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The value of the VaNTH Engineering Research Center
David S Cordray1, Georgine M Pion, Alene Harris
1Department of Psychology and Human Development, Vanderbilt University, USA. david.s.cordray@vanderbilt.edu
Summary
This study assesses educational innovations using learning science and technology within the How People Learn (HPL) model. Quantitative evaluation methods demonstrate the effectiveness of these HPL-inspired innovations in engineering education.
Area of Science:
- Educational Technology
- Learning Science
- Engineering Education
Background:
- Innovations incorporating learning science principles and technology are crucial.
- The How People Learn (HPL) model provides a framework for these innovations.
- Assessing the 'value added' of educational innovations is essential for understanding their impact.
Purpose of the Study:
- To summarize assessment and evaluation activities for HPL model innovations.
- To demonstrate quantitative assessment of educational innovations in engineering.
- To explore the broader applicability of the HPL model across studies.
Main Methods:
- Utilizing a counterfactual model of causal analysis.
- Employing experimental and quasi-experimental research designs.
- Applying meta-analysis to investigate overall effects and differences across studies.
Main Results:
- Established a knowledge base on the relative effectiveness of HPL-inspired innovations.
- Demonstrated the quantitative assessment of educational innovations in engineering courses.
- Provided preliminary evidence for a broader assessment of the HPL model across studies.
Conclusions:
- It is feasible to quantitatively assess and evaluate the relative effects of educational innovations.
- Systematic cross-study analysis within VaNTH can broaden the assessment of the HPL model.
- Knowledge gained from assessment and evaluation efforts in engineering education exceeds the sum of individual studies.