Executive Summary of Results

Need for the Project

The U.S. Department of Energy (2003) notes that prime energy consumption by buildings in the U. S. was 38% in 2001 and increasing. The building sector is thus the highest consumer of energy when compared to percentages consumed by either industry or transportation and is the furthest from best practice status. Measures to reduce building energy consumption are therefore imperative for the U.S. to remain globally competitive in the building industry and can only come through knowledge of energy efficient strategies.

Computer technology is prevalent in learning about building energy consumption and strategies. The International Building Performance Simulation Association (1997) states that computer modeling and simulation are the most powerful approaches to address the complex interactions encountered in buildings. It is especially critical in the early design stages of a project as this is seen as being the main window of opportunity for including energy concerns into building design (Hensen, 1995). Otherwise, energy issues become add-ons in the overall design and are often not holistically integrated into the project.

Most of the existing energy software (e.g. DOE, BLAST, RETScreen) have high learning curves, and busy students and practitioners in the architectural field often don’t have the time to learn these programs. Similarly, at the early design stages, these complex programs are just that: they are too complex and time-consuming for the simplicity of the design stage. To address this, new methods of delivery of this information on the classroom need to be explored.

A review of the literature on learning methods indicates that a highly touted and seemingly successful method of creating integrated and valuable learning experiences is computer gaming (e.g. Lockhoof 1982; Munski 1999; Panizzi 1998). These have long been used for learning complex concepts, as they tend to simplify reality and force participants to focus on the task at hand.

This project addressed the above and developed and analyzed the effectiveness of an interactive game to teach students and professionals about the effect of energy efficient strategies that are typically applied to commercial buildings in northern climate states and countries.

Use of Technology

This project used interactive software to teach energy effective strategies that could be applied to a prototypical office building in the states that border the Great Lakes. Typically, energy analysis either involves long-hand calculations or the use of energy simulation software that has high learning curves. In my ART 222 Commercial Construction class, the focus is on creating working drawings of commercial buildings and the energy analysis is only one module, at best. Thus, there is not a great deal of time available to learn and teach these energy analysis methods. By using a paired-down and interactive approach, students will have the time to use the software for preliminary analysis and will be able to determine quickly how it can affect their initial design decisions.

The new approach to instructional technology was therefore in the interactive, on-line exposure to energy analysis which is typically taught by using complex simulation software or extensive long hand, manual calculations.

Instructional Design Plan

Describe how the use of technology used supported your teaching approach:

• What student learning outcomes were expected?

The outcomes expected were a greater understanding of the impact of various energy efficient strategies on the building performance. It is hoped, over the long term, that this will affect their design decisions with respect to commercial buildings.

• How did your teaching plan encourage active learning, provide feedback, address respective learning styles, and build collaboration?

The active learning was addressed in the interactive nature of the computer game. This addressed students who prefer more hands-on and self directed, experiential learning, which is noted as being characteristic of adult learners (Brinson, 1988). Collaboration is achieved through the offering of this electronic energy module on-line where other students and other universities and even countries can be invited into the learning arena.

Brinson, S. A. (1988). A Comparison of Two Teaching Methods: A Game and a Lecture to Review Mandatory Workplace Safety in Acute Care Hospitals. Unpublished doctoral dissertation, University of Michigan.

• What resources were used? (campus technology support services, etc.)

Resources used on IUPUI campus were:

Digital Media Services (IUPUI):
Vince Cannon: Conceptual Design
Jay Hagenow: Flash MX 2004 Programming in Action Script
Website Design

Office of Professional Development/Center for Teaching and Learning (IUPUI):
Randy Newbrough: Website Design and Audio
Jon Eynon: Dreamweaver , Camtasia and Captivate
Jump Start Grant Program: OPD, IUPUI

Construction Technology Students: Sarah Helish and Lawrence Prodan (Graphics)

• Would your project be easily understood and executed by other faculty?

This project concept could easily be understood by other faculty. However, the actual energy analysis would be best understood by others working in the same field: architects and construction engineers and students and faculty in these disciplines for which the game is intended. The general public, with minimal instruction, could quickly develop an understanding of the fundamental principles and results of the game. This is proven by the analysis of the data results from participants who stated that they knew little about commercial construction before taking part in this study.

Potential to Impact Student Learning

Clearly define how your project improved student learning - include specific examples of how your project:

• Fostered depth of learning

The statistical analysis of the data collected during the quasi experiment indicated that there were statistically significant improvements in the test subjects' ability to comprehend the effect of energy efficient strategies applied to commercial buildings.

• Supported efforts to improve retention

Interactive, experiential learning is noted as being the type of learning that appeals to the current generation of College students as well as adult learners who prefer to work independently. Judging by the statistical results, it should foster the retention of more students within IUPUI and should also foster greater retention of the subject matter that was the focus of this study.

• Fostered the learning of large numbers of students

This interactive game was pilot tested on 44 students from the Construction Technology Department within the Purdue School of Engineering and Technology. It has the potential to be utilized and tested by many more departments and faculties that study energy and, as well, has the potential to be effective in industry.

• Has broader applications that will affect learning K-12 or community environments?

An interactive electronic game is a powerful tool, once loaded upon a web-site to attract other users. This is also a topical subject (energy efficiency), of interest to professionals as well as developers, owners and the overall building community. Its potential to affect the greater community is only limited by not knowing where it will exist on the Internet.

