The Motivational and Transfer Potential of Disassemble/Analyze/Assemble Activities
Identifieur interne : 000523 ( Istex/Corpus ); précédent : 000522; suivant : 000524The Motivational and Transfer Potential of Disassemble/Analyze/Assemble Activities
Auteurs : Odesma O. Dalrymple ; David A. Sears ; Demetra EvangelouSource :
- Journal of Engineering Education [ 1069-4730 ] ; 2011-10.
English descriptors
- KwdEn :
Abstract
Reverse engineering and product dissection, more broadly termed Disassemble/Analyze/Assemble (DAA) activities, have been a regular practice in industry. The systematic analysis of the benefits of these activities for learning and instruction is, however, a relatively recent phenomenon. A number of studies have provided highly descriptive accounts of curricula and possible learning outcomes of DAA activities, but relatively few have compared participants performing DAA activities to a control group doing more traditional activities.
Url:
DOI: 10.1002/j.2168-9830.2011.tb00034.x
Links to Exploration step
ISTEX:BB8E77E1F100B7D05F66F35E73392D2F47F07C30Le document en format XML
<record><TEI wicri:istexFullTextTei="biblStruct"><teiHeader><fileDesc><titleStmt><title xml:lang="en">The Motivational and Transfer Potential of Disassemble/Analyze/Assemble Activities</title><author><name sortKey="Dalrymple, Odesma O" sort="Dalrymple, Odesma O" uniqKey="Dalrymple O" first="Odesma O." last="Dalrymple">Odesma O. Dalrymple</name><affiliation><mods:affiliation>Arizona State University</mods:affiliation></affiliation><affiliation><mods:affiliation>Department of Engineering, College of Technology and Innovation at Arizona State University, Santan Hall, 7231 E. Sonoran Arroyo Mall, Mesa, Arizona, 85212; .Department of Educational Studies, College of Education at Purdue University, Beering Hall of Liberal Arts and Education, 100N. University Street, West Lafayette, Indiana, 47907; .School of Engineering Education, College of Engineering at Purdue University, Armstrong Hall, 701 West Stadium Avenue, West Lafayette, Indiana, 47907; .</mods:affiliation></affiliation><affiliation><mods:affiliation>E-mail: odesma.dalrymple@asu.edudsears@purdue.eduevangeloud@purdue.edu</mods:affiliation></affiliation></author><author><name sortKey="Sears, David A" sort="Sears, David A" uniqKey="Sears D" first="David A." last="Sears">David A. Sears</name><affiliation><mods:affiliation>Purdue University</mods:affiliation></affiliation><affiliation><mods:affiliation>Department of Engineering, College of Technology and Innovation at Arizona State University, Santan Hall, 7231 E. Sonoran Arroyo Mall, Mesa, Arizona, 85212; .Department of Educational Studies, College of Education at Purdue University, Beering Hall of Liberal Arts and Education, 100N. University Street, West Lafayette, Indiana, 47907; .School of Engineering Education, College of Engineering at Purdue University, Armstrong Hall, 701 West Stadium Avenue, West Lafayette, Indiana, 47907; .</mods:affiliation></affiliation><affiliation><mods:affiliation>E-mail: odesma.dalrymple@asu.edudsears@purdue.eduevangeloud@purdue.edu</mods:affiliation></affiliation></author><author><name sortKey="Evangelou, Demetra" sort="Evangelou, Demetra" uniqKey="Evangelou D" first="Demetra" last="Evangelou">Demetra Evangelou</name><affiliation><mods:affiliation>Purdue University</mods:affiliation></affiliation><affiliation><mods:affiliation>Department of Engineering, College of Technology and Innovation at Arizona State University, Santan Hall, 7231 E. Sonoran Arroyo Mall, Mesa, Arizona, 85212; .Department of Educational Studies, College of Education at Purdue University, Beering Hall of Liberal Arts and Education, 100N. University Street, West Lafayette, Indiana, 47907; .School of Engineering Education, College of Engineering at Purdue University, Armstrong Hall, 701 West Stadium Avenue, West Lafayette, Indiana, 47907; .