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Evaluation and assessment of a biomechanics computer-aided instruction
ARTICLE

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Computers & Education Volume 32, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The Biomechanics Tutorial (BT) is a computer-aided instructional (CAI) tool that expedites the transition from lecture to application for students in an introductory biomechanics class. It contains a review of basic concepts of rigid body mechanics and functional anatomy and combines them in a way that the student can become confident and efficient in building biomechanical models. The tutorial was used by juniors and seniors. The Biomechanics Tutorial contains mechanics and yanatomy reviews and quizzes, quiz results, examples of simulations, a study guide, and practical anatomical simulations that are presented as laboratory exercises for students to explore and analyze. We conducted an objective evaluation using statistical analyses and a subjective evaluation using student questionnaires to assess the tutorial as an instructional aid that accompanied the professor's explanations of basic mechanics and functional anatomy concepts. Pre-tutorial mechanics quiz scores indicated that 86% of the students did not have sufficient mastery of mechanics concepts. The BT significantly (p<0.05) improved the performance on the post-tutorial mechanics quiz. A regression model used to test the effect of the tutorial on final grade while controlling for confounding factors (i.e., GPA and prerequisite classes), did not show that the BT significantly improved the final grades between the control and treatment groups. Students felt the BT was successful in helping them to better understand the principles of industrial ergonomics. This evaluation of the Biomechanics Tutorial is a contribution to the limited amount of research that shows a positive effect of CAI on college student achievement. The results of this study are discussed.

Citation

Washington, N., Parnianpour, M. & Fraser, J.M. (1999). Evaluation and assessment of a biomechanics computer-aided instruction. Computers & Education, 32(3), 207-220. Elsevier Ltd. Retrieved November 28, 2022 from .

This record was imported from Computers & Education on February 1, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0360-1315(99)00004-4

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