Illustrating Engineering Concepts by Employing an Inclusive Pedagogy in Mechanical Engineering

Studies have identified visual cuing as an effective instructional method with the capacity of elevating academic performance in engineering education, engaging students in the classroom, and cultivating an awareness of distinct variables that influences the learning process.In this study, an assorted number of physical models were adopted during lecture sessions as an inclusive pedagogical approach to enhance the perceptivity of rigid bodies in motion and proactively engage students in the learning process.Specifically, three-dimensional models such as a crane, excavator, robotic arm, reference frame, and a swing representation were incorporated to illustrate various geometrical and technical concepts, which are traditionally challenging to visualize by articulation or with common textbook figures.The aim was to recurrently emphasize the visualization aspect of linear/angular motion, directions in vector analysis, geometric configurations, and the incorporation of theoretical concepts in engineering application to cultivate awareness on various technical concepts.In this regard, each lecture session was divided into four segments: introduction, physical model demonstration, theory, and application.A survey was administered to a total of seventy students enrolled in an Engineering Dynamics course to gauge their stance regarding the implementation of the inclusive pedagogical approach.Results indicate that 85% of the participants were able to correlate theoretical concepts with engineering applications with the use of visual cuing.As evidenced by student responses, utilizing physical models during lecture eliminated confusion, increased class engagement, and assisted in understanding motion characteristics.