</mods:affiliation></affiliation><affiliation><mods:affiliation>E-mail: odesma.dalrymple@asu.edudsears@purdue.eduevangeloud@purdue.edu</mods:affiliation></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:BB8E77E1F100B7D05F66F35E73392D2F47F07C30</idno><date when="2011" year="2011">2011</date><idno type="doi">10.1002/j.2168-9830.2011.tb00034.x</idno><idno type="url">https://api.istex.fr/document/BB8E77E1F100B7D05F66F35E73392D2F47F07C30/fulltext/pdf</idno><idno type="wicri:Area/Istex/Corpus">000523</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a" type="main" xml:lang="en">The Motivational and Transfer Potential of Disassemble/Analyze/Assemble Activities</title><author><name sortKey="Dalrymple, Odesma O" sort="Dalrymple, Odesma O" uniqKey="Dalrymple O" first="Odesma O." last="Dalrymple">Odesma O. Dalrymple</name><affiliation><mods:affiliation>Arizona State University</mods:affiliation></affiliation><affiliation><mods:affiliation>Department of Engineering, College of Technology and Innovation at Arizona State University, Santan Hall, 7231 E. Sonoran Arroyo Mall, Mesa, Arizona, 85212; .Department of Educational Studies, College of Education at Purdue University, Beering Hall of Liberal Arts and Education, 100N. University Street, West Lafayette, Indiana, 47907; .School of Engineering Education, College of Engineering at Purdue University, Armstrong Hall, 701 West Stadium Avenue, West Lafayette, Indiana, 47907; .</mods:affiliation></affiliation><affiliation><mods:affiliation>E-mail: odesma.dalrymple@asu.edudsears@purdue.eduevangeloud@purdue.edu</mods:affiliation></affiliation></author><author><name sortKey="Sears, David A" sort="Sears, David A" uniqKey="Sears D" first="David A." last="Sears">David A. Sears</name><affiliation><mods:affiliation>Purdue University</mods:affiliation></affiliation><affiliation><mods:affiliation>Department of Engineering, College of Technology and Innovation at Arizona State University, Santan Hall, 7231 E. Sonoran Arroyo Mall, Mesa, Arizona, 85212; .Department of Educational Studies, College of Education at Purdue University, Beering Hall of Liberal Arts and Education, 100N. University Street, West Lafayette, Indiana, 47907; .School of Engineering Education, College of Engineering at Purdue University, Armstrong Hall, 701 West Stadium Avenue, West Lafayette, Indiana, 47907; .</mods:affiliation></affiliation><affiliation><mods:affiliation>E-mail: odesma.dalrymple@asu.edudsears@purdue.eduevangeloud@purdue.edu</mods:affiliation></affiliation></author><author><name sortKey="Evangelou, Demetra" sort="Evangelou, Demetra" uniqKey="Evangelou D" first="Demetra" last="Evangelou">Demetra Evangelou</name><affiliation><mods:affiliation>Purdue University</mods:affiliation></affiliation><affiliation><mods:affiliation>Department of Engineering, College of Technology and Innovation at Arizona State University, Santan Hall, 7231 E. Sonoran Arroyo Mall, Mesa, Arizona, 85212; .Department of Educational Studies, College of Education at Purdue University, Beering Hall of Liberal Arts and Education, 100N. University Street, West Lafayette, Indiana, 47907; .School of Engineering Education, College of Engineering at Purdue University, Armstrong Hall, 701 West Stadium Avenue, West Lafayette, Indiana, 47907; .</mods:affiliation></affiliation><affiliation><mods:affiliation>E-mail: odesma.dalrymple@asu.edudsears@purdue.eduevangeloud@purdue.edu</mods:affiliation></affiliation></author></analytic><monogr></monogr><series><title level="j">Journal of Engineering Education</title><idno type="ISSN">1069-4730</idno><idno type="eISSN">2168-9830</idno><imprint><publisher>Blackwell Publishing Ltd</publisher><pubPlace>Oxford, UK</pubPlace><date type="published" when="2011-10">2011-10</date><biblScope unit="volume">100</biblScope><biblScope unit="issue">4</biblScope><biblScope unit="page" from="741">741</biblScope><biblScope unit="page" to="759">759</biblScope></imprint><idno type="ISSN">1069-4730</idno></series><idno type="istex">BB8E77E1F100B7D05F66F35E73392D2F47F07C30</idno><idno type="DOI">10.1002/j.2168-9830.2011.tb00034.x</idno><idno type="ArticleID">JEE34</idno></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">1069-4730</idno></seriesStmt></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>disassembly</term><term>motivation</term><term>transfer</term></keywords></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract">Reverse engineering and product dissection, more broadly termed Disassemble/Analyze/Assemble (DAA) activities, have been a regular practice in industry. The systematic analysis of the benefits of these activities for learning and instruction is, however, a relatively recent phenomenon. A number of studies have provided highly descriptive accounts of curricula and possible learning outcomes of DAA activities, but relatively few have compared participants performing DAA activities to a control group doing more traditional activities.