Assessment Plan

Briefly explain the effectiveness of your assessment plan:

• What measure of assessment was used?

A quasi experimental process was set up to assess the effectiveness of this approach to learning about energy efficient strategies. This involved a pre-test and post-test as well as a control group. All of the data was then analyzed in SPSS software.

• How did your approach obtain measures of performance?

Performance measures were determined by the questionnaires that were distributed in each level of the experimental procedure. Participants were specifically asked to assess their personal impressions of their performance levels.

• Did you feel your measurement was accurate and effective?

The accuracy of the test measures were determined by statistical analysis in SPSS. The sample group was a total of 44 students and the participants were not selected randomly (it was based on availability samples), so the ability to generalize to a larger population is hindered and limited.

Plan for Colleague Development

Describe your role and activities as a mentor:

• What mentoring activities were implemented to assist colleagues?

This project was profiled in a discussion on the Jump Start program in our department. Other faculty members have now applied to the Jump Start program to get their courses on-line and interactive.

• How did you help to develop colleague's instructional technology skills?

This was accomplished by getting other faculty members to be aware of what I was doing through casual discussions and the posting of my work within the department. This developed an awareness of the activity and has encouraged several others to pursue learning the software that can accomplish these interesting learning tools. Providing access to my electronic classroom to other faculty members also championed the interest in this type of technology.

• How do you think your contributions to the Knowledge Base will help colleagues planning similar projects?

It already has. Fellow colleagues have shown an interest in my course development and we currently had 3 faculty members apply for Jump Start grants within the Construction Technology Faculty (with 1 being successful and now pursuing the development of an interactive architectural drawing course).

• Is your project approach potentially applicable to other contexts or disciplines?

This project, as it deals with both gaming and energy efficiency and the assessment of different teaching methods, is definitely applicable to many other disciplines, especially at the conceptual level.

• What tips would you offer?

These projects should only be pilot studies, especially if they are directed at completely new ways of approaching learning and teaching. Otherwise the scope of the project can become too large. I also found it helpful to have this as part of my dissertation study as I had deadlines to follow that kept me on track. I would also advise using the wealth of expertise on the IUPUI campus, in particular the Office of Professional Development and Digital Media Services. The experts in these departments can help in the development and creation of a professional, effective product.

Final Comments on Project Results

• Do you think you met the goals of your project?

Yes, I did, as I completed all the stages and analyzed the results and made several discoveries regarding the technique.

• What, if anything,would you do differently?

The difficulty (and yet also the motivator for the completion) in this project is that it was part of the research for my dissertation (Ph.D. in Sustainable Architecture). I found that, because I had to get everything approved at several levels (particularly by an academic advising team in a different country), this slowed down the process greatly and limited my creativity.

It is necessary to also conduct this testing with practicing architects to see if it would be a learning tool that they would embrace.

I would like to have gotten more students involved in the design of this, learning the software. This proved to be difficult as I had to budget most of my money to experts who could guide me in using and learning the complex interplay of software.

I also think that this fellowship should encourage collaborative research involving several researchers within 1 department. This would engage more faculty in the process, as it is extremely difficult to get other, busy faculty members to commit time to a project that they are only peripherally involved in. Perhaps SBC Fellowships should only be awarded to teams, rather than individuals.

• Did you have any unexpected outcomes? (positive or negative)

The only unexpected outcome is that I did not incorporate an interactive testing component of the game which, I believe, would have made this project more" game-like". This was not pursued because of the difficulties in addressing this component within my dissertation.

• Would you recommend this teaching approach to colleagues?

I would recommend interactive, electronic learning to my colleagues and have. I also would and have cautioned them on the significant amount of time it takes to develop these tools
properly and how it can tend to “freeze-frame” information. This, I am concerned, may result in less spontaneity in teaching, which is essential to a vibrant classroom and the learning about architecture.

• What other comments or suggestions would you offer to complete this report?

I am extremely grateful to SBC for this award and the persons who made the decision to include me in this round. This is very helpful to someone trying to jumpstart their career at IUPUI and I would strongly encourage the SBC Fellowship team to consider new faculty in this award, particularly the ones that are struggling to complete PhD dissertations while starting a new career.

SELECTED REFERENCES:

Hensen, J.L.M. (1995) Proceedings from the 4th IBPSA World Congress on Building
Simulation '95, International Building Performance Simulation Association, Madison, WI. (pp. 259-267).
[On-line] Available: http:// www.esru.stath.ac.uk/publications/syssim [2000 November 9]

International Building Performance Simulation Association. (1997). [On-line] Available: http://www.fsid.cvut.cz
[2000, October 31]

Lockhoof, N. (1982). A Simulation Game Model For Affecting Attitudes Toward Energy Conservation.
Unpublished doctoral dissertation, University of Texas at Austin.

Munski, M. (1999). The Architectural Oracles Game: A Futures Tool For Architecture And Design Unpublished Doctoral Thesis.
Unpublished doctoral dissertation, University of Michigan.

Panizzi, G. (1998). Representation and Reality for a New Education. In Geurts, J. Joldersma,C. & Roelofs, E, (eds.)
Gaming Simulation for Policy Development and Organizational Change. 283- 286. Tiburg: Tiburg University Press.

United States Department of Energy (2003). The 2003 Buildings Energy Data Book. [On-Line] Available:
http://buildingsdatabook.eren.doe.gov/frame.asp?p=tableview.asp&TableID=508&t=pdf [2003, September 5]

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