Chemical Engineering concepts are generally taught using visual learning methods, which may hinder students that prefer alternate learning methods. The purpose of this study was to determine whether auditory learners benefit from auditory-based feedback. Multiple steady states (MSS) and PID control were presented through auditory means by sonifying temperature and heat output data streams. Twenty-three students completed a survey to determine their preferred learning modes, an assignment that presented MSS and PID control through auditory means, and a post-survey to assess whether they learned the material from the auditory component of the assignment. The data suggested that auditory learners benefit from auditory-based feedback, though the results were not statistically significant.

• This report represents the work of one or more WPI undergraduate students submitted to the faculty as evidence of completion of a degree requirement. WPI routinely publishes these reports on its website without editorial or peer review.

Creator

• Vardner, Jonathan Thomas
• Ollerhead, Andrew Thomas
• Mahalingam, Krishna Irivinti

Subject

• Inclusion
• Learning

Publisher

• Worcester Polytechnic Institute

Identifier

• E-project-032515-172441

Palabra Clave

• Application software--Development
• Teaching
• Engineering--Study and teaching
• Psychoacoustics

Advisor

• Manzo, V J
• Timko, Michael T.

Year

• 2015

Sponsor

• Academic Technology Center

Date created

• 2015-03-25

Ubicación

• Worcester

Resource type

• Interactive Qualifying Project

Rights statement

• In Copyright

Última modificación

• 2021-01-06