A DAA activity is rated significantly more motivating than a lecture on perceived sense of learning, enjoyment, and helpfulness¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Students rated the DAA task significantly higher than the lecture on all three motivation measures (perceived sense of learning, enjoyment, helpfulness). → Dalrymple 2013
Evidence¶
Dalrymple 2013¶
Dalrymple, O., Sears, D. A., & Evangelou, D. (2013). The Relative Pedagogical Value of Disassemble/Analyze/Assemble (DAA) Activities. Advances in Engineering Education. https://eric.ed.gov/?id=EJ1076105
q3 · i? · causal · r2
Quasi-experiment in a first-year engineering lab (325 students across two task sequences). Paired-samples t-tests on seven-point ratings: learning 5.30 vs 4.84, t(324) = 7.580, p < .001; enjoyment 5.87 vs 5.23, t(324) = 10.641, p < .001; helpfulness 5.15 vs 4.81, t(324) = 5.263, p < .001. No effect sizes printed.
"Using the paired samples t-test on each element of the motivation measure, the mean ratings for the DAA task were found to be significantly higher than the mean ratings for the lecture"
Discussion¶
Related Claims¶
- Gender differences in prior disassembly experience and perceived competence did not affect DAA learning or transfer outcomes — related
- DAA students showed superior transfer to a variant design task even after controlling for relevant prior knowledge of the spring mechanism — related
- DAA First students scored significantly higher than Lecture First students on the viewfinder variant design question — related
- On camera doctor defect-diagnosis questions the conditions did not differ overall, but DAA students generated better malfunction explanations — related
- Students reported that the virtual-lab lesson made learning fun, helped them figure out concepts themselves, and supported thinking like real scientists — related
- 3D virtual-reality lecture was statistically non-inferior to 2D lecture on knowledge and rated better on spatial understanding and enjoyment (Kockro et al.) — related
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