</div></front></TEI><istex><corpusName>wiley</corpusName><author><json:item><name>Odesma O. Dalrymple</name><affiliations><json:string>Arizona State University</json:string><json:string>Department of Engineering, College of Technology and Innovation at Arizona State University, Santan Hall, 7231 E. Sonoran Arroyo Mall, Mesa, Arizona, 85212; .Department of Educational Studies, College of Education at Purdue University, Beering Hall of Liberal Arts and Education, 100N. University Street, West Lafayette, Indiana, 47907; .School of Engineering Education, College of Engineering at Purdue University, Armstrong Hall, 701 West Stadium Avenue, West Lafayette, Indiana, 47907; .</json:string><json:string>E-mail: odesma.dalrymple@asu.edudsears@purdue.eduevangeloud@purdue.edu</json:string></affiliations></json:item><json:item><name>David A. Sears</name><affiliations><json:string>Purdue University</json:string><json:string>Department of Engineering, College of Technology and Innovation at Arizona State University, Santan Hall, 7231 E. Sonoran Arroyo Mall, Mesa, Arizona, 85212; .Department of Educational Studies, College of Education at Purdue University, Beering Hall of Liberal Arts and Education, 100N. University Street, West Lafayette, Indiana, 47907; .School of Engineering Education, College of Engineering at Purdue University, Armstrong Hall, 701 West Stadium Avenue, West Lafayette, Indiana, 47907; .</json:string><json:string>E-mail: odesma.dalrymple@asu.edudsears@purdue.eduevangeloud@purdue.edu</json:string></affiliations></json:item><json:item><name>Demetra Evangelou</name><affiliations><json:string>Purdue University</json:string><json:string>Department of Engineering, College of Technology and Innovation at Arizona State University, Santan Hall, 7231 E. Sonoran Arroyo Mall, Mesa, Arizona, 85212; .Department of Educational Studies, College of Education at Purdue University, Beering Hall of Liberal Arts and Education, 100N. University Street, West Lafayette, Indiana, 47907; .School of Engineering Education, College of Engineering at Purdue University, Armstrong Hall, 701 West Stadium Avenue, West Lafayette, Indiana, 47907; .</json:string><json:string>E-mail: odesma.dalrymple@asu.edudsears@purdue.eduevangeloud@purdue.edu</json:string></affiliations></json:item></author><subject><json:item><lang><json:string>eng</json:string></lang><value>disassembly</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>motivation</value></json:item><json:item><lang><json:string>eng</json:string></lang><value>transfer</value></json:item></subject><articleId><json:string>JEE34</json:string></articleId><language><json:string>eng</json:string></language><originalGenre><json:string>article</json:string></originalGenre><qualityIndicators><score>7.364</score><pdfVersion>1.6</pdfVersion><pdfPageSize>432.004 x 648.007 pts</pdfPageSize><refBibsNative>true</refBibsNative><keywordCount>3</keywordCount><abstractCharCount>537</abstractCharCount><pdfWordCount>6620</pdfWordCount><pdfCharCount>40001</pdfCharCount><pdfPageCount>19</pdfPageCount><abstractWordCount>72</abstractWordCount></qualityIndicators><title>The Motivational and Transfer Potential of Disassemble/Analyze/Assemble Activities</title><genre><json:string>article</json:string></genre><host><volume>100</volume><publisherId><json:string>JEE</json:string></publisherId><pages><total>19</total><last>759</last><first>741</first></pages><issn><json:string>1069-4730</json:string></issn><issue>4</issue><genre><json:string>journal</json:string></genre><language><json:string>unknown</json:string></language><eissn><json:string>2168-9830</json:string></eissn><title>Journal of Engineering