The evolution and evaluation of an interactive engineering design teaching tool : MIT's EDICS

Abstract

For this thesis, I refined and tested a computer-based engineering teaching tool called EDICS. EDICS (Engineering Design Instructional Computer Program) has proven to be a fun and intriguing means of conveying a wide variety of engineering design subjects to undergraduate students. The core audience of EDICS was assumed to be undergraduate engineering students who lacked the practical experience of manipulating common mechanical components and devices. It has been discovered, though, that EDICS is a useful tool for nearly all types of engineering students at many different levels of experience. The testing of EDICS was carried out by having students study either short excerpts from the program or similar subjects covered either in a popular textbook or a booklet, then testing their knowledge retention by subjecting them to a short, written exam. The subjects that were studied were: transmissions, fastening and joining techniques, and engineering drawing and drafting. The results of this evaluation show that in the subjects of transmissions and fastening and joining, students who used EDICS to study performed significantly better than those who studied using paper-based materials. In the subject of engineering drawing and drafting, the students using EDICS scored, on average, better than the students using the paper-based materials, but the difference was found to be not statistically significant.