An integrated CAI authoring system for agricultural mechanization

Stephen Eugene Poe, Purdue University

Abstract

This study investigated the effectiveness of a computer-assisted instructional simulation program vs. traditional instructor-assisted laboratory exercises in teaching hands-on electrical wiring techniques to vocational agriculture high school students and college students in the School of Agriculture. The objectives of this research were: (1) To determine the potential educational benefits of incorporating an interactive graphics simulation model into an agricultural mechanization course. (2) To classify introductory electrical systems into areas that can be effectively presented with use of a simulation model. (3) To identify effective simulation techniques available for representation of electrical systems components. (4) To integrate an interactive electrical systems simulation model into an agricultural mechanization course. (5) To make a comparative analysis of student performance for standard modes of presentation vs. the interactive graphics simulation instructional technique. (6) To provide a simulation model for courseware development to aid in integration of graphic simulation into an instructional unit. In this research project, an interactive graphics simulation program module was developed to become a component of a larger wiring simulation that would allow students to experience wiring most of the devices that would be commonly found on a rural farmstead. Two separate learning modules were used to allow classroom instruction to parallel the experiences simulated in the program module. These modules were designed to allow the student to select the area to be wired, types of wire, receptacles and wiring technique for each particular application. The research utilized a randomized cross-over experimental design with a pretest/posttest to determine student performance for traditional instruction vs. computer assisted instruction. The 171 students who completed the project were randomly assigned to one of two instructional groups: Complex tasks on computer with simple tasks on traditional wiring boards, or simple tasks on computer with complex tasks on traditional wiring boards. The results of this study indicate that CAI is as more effective than traditional methods of instruction (wiring boards), in simulating hands-on wiring of electrical components. Students receiving instruction on computers performed better on posttests than students receiving instruction on traditional wiring boards, even when the posttest was administered on wiring boards. (Abstract shortened with permission of author.)

Degree

Ph.D.

Advisors

Strickland, Purdue University.

Subject Area

Agricultural engineering

COinS