Education</title><doi><json:string>10.1002/(ISSN)2168-9830</json:string></doi></host><publicationDate>2011</publicationDate><copyrightDate>2011</copyrightDate><doi><json:string>10.1002/j.2168-9830.2011.tb00034.x</json:string></doi><id>BB8E77E1F100B7D05F66F35E73392D2F47F07C30</id><score>0.1402953</score><fulltext><json:item><original>true</original><mimetype>application/pdf</mimetype><extension>pdf</extension><uri>https://api.istex.fr/document/BB8E77E1F100B7D05F66F35E73392D2F47F07C30/fulltext/pdf</uri></json:item><json:item><original>false</original><mimetype>application/zip</mimetype><extension>zip</extension><uri>https://api.istex.fr/document/BB8E77E1F100B7D05F66F35E73392D2F47F07C30/fulltext/zip</uri></json:item><istex:fulltextTEI uri="https://api.istex.fr/document/BB8E77E1F100B7D05F66F35E73392D2F47F07C30/fulltext/tei"><teiHeader><fileDesc><titleStmt><title level="a" type="main" xml:lang="en">The Motivational and Transfer Potential of Disassemble/Analyze/Assemble Activities</title></titleStmt><publicationStmt><authority>ISTEX</authority><publisher>Blackwell Publishing Ltd</publisher><pubPlace>Oxford, UK</pubPlace><availability><p>2011 American Society for Engineering Education</p></availability><date>2011</date></publicationStmt><sourceDesc><biblStruct type="inbook"><analytic><title level="a" type="main" xml:lang="en">The Motivational and Transfer Potential of Disassemble/Analyze/Assemble Activities</title><author xml:id="author-1"><persName><forename type="first">Odesma O.</forename><surname>Dalrymple</surname></persName><email>odesma.dalrymple@asu.edudsears@purdue.eduevangeloud@purdue.edu</email><note type="biography">Assistant Professor</note><affiliation>Assistant Professor</affiliation><affiliation>Arizona State University</affiliation><affiliation>Department of Engineering, College of Technology and Innovation at Arizona State University, Santan Hall, 7231 E. Sonoran Arroyo Mall, Mesa, Arizona, 85212; .Department of Educational Studies, College of Education at Purdue University, Beering Hall of Liberal Arts and Education, 100N. University Street, West Lafayette, Indiana, 47907; .School of Engineering Education, College of Engineering at Purdue University, Armstrong Hall, 701 West Stadium Avenue, West Lafayette, Indiana, 47907; .</affiliation></author><author xml:id="author-2"><persName><forename type="first">David A.</forename><surname>Sears</surname></persName><email>odesma.dalrymple@asu.edudsears@purdue.eduevangeloud@purdue.edu</email><note type="biography">Assistant Professor of Educational Psychology & Research Methodology</note><affiliation>Assistant Professor of Educational Psychology & Research Methodology</affiliation><affiliation>Purdue University</affiliation><affiliation>Department of Engineering, College of Technology and Innovation at Arizona State University, Santan Hall, 7231 E. Sonoran Arroyo Mall, Mesa, Arizona, 85212; .Department of Educational Studies, College of Education at Purdue University, Beering Hall of Liberal Arts and Education, 100N. University Street, West Lafayette, Indiana, 47907; .School of Engineering Education, College of Engineering at Purdue University, Armstrong Hall, 701 West Stadium Avenue, West Lafayette, Indiana, 47907; .</affiliation></author><author xml:id="author-3"><persName><forename type="first">Demetra</forename><surname>Evangelou</surname></persName><email>odesma.dalrymple@asu.edudsears@purdue.eduevangeloud@purdue.edu</email><note type="biography">Assistant Professor</note><affiliation>Assistant Professor</affiliation><affiliation>Purdue University</affiliation><affiliation>Department of Engineering, College of Technology and Innovation at Arizona State University, Santan Hall, 7231 E. Sonoran Arroyo Mall, Mesa, Arizona, 85212; .Department of Educational Studies, College of Education at Purdue University, Beering Hall of Liberal Arts and Education, 100N. University Street, West Lafayette, Indiana, 47907; .School of Engineering Education, College of Engineering at Purdue University, Armstrong Hall, 701 West Stadium Avenue, West Lafayette, Indiana, 47907; .