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• W2600456485 abstract "Based on data from a previous study, we have made significant changes to our sophomore Introduction to Design course at the United States Air Force Academy. The two most important changes have been the division of the course into separate redesign and original design components and the incorporation of extensive hands-on content into the course. The first half of the semester is spent working on a reverse engineering / redesign project. During this half of the semester, 75% of the lectures now have a significant hands-on component. The primary purpose of this paper is to report on the effectiveness of this hands-on content. In addition, we will provide an overview of the division of the course into redesign and original design sections. The primary assessment tool being used is a survey which students fill out after each lecture. Each student survey took approximately a minute to complete and was designed to differentiate between four things: 1) student’s interest in that lecture’s subject matter, 2) that day’s learning experience, 3) their ability to apply material covered that day and 4) their interest in exploring that lecture’s material further. The results from the surveys are correlated with the students’ Myers Briggs (MBTI) type as well as the type of “learner” they are, as measured by the VARK learning styles instrument. Results indicate that the hands-on content is very helpful for the MBTI S-type students (hands-on content ranked in 62 percentile overall), while it is not as helpful for the MBTI N-type students (handson content ranked in 52 percentile overall). VARK learning style “K” type students responded favorably to the hands-on content (55 percentile) while “non-K” types responded negatively (43 percentile) to the hands-on content." @default.
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• W2600456485 modified "2023-09-23" @default.
• W2600456485 title "Hands On Experiences To Enhance Learning Of Design: Effectiveness In A Redesign Context When Correlated With Mbti And Vark Types" @default.
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