Trivett, A. (2014, June), An Attempt to Gamify a First Course in Thermodynamics   Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20043

\bibitem{asee_peer_20043}
  Trivett, A. (2014, June), \emph{An Attempt to Gamify a First Course in Thermodynamics }
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20043

Andrew Trivett P.Eng..  "An Attempt to Gamify a First Course in Thermodynamics ".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://strategy.asee.org/20043 Internet.  14 May, 2024

\bibitem{asee_peer_20043}
  Andrew Trivett P.Eng..
  "An Attempt to Gamify a First Course in Thermodynamics ".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://strategy.asee.org/20043 Internet.  14 May, 2024

@INPROCEEDINGS{asee_peer_20043
author = "Andrew Trivett P.Eng."
title = "An Attempt to Gamify a First Course in Thermodynamics "
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/20043}
number = {10.18260/1-2--20043}
}

TY  - CPAPER
AB  - The first course in thermodynamics has traditionally been a challenge for students in engineeringprograms. The course typically introduces students to many entirely new concepts of continuummechanics, and often relies upon still-new calculus tools in order for the students to understand thetheory. With such a dense topic, most professors deliver this course in a traditional lecture-basedstructure. In our program throughout 7 partner universities, this first course in thermodynamcs has areputation for being the “weed-out” course for students.In the fall of 2013, the author took an established course having 6 or 7 lab experiments, a populartextbook, a well-evolved syllabus, and overturned the motivational structure to create a “new” course.The “thermofluids 1” course became the 7-mission “hunt for energy and power”. The same textbookwas used in the new delivery model as had been used previously; the same laboratory experiments wereundertaken by students, but students had a different approcah to the workload.Throughout the course, students proceeded at their own pace, and completed 7 “missions”, each with 5levels of performance. The first 3 levels were successively more complex analytical problems. The 4thlevel was a lab report based on a moderately challenging lab experiment, and the 5th level was anopportunity for the student to develop a concept based on the content of the earlier lab experiment. Theconcept of “Design” was built into the course in a limited, but content-rich mode through havingstudents each propose, conduct, and report on an improved development or experiment. In the paper,the author will present the results of this attempt at “gamifying” a thermodynamics course, and willillustrate one model for bringing student directed, limited-scope, design projects into a heavy content-based course.
AU  - Andrew Trivett P.Eng.
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - An Attempt to Gamify a First Course in Thermodynamics 
UR  - https://strategy.asee.org/20043
DO  - 10.18260/1-2--20043
ER  -