</affiliation></author></analytic><monogr><title level="j">Journal of Engineering Education</title><idno type="pISSN">1069-4730</idno><idno type="eISSN">2168-9830</idno><idno type="DOI">10.1002/(ISSN)2168-9830</idno><imprint><publisher>Blackwell Publishing Ltd</publisher><pubPlace>Oxford, UK</pubPlace><date type="published" when="2011-10"></date><biblScope unit="volume">100</biblScope><biblScope unit="issue">4</biblScope><biblScope unit="page" from="741">741</biblScope><biblScope unit="page" to="759">759</biblScope></imprint></monogr><idno type="istex">BB8E77E1F100B7D05F66F35E73392D2F47F07C30</idno><idno type="DOI">10.1002/j.2168-9830.2011.tb00034.x</idno><idno type="ArticleID">JEE34</idno></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>2011</date></creation><langUsage><language ident="en">en</language></langUsage><abstract><p>Reverse engineering and product dissection, more broadly termed Disassemble/Analyze/Assemble (DAA) activities, have been a regular practice in industry. The systematic analysis of the benefits of these activities for learning and instruction is, however, a relatively recent phenomenon. A number of studies have provided highly descriptive accounts of curricula and possible learning outcomes of DAA activities, but relatively few have compared participants performing DAA activities to a control group doing more traditional activities.</p></abstract><abstract><p>A study was designed to investigate the relative potential of DAA activities to motivate students and promote transfer, the ability for students to apply or adapt their knowledge to develop novel solutions. It was hypothesized that students who engaged in the DAA activity would be more motivated and would demonstrate greater transfer of knowledge.</p></abstract><abstract><p>A within‐subjects experiment, counterbalanced for order of treatment, was conducted with 290 first‐year engineering students to compare a DAA activity to a more traditional step‐by‐step laboratory activity for potential effects on learning and motivation.</p></abstract><abstract><p>The DAA activity elicited significantly higher ratings of learning, enjoyment, and perceived helpfulness than traditional instruction. On a redesign task, a significantly higher frequency of students showed transfer from the DAA activity than from the traditional instructional activity.</p></abstract><abstract><p>DAA activities may offer a potential solution to the challenge of poor instruction, a cited cause of discontentment among undergraduates in STEM. They have the potential to motivate and to facilitate the transfer of knowledge.</p></abstract><textClass xml:lang="en"><keywords scheme="keyword"><list><head>keywords</head><item><term>disassembly</term></item><item><term>motivation</term></item><item><term>transfer</term></item></list></keywords></textClass></profileDesc><revisionDesc><change when="2011-10">Published</change></revisionDesc></teiHeader></istex:fulltextTEI><json:item><original>false</original><mimetype>text/plain</mimetype><extension>txt</extension><uri>https://api.istex.fr/document/BB8E77E1F100B7D05F66F35E73392D2F47F07C30/fulltext/txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="Wiley, elements deleted: body"><istex:xmlDeclaration>version="1.0" encoding="UTF-8" standalone="yes"</istex:xmlDeclaration><istex:document><component version="2.0" type="serialArticle" xml:lang="en"><header><publicationMeta level="product"><publisherInfo><publisherName>Blackwell Publishing Ltd</publisherName><publisherLoc>Oxford, UK</publisherLoc></publisherInfo><doi origin="wiley" registered="yes">10.1002/(ISSN)2168-9830</doi><issn type="print">1069-4730</issn><issn type="electronic">2168-9830</issn><idGroup><id type="product" value="JEE"></id><id type="publisherDivision" value="ST"></id></idGroup><titleGroup><title type="main" sort="JOURNAL OF ENGINEERING EDUCATION">Journal of Engineering Education</title></titleGroup></publicationMeta><publicationMeta level="part" position="10104"><doi origin="wiley">10.1002/jee.2011.100.issue-4</doi><numberingGroup><numbering type="journalVolume" number="100">100</numbering><numbering type="journalIssue" number="4">4</numbering></numberingGroup><coverDate startDate="2011-10">October 2011</coverDate></publicationMeta><publicationMeta level="unit" type="article" position="6" status="forIssue"><doi origin="wiley">10.1002/j.2168-9830.2011.tb00034.x</doi><idGroup><id type="unit" value="JEE34"></id></idGroup><countGroup><count