ADAMS Computer Assisted Instruction of Engineering Dynamics

• Main Authors: Shin Hoon Lin, 林信宏
• Other Authors: C. M. Hsiung
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/30014705589410160173

碩士 === 國立屏東科技大學 === 機械工程系 === 92 === According to the concepts of this research to lead out the cores of the learning activities to nurture the logical thinking, experiences, insight and analyzing, application, evaluation of the results on learning dynamics for students. First, the questionnaire was used to understand the situation and difficulties of dynamics instruction in national science and technology universities of Taiwan. And the results of analyzing data showed the new teaching strategies were useful for improving dynamics instruction. Second, developing and designing the computer assisted instruction (CAI) material and new instructional model on dynamics curriculum to raise the motivations and interests of students. New instructional model included new materials, new ADAMS, new instructional methods, new instructional activities and new evaluations. At last, cooperative learning and instructional strategies were used to go through and guide whole experimental instruction activities. After the experimental instruction was finished, learning satisfaction questionnaire, course lecture opinions questionnaire, the recorder of classroom observation and interview data were the main analyzing tools to understand the learning situations and effects of students. The sampling of this research was the third year students studied in the department of Mechanical Engineering at NPUST. Fifty-seven students were the object of this research and surveyed during the first semester of 2003. The findings of this study were list below. 1. New instructional model led out cores of the learning activity successfully. 2. The changes of cores in the instructional activity raised the students'self-efficiency. 3. New instructional model of the curriculum and new teaching material raised the students’ interests in learning dynamics. 4. The instructional activity of the curriculum fit for three hours. 5. The complete materials designed by the study improved students’ learning effects. 6. The students made self-learning the materials independently. 7. About half of the research object agreed the cooperative learning was useful to improve the learning effects; however, some of them still needed to be taught positive views of the cooperative learning. 8. The students evaluated the method was positive and active.