HeatQuiz: Combining Flipped-Classroom, Game-Based Learning, and Systematic Problem Analysis in Heat Transfer Education

International Heat Transfer Conference (IHTC), pp. 10

Abstract

In this paper, we present first experiences from a new concept for the heat transfer course thought at the University of Twente, the Vrije University of Amsterdam, and RWTH Aachen University. The course design comprises three major elements to address knowledge transfer, skill development, and finally the ability to systematically solve engineering problems. To reach this holistic aim of education, we aim for the "optimal blend" by utilizing a flipped-classroom concept with micro-lectures for the knowledge transfer. These microlectures are arranged along a learning path which is openly available on our website www.heatquiz.app. Together with each video, we provide students with questions of understanding that pinpoint the important aspects of each lecture. In addition, HeatQuiz is designed as a game-base platform with now more than 900 questions based on customized question types that allow students to practice basic skills needed to solve thermal problems. One key element, the customized question types, are developed to adequately practice the basic skills such as developing an energy balance, defining view factors, or drawing temperature profiles. With these online teaching elements, more time and effort can be given to higher level learning objectives, which was not or hardly possible in the prior course design. In the new teaching sessions that do not need to be utilized for "simple" knowledge transfer, we aim for the systematic problem analysis (SPA) as the main learning objective following the rules of constructive alignment. As learning activities, we aim for active learning with stimulating group discussions and by supporting a collaborative learning environment, in which the abstraction process as well as possible solution pathways of real technical problems will be discussed among the students, if necessary, with support of student assistants. First results in examinations show that students who made use of the game-based learning elements scored 50% higher than students who did not actively participate.

Authors 5

1. Wilko Rohlfs Aachen

   RWTH Aachen University · University of Twente

   Affiliation as printed

   Department of Thermal Fluid Engineering, University of Twente, Drienerlolaan 5, 7522 NB Enschede, The Netherlands

   RWTH Aachen University

2. Cornelis Henricus Venner

   University of Twente

   Affiliation as printed

   University of Twente, Department of Thermal and Fluid Engineering, Drienerlolaan 5, 7522 NB Enschede, the Netherlands

3. M. Alouri Aachen Institute of Heat and Mass Transfer

   RWTH Aachen University

   Affiliation as printed

   RWTH Aachen Universty, Institute of Heat and Mass Transfer, Augustinerbach 6, 52056 Aachen, Germany

4. D.J.G. Kuiphuis

   University of Twente

   Affiliation as printed

   University of Twente, Department of Thermal and Fluid Engineering, Drienerlolaan 5, 7522 NB Enschede, the Netherlands

5. Reinhold Kneer Aachen Institute of Heat and Mass Transfer

   RWTH Aachen University

   Affiliation as printed

   Institute of Heat and Mass Transfer (WSA), RWTH Aachen University, Augustinerbach 6, 52056 Aa-chen, Germany