type="pageTotal" number="19"></count></countGroup><titleGroup><title type="tocHeading1">Original Article</title></titleGroup><copyright>2011 American Society for Engineering Education</copyright><eventGroup><event type="xmlConverted" agent="Converter:BPG_TO_WML3G version:3.1.8 mode:FullText" date="2012-10-03"></event><event type="firstOnline" date="2013-01-02"></event><event type="publishedOnlineFinalForm" date="2013-01-02"></event><event type="xmlConverted" agent="Converter:WILEY_ML3G_TO_WILEY_ML3GV2 version:3.8.8" date="2014-01-30"></event><event type="xmlConverted" agent="Converter:WML3G_To_WML3G version:4.1.7 mode:FullText,remove_FC" date="2014-10-30"></event></eventGroup><numberingGroup><numbering type="pageFirst" number="741">741</numbering><numbering type="pageLast" number="759">759</numbering></numberingGroup><correspondenceTo><lineatedText><line>Department of Engineering, College of Technology and Innovation at Arizona State University, Santan Hall, 7231 E. Sonoran Arroyo Mall, Mesa, Arizona, 85212; <email>odesma.dalrymple@asu.edu</email>.</line><line>Department of Educational Studies, College of Education at Purdue University, Beering Hall of Liberal Arts and Education, 100N. University Street, West Lafayette, Indiana, 47907; <email>dsears@purdue.edu</email>.</line><line>School of Engineering Education, College of Engineering at Purdue University, Armstrong Hall, 701 West Stadium Avenue, West Lafayette, Indiana, 47907; <email>evangeloud@purdue.edu</email>.</line></lineatedText></correspondenceTo><linkGroup><link type="toTypesetVersion" href="file:JEE.JEE34.pdf"></link></linkGroup></publicationMeta><contentMeta><countGroup><count type="referenceTotal" number="27"></count><count type="linksCrossRef" number="6"></count></countGroup><titleGroup><title type="main">The Motivational and Transfer Potential of Disassemble/Analyze/Assemble Activities</title></titleGroup><creators><creator creatorRole="author" xml:id="cr1" affiliationRef="#a1" corresponding="yes"><personName><givenNames>Odesma O.</givenNames><familyName>Dalrymple</familyName></personName><jobTitle>Assistant Professor</jobTitle></creator><creator creatorRole="author" xml:id="cr2" affiliationRef="#a2" corresponding="yes"><personName><givenNames>David A.</givenNames><familyName>Sears</familyName></personName><jobTitle>Assistant Professor of Educational Psychology & Research Methodology</jobTitle></creator><creator creatorRole="author" xml:id="cr3" affiliationRef="#a2" corresponding="yes"><personName><givenNames>Demetra</givenNames><familyName>Evangelou</familyName></personName><jobTitle>Assistant Professor</jobTitle></creator></creators><affiliationGroup><affiliation xml:id="a1" countryCode="US"><unparsedAffiliation>Arizona State University</unparsedAffiliation></affiliation><affiliation xml:id="a2"><unparsedAffiliation>Purdue University</unparsedAffiliation></affiliation></affiliationGroup><keywordGroup xml:lang="en"><keyword xml:id="k1">disassembly</keyword><keyword xml:id="k2">motivation</keyword><keyword xml:id="k3">transfer</keyword></keywordGroup><abstractGroup><abstract type="main" xml:lang="en"><section xml:id="abs1-1"><title type="main">B<sc>ackground</sc></title><p>Reverse engineering and product dissection, more broadly termed Disassemble/Analyze/Assemble (DAA) activities, have been a regular practice in industry. The systematic analysis of the benefits of these activities for learning and instruction is, however, a relatively recent phenomenon. A number of studies have provided highly descriptive accounts of curricula and possible learning outcomes of DAA activities, but relatively few have compared participants performing DAA activities to a control group doing more traditional activities.</p></section><section xml:id="abs1-2"><title type="main">P<sc>urpose</sc> (H<sc>ypothesis</sc>)</title><p>A study was designed to investigate the relative potential of DAA activities to motivate students and promote transfer, the ability for students to apply or adapt their knowledge to develop novel solutions. It was hypothesized that students who engaged in the DAA activity would be more motivated and would demonstrate greater transfer of knowledge.