of other freshman engineering students. No statistically significant differences were found on the concept inventory in either group.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129332506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350622
G. Sato, H. de Azevedo, R. Noronha, F. do Rocio Strauhs
This paper discusses a tool to study the relations among group members of a social network that evolve using a virtual environment. Understanding how these relations are built and maintained is essential to foster favorable conditions that can facilitate collective and individual learning. The focus of interest is how inner relations affect both the collective and individual learning of its members. We consider a group as being a set of relations among people and artifacts. As an example, we might determine which relations among members of a Project Team (predominantly goal-oriented) are different from the ones found in Communities of Practice (predominantly learning-oriented), and how they affect the learning of their members. We propose to characterize the relations among members by analyzing text content of social exchanges (e.g. email messages, blog posts, chat sessions, etc). The approach originality relies on taking into account the distinct points of view of its actors. Due to the distributed character of the problem (a virtual group), we intend to develop this tool by using a Multi- Agent System, whose architecture we present in this paper.
{"title":"Work in progress - towards a tool to analyze qualitative aspects of the relations among members of social networks","authors":"G. Sato, H. de Azevedo, R. Noronha, F. do Rocio Strauhs","doi":"10.1109/FIE.2009.5350622","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350622","url":null,"abstract":"This paper discusses a tool to study the relations among group members of a social network that evolve using a virtual environment. Understanding how these relations are built and maintained is essential to foster favorable conditions that can facilitate collective and individual learning. The focus of interest is how inner relations affect both the collective and individual learning of its members. We consider a group as being a set of relations among people and artifacts. As an example, we might determine which relations among members of a Project Team (predominantly goal-oriented) are different from the ones found in Communities of Practice (predominantly learning-oriented), and how they affect the learning of their members. We propose to characterize the relations among members by analyzing text content of social exchanges (e.g. email messages, blog posts, chat sessions, etc). The approach originality relies on taking into account the distinct points of view of its actors. Due to the distributed character of the problem (a virtual group), we intend to develop this tool by using a Multi- Agent System, whose architecture we present in this paper.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130793770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350485
James. C. Squire, G. Sullivan, George M. Brooke
Scientific studies have established the importance of engineering demonstrations, yet comparatively little is known about what makes some demonstrations more effective than others. In this study we investigate the pedagogic effect of demonstration construction quality. This study considers two build qualities: “raw” and “polished”. Raw demonstrations use prototype-quality construction techniques such as exposed solderless breadboards, and polished demonstrations use production-quality construction techniques designed to emulate typical consumer electronics. The impact of the demonstrations on student interest were assessed by constructing paired sets of demonstrations of raw and polished quality. These were used in lectures to 119 students and student interest and comprehension were assessed by post-lecture surveys. Initial data using only a single demonstration in both raw and polished versions show students in both technical and nontechnical majors score higher in objective testing and report higher interest in the material using raw construction techniques (two-tailed p=0.051 and ≪0.01 respectively). Further data using other demonstrations will be obtained in 2009 to determine if these findings can be generalized.
{"title":"Work in progress - relationship of demonstration construction quality on pedagogic effectiveness","authors":"James. C. Squire, G. Sullivan, George M. Brooke","doi":"10.1109/FIE.2009.5350485","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350485","url":null,"abstract":"Scientific studies have established the importance of engineering demonstrations, yet comparatively little is known about what makes some demonstrations more effective than others. In this study we investigate the pedagogic effect of demonstration construction quality. This study considers two build qualities: “raw” and “polished”. Raw demonstrations use prototype-quality construction techniques such as exposed solderless breadboards, and polished demonstrations use production-quality construction techniques designed to emulate typical consumer electronics. The impact of the demonstrations on student interest were assessed by constructing paired sets of demonstrations of raw and polished quality. These were used in lectures to 119 students and student interest and comprehension were assessed by post-lecture surveys. Initial data using only a single demonstration in both raw and polished versions show students in both technical and nontechnical majors score higher in objective testing and report higher interest in the material using raw construction techniques (two-tailed p=0.051 and ≪0.01 respectively). Further data using other demonstrations will be obtained in 2009 to determine if these findings can be generalized.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131161847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-10-18DOI: 10.1109/FIE.2009.5350509
Jordan Brindza, Jessica Szweda, Qi Liao, Yingxin Jiang, A. Striegel
It is often a daunting task for engineering students to learn programming. Learning by playing has proven to be an effective way to engage students at nearly all levels of the curriculum. In this work, we will describe how we developed modules for teaching MATLAB to freshmen engineers through the use of the Nintendo Wiimote and motion capture. Through the work of a summer REU project, we developed and prototyped a unified set of C# and MATLAB libraries for Windows entitled WiiLab. In particular, the work focused on creating an easy-to-use API that largely abstracted the complexity of interacting with the Wiimote. In the work, we describe several laboratory modules developed for WiiLab and experiences from using the Wiimote in a four hundred student freshmen engineering course.
{"title":"WiiLab: Bringing together the Nintendo Wiimote and MATLAB","authors":"Jordan Brindza, Jessica Szweda, Qi Liao, Yingxin Jiang, A. Striegel","doi":"10.1109/FIE.2009.5350509","DOIUrl":"https://doi.org/10.1109/FIE.2009.5350509","url":null,"abstract":"It is often a daunting task for engineering students to learn programming. Learning by playing has proven to be an effective way to engage students at nearly all levels of the curriculum. In this work, we will describe how we developed modules for teaching MATLAB to freshmen engineers through the use of the Nintendo Wiimote and motion capture. Through the work of a summer REU project, we developed and prototyped a unified set of C# and MATLAB libraries for Windows entitled WiiLab. In particular, the work focused on creating an easy-to-use API that largely abstracted the complexity of interacting with the Wiimote. In the work, we describe several laboratory modules developed for WiiLab and experiences from using the Wiimote in a four hundred student freshmen engineering course.","PeriodicalId":129330,"journal":{"name":"2009 39th IEEE Frontiers in Education Conference","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129721121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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