TY - GEN
T1 - EVALUATION OF STUDENTS' LEARNING THROUGH REFLECTION ON DOING BASED ON SENTIMENT ANALYSIS
AU - Wu, Yupeng
AU - Ming, Zhenjun
AU - Allen, Janet K.
AU - Mistree, Farrokh
N1 - Publisher Copyright:
© 2022 American Society of Mechanical Engineers (ASME). All rights reserved.
PY - 2022
Y1 - 2022
N2 - In this paper, we address the following question: How can instructors leverage assessment instruments used to process information gleaned from design, build, and test courses to simultaneously improve student outcomes and assess student learning well enough to improve the course in the future? A Take-away is an unstructured text written by students in AME4163: Principles of Engineering Design offered at the University of Oklahoma, Norman, USA, to record what they understand by reflecting on authentic and immersive experiences throughout the semester. The immersive experiences include lectures, assignments, reviews, building, testing, and a post-analysis for the design of an electro-mechanical system to address a given customer need. In the context of a Take-away, a student then writes a Learning Statement that is a structured sentence written as a triple, i.e., [Experience - Learning - Value]. Between 2019-2021, we collected about 10, 000 Takeaways and Learning Statements from almost 400 students. In this paper, we address the question from the perspective of students' feelings and use dictionary-based sentiment analysis to evaluate students' subjective feelings toward what they are learning. Through quantitative results, we provide evidence-based guidance to instructors on improving the delivery of the course in the future. Our focus in this paper is on explaining the method using data from AME4163. The proposed method is general and can be extended for other types of courses.
AB - In this paper, we address the following question: How can instructors leverage assessment instruments used to process information gleaned from design, build, and test courses to simultaneously improve student outcomes and assess student learning well enough to improve the course in the future? A Take-away is an unstructured text written by students in AME4163: Principles of Engineering Design offered at the University of Oklahoma, Norman, USA, to record what they understand by reflecting on authentic and immersive experiences throughout the semester. The immersive experiences include lectures, assignments, reviews, building, testing, and a post-analysis for the design of an electro-mechanical system to address a given customer need. In the context of a Take-away, a student then writes a Learning Statement that is a structured sentence written as a triple, i.e., [Experience - Learning - Value]. Between 2019-2021, we collected about 10, 000 Takeaways and Learning Statements from almost 400 students. In this paper, we address the question from the perspective of students' feelings and use dictionary-based sentiment analysis to evaluate students' subjective feelings toward what they are learning. Through quantitative results, we provide evidence-based guidance to instructors on improving the delivery of the course in the future. Our focus in this paper is on explaining the method using data from AME4163. The proposed method is general and can be extended for other types of courses.
KW - Education
KW - Learning by Reflecting on Doing
KW - Sentiment Analysis
UR - http://www.scopus.com/inward/record.url?scp=85142491506&partnerID=8YFLogxK
U2 - 10.1115/DETC2022-88161
DO - 10.1115/DETC2022-88161
M3 - Conference contribution
AN - SCOPUS:85142491506
T3 - Proceedings of the ASME Design Engineering Technical Conference
BT - 19th International Conference on Design Education (DEC)
PB - American Society of Mechanical Engineers (ASME)
T2 - ASME 2022 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference, IDETC-CIE 2022
Y2 - 14 August 2022 through 17 August 2022
ER -