</p></section><section xml:id="abs1-3"><title type="main">D<sc>esign</sc>/M<sc>scethod</sc></title><p>A within‐subjects experiment, counterbalanced for order of treatment, was conducted with 290 first‐year engineering students to compare a DAA activity to a more traditional step‐by‐step laboratory activity for potential effects on learning and motivation.</p></section><section xml:id="abs1-4"><title type="main">R<sc>esults</sc></title><p>The DAA activity elicited significantly higher ratings of learning, enjoyment, and perceived helpfulness than traditional instruction. On a redesign task, a significantly higher frequency of students showed transfer from the DAA activity than from the traditional instructional activity.</p></section><section xml:id="abs1-5"><title type="main">C<sc>onclusions</sc></title><p>DAA activities may offer a potential solution to the challenge of poor instruction, a cited cause of discontentment among undergraduates in STEM. They have the potential to motivate and to facilitate the transfer of knowledge.</p></section></abstract></abstractGroup></contentMeta></header></component></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>The Motivational and Transfer Potential of Disassemble/Analyze/Assemble Activities</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>The Motivational and Transfer Potential of Disassemble/Analyze/Assemble Activities</title></titleInfo><name type="personal"><namePart type="given">Odesma O.</namePart><namePart type="family">Dalrymple</namePart><affiliation>Arizona State University</affiliation><affiliation>Department of Engineering, College of Technology and Innovation at Arizona State University, Santan Hall, 7231 E. Sonoran Arroyo Mall, Mesa, Arizona, 85212; .Department of Educational Studies, College of Education at Purdue University, Beering Hall of Liberal Arts and Education, 100N. University Street, West Lafayette, Indiana, 47907; .School of Engineering Education, College of Engineering at Purdue University, Armstrong Hall, 701 West Stadium Avenue, West Lafayette, Indiana, 47907; .</affiliation><affiliation>E-mail: odesma.dalrymple@asu.edudsears@purdue.eduevangeloud@purdue.edu</affiliation><role><roleTerm type="text">author</roleTerm></role><description>Assistant Professor</description></name><name type="personal"><namePart type="given">David A.</namePart><namePart type="family">Sears</namePart><affiliation>Purdue University</affiliation><affiliation>Department of Engineering, College of Technology and Innovation at Arizona State University, Santan Hall, 7231 E. Sonoran Arroyo Mall, Mesa, Arizona, 85212; .Department of Educational Studies, College of Education at Purdue University, Beering Hall of Liberal Arts and Education, 100N. University Street, West Lafayette, Indiana, 47907; .School of Engineering Education, College of Engineering at Purdue University, Armstrong Hall, 701 West Stadium Avenue, West Lafayette, Indiana, 47907; .</affiliation><affiliation>E-mail: odesma.dalrymple@asu.edudsears@purdue.eduevangeloud@purdue.edu</affiliation><role><roleTerm type="text">author</roleTerm></role><description>Assistant Professor of Educational Psychology & Research Methodology</description></name><name type="personal"><namePart type="given">Demetra</namePart><namePart type="family">Evangelou</namePart><affiliation>Purdue University</affiliation><affiliation>Department of Engineering, College of Technology and Innovation at Arizona State University, Santan Hall, 7231 E. Sonoran Arroyo Mall, Mesa, Arizona, 85212; .Department of Educational Studies, College of Education at Purdue University, Beering Hall of Liberal Arts and Education, 100N. University Street, West Lafayette, Indiana, 47907; .School of Engineering Education, College of Engineering at Purdue University, Armstrong Hall, 701 West Stadium Avenue, West Lafayette, Indiana, 47907; .