In this project, we are refining, expanding, and rigorously assessing an existing interactive, multi-media, self-paced computer-based learning prototype for introductory engineering thermodynamics. The prototype includes all topics in a typical introductory engineering thermodynamics course and incorporates several active learning techniques such as laboratory simulations, exposure to thermodynamic equipment, animation of concepts, instantaneous feedback, positive reinforcement, and others. In order to improve the instructors' understanding of student learning, we are adding electronic data gathering to the prototype. These data measure usage patterns (e.g., time on task, distribution of study time, and frequency of screen visits) and user performance (e.g., grades on internal mini-examinations, in-class examinations, and instructor evaluation of students). Student perceptions (e.g., questionnaires and student interviews) are also being assessed. These results are analyzed to refine and improve the existing prototype, and to identify those active learning techniques that work best in the computer-based-instruction (CBI) mode.
