Learning With Nontraditional Engineering Labs: A Meta-Analysis (Poster 12)

• In Event: AERA Poster Session Thirteen
  In Poster Session: Exploring Topics in Computing and Engineering Education

Abstract

Non-traditional labs, such as remote and simulated, are becoming increasingly common in engineering education. However, research is inconclusive on the effectiveness of these labs over traditional labs. To summarize the overall effects of learning with non-traditional labs, we conducted a meta-analysis. A comprehensive search for relevant studies returned 17 eligible studies involving 1,975 students. Results indicate an overall effect in favor of learning with non-traditional engineering labs over traditional hands-on engineering labs (g = 0.46, SE = 0.16, 95% CI [0.13, 0.78], p = .007). Additionally, a moderator analysis indicated that this effect was further enhanced when the nature of the engineering discipline is traditionally computer-based. Practical implications and directions for future research are discussed.

Authors

• Rachel Min Wong, University of Tennessee
  Presenting Author

• Carla Marcela De Lira, Washington State University
  Presenting Author

• Florence Adesope, Washington State University
  Presenting Author