</affiliation><affiliation>E-mail: odesma.dalrymple@asu.edudsears@purdue.eduevangeloud@purdue.edu</affiliation><role><roleTerm type="text">author</roleTerm></role><description>Assistant Professor</description></name><typeOfResource>text</typeOfResource><genre type="article" displayLabel="article"></genre><originInfo><publisher>Blackwell Publishing Ltd</publisher><place><placeTerm type="text">Oxford, UK</placeTerm></place><dateIssued encoding="w3cdtf">2011-10</dateIssued><copyrightDate encoding="w3cdtf">2011</copyrightDate></originInfo><language><languageTerm type="code" authority="rfc3066">en</languageTerm><languageTerm type="code" authority="iso639-2b">eng</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType><extent unit="references">27</extent></physicalDescription><abstract>Reverse engineering and product dissection, more broadly termed Disassemble/Analyze/Assemble (DAA) activities, have been a regular practice in industry. The systematic analysis of the benefits of these activities for learning and instruction is, however, a relatively recent phenomenon. A number of studies have provided highly descriptive accounts of curricula and possible learning outcomes of DAA activities, but relatively few have compared participants performing DAA activities to a control group doing more traditional activities.</abstract><abstract>A study was designed to investigate the relative potential of DAA activities to motivate students and promote transfer, the ability for students to apply or adapt their knowledge to develop novel solutions. It was hypothesized that students who engaged in the DAA activity would be more motivated and would demonstrate greater transfer of knowledge.</abstract><abstract>A within‐subjects experiment, counterbalanced for order of treatment, was conducted with 290 first‐year engineering students to compare a DAA activity to a more traditional step‐by‐step laboratory activity for potential effects on learning and motivation.</abstract><abstract>The DAA activity elicited significantly higher ratings of learning, enjoyment, and perceived helpfulness than traditional instruction. On a redesign task, a significantly higher frequency of students showed transfer from the DAA activity than from the traditional instructional activity.</abstract><abstract>DAA activities may offer a potential solution to the challenge of poor instruction, a cited cause of discontentment among undergraduates in STEM. They have the potential to motivate and to facilitate the transfer of knowledge.</abstract><subject lang="en"><genre>keywords</genre><topic>disassembly</topic><topic>motivation</topic><topic>transfer</topic></subject><relatedItem type="host"><titleInfo><title>Journal of Engineering Education</title></titleInfo><genre type="journal">journal</genre><identifier type="ISSN">1069-4730</identifier><identifier type="eISSN">2168-9830</identifier><identifier type="DOI">10.1002/(ISSN)2168-9830</identifier><identifier type="PublisherID">JEE</identifier><part><date>2011</date><detail type="volume"><caption>vol.</caption><number>100</number></detail><detail type="issue"><caption>no.</caption><number>4</number></detail><extent unit="pages"><start>741</start><end>759</end><total>19</total></extent></part></relatedItem><identifier type="istex">BB8E77E1F100B7D05F66F35E73392D2F47F07C30</identifier><identifier type="DOI">10.1002/j.2168-9830.2011.tb00034.x</identifier><identifier type="ArticleID">JEE34</identifier><accessCondition type="use and reproduction" contentType="copyright">2011 American Society for Engineering Education</accessCondition><recordInfo><recordContentSource>WILEY</recordContentSource><recordOrigin>Blackwell Publishing Ltd</recordOrigin></recordInfo></mods></metadata><enrichments><json:item><type>multicat</type><uri>https://api.istex.fr/document/BB8E77E1F100B7D05F66F35E73392D2F47F07C30/enrichments/multicat</uri></json:item></enrichments><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
EXPLOR_STEP=$WICRI_ROOT/Ticri/CIDE/explor/CyberinfraV1/Data/Istex/Corpus
HfdSelect -h $EXPLOR_STEP/biblio.hfd -nk 000523 | SxmlIndent | more
Ou
HfdSelect -h $EXPLOR_AREA/Data/Istex/Corpus/biblio.hfd -nk 000523 | SxmlIndent | more
Pour mettre un lien sur cette page dans le réseau Wicri
{{Explor lien
|wiki= Ticri/CIDE
|area= CyberinfraV1
|flux= Istex
|étape= Corpus
|type= RBID
|clé= ISTEX:BB8E77E1F100B7D05F66F35E73392D2F47F07C30
|texte= The Motivational and Transfer Potential of Disassemble/Analyze/Assemble Activities
}}
| This area was generated with Dilib version V0.6.25. |  |