Graduate Thesis Or Dissertation
 

Evaluating the Effect of Emotions on Student Learning using Prescriptive and Open-ended Lab Activities for a Lean Manufacturing Engineering Course

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/8p58pn867

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  • Research has shown that emotional connections during lab activities increase learning in chemistry and physics courses. However, little research has examined the effects of emotion in engineering courses, and these studies have recognized a dearth of research examining the ability of students to apply engineering concepts in real-world applications based upon their emotional connection to the subject. Further, studies comparing different types of lab delivery across a range of disciplines have shown mixed results regarding their effectiveness in supporting student learning. The research reported in this thesis examines the effects of increased emotional connection on student learning in a university lean manufacturing engineering course using open-ended and prescriptive lab delivery methods. Open-ended lab activities focused on the design of a simulated puzzle factory, while prescriptive lab activities focused on the application of continuous improvement concepts for a simulated toy factory. Thematic analysis was conducted using data collected from student reflections following each lab activity. Reflections included students’ perceptions of their understanding before and after each lab activity and their levels of engagement and excitement during the lab activity. In addition, an open-ended question allowed students to demonstrate their understanding of the concept taught in the lab session. A sample size of 38 - 44 students’ reflections across eight lab activities showed the four prescriptive lab activities led to greater engagement and excitement than the four open- ended lab activities, while the students’ perceived understanding and demonstrated understanding were comparable for both lab types. It was also found that excitement and engagement correlated positively with students’ perceptions of their understanding and their ability to demonstrate understanding. This thesis research examined the effect of excitement and engagement on student learning. Extensions of this research can be undertaken to support more generalized conclusions about the effect of emotions on the ability of students to apply engineering concepts in a real-world work setting. For instance, the designed lab activities led to observed confusion, frustration, and boredom, which may have had an effect on the student performance. The analysis in this thesis relied on post-lab student reflections, which collected student ratings of their emotions during the activities. Future work can pursue more objective in-lab student observation and measurement to evaluate real-time emotional connection to increase the depth of the analysis. For instance, student engagement can be evaluated by observing the number of student-to-student interactions or by tracking eye-movement or pupil dilation.
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