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dc.contributor.advisorChairperson, Graduate Committee: Greg Francisen
dc.contributor.authorRobbins, Austin Douglasen
dc.date.accessioned2019-01-25T23:38:23Z
dc.date.available2019-01-25T23:38:23Z
dc.date.issued2018en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/14805
dc.description.abstractVideo based tutorials can be found for nearly any topic piquing one's interest. This study analyzes the effects of video-based instruction by comparing it to live lecture instruction in a high school introduction to engineering course. The study measured students' rate of mastery of basic modeling skills in Autodesk Inventor, a three-dimensional design software. Using Likert surveys and student interviews, students' disposition toward learning the software and personal preference for type of instruction were also recorded. The results indicated that video lecture instruction increased students' rate of mastery and retention of basic modeling skills and was students' preferred method of instruction for new material.en
dc.language.isoenen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshEngineering.en
dc.subject.lcshComputer software.en
dc.subject.lcshHigh school students.en
dc.subject.lcshAudio-visual materials.en
dc.subject.lcshFlipped classrooms.en
dc.titleEffects of video lecture on students' mastery of engineering design softwareen
dc.typeProfessional Paperen
dc.rights.holderCopyright 2018 by Austin Douglas Robbinsen
thesis.degree.committeemembersMembers, Graduate Committee: Greg Francis (chairperson); C. John Graves.en
thesis.degree.departmentIntercollege Programs for Science Education.en
thesis.degree.genreProfessional Paperen
thesis.degree.nameMSen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage72en
mus.data.thumbpage70en


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