{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/110513"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/110513","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Exploring the nature of students’ collaborative interactions during a hands-on ill-structured engineering design task","abstract":"The student, Taylor Tucker, accepted the attached license on 2021-04-19 at 19:44.","abstract_html":"The student, Taylor Tucker, accepted the attached license on 2021-04-19 at 19:44.","abstract_has_math":false,"creators":["Tucker, Taylor"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Mercier, Emma","Goldstein, Molly","Liebenberg, Leon","Wooldridge, Abigail"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-09-17T01:11:05Z","date_published":"2021-09-17T01:11:05Z","updated_at":"2026-07-22T22:24:50Z","subjects":["task design, engineering education"],"languages":["en"],"rights":["Copyright 2021 Taylor Tucker"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/110513","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Mercier, Emma","Goldstein, Molly","Liebenberg, Leon","Wooldridge, Abigail"]},{"key":"dc:creator","label":"Author","values":["Tucker, Taylor"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2021-09-17T01:11:05Z","2021-04-22","2021-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["task design, engineering education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Taylor Tucker"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/110513"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The student, Taylor Tucker, accepted the attached license on 2021-04-19 at 19:44.","The student, Taylor Tucker, submitted this Thesis for approval on 2021-04-19 at 19:44.","This Thesis was approved for publication on 2021-04-22 at 15:19.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16431 on 2021-09-16 at 16:43:46","Made available in DSpace on 2021-09-17T01:11:05Z (GMT). No. of bitstreams: 2 TUCKER-THESIS-2021.pdf: 960210 bytes, checksum: 0712bf9b7d6cfa02ddbfcc2ca5c54e4c (MD5) LICENSE.txt: 4210 bytes, checksum: 481e756b34b82b88896fb2cfd7cb512f (MD5) Previous issue date: 2021-04-22","Engineering education is experiencing a shift in curriculum format toward more emphasis on collaborative design work. This can be accomplished through means such as collaborative ill-structured tasks, which provide students with experience authentic to industry. However, research on effective ill-structured task design in the context of undergraduate group problem solving is relatively limited. Studies have explored how to design and construct ill-structured tasks that effectively engage students and promote higher learning outcomes and group collaboration, but these tasks have primarily been limited to two-dimensional representations that lack opportunity for students to realize their design implications in the physical world. While some tasks may include three-dimensional representation of task content, little is known about the influence on students’ collaborative interaction that can result from the use of physical, hands-on task products in this context. This study seeks to address this gap by characterizing the nature of students’ interactions as they worked in small groups on an ill-structured engineering design task for which a physical object was a central component. The study uses mixed methods to analyze the interactions and experiences of twenty undergraduate engineering students in five groups as they worked together to dissect a product, model its components, and make justified design changes to their model. Ethnographic observations were recorded during multiple dissection sessions for each of the five groups. Thematic analysis was used to identify initial trends in the data and to develop a coding scheme, which was then applied to characterize participants’ behaviors and collaborative processes at both individual and group levels. Frequencies of codes were compared against task scores to investigate the impact of participation in identified behaviors and processes on group performance. Results indicated positive relationships between 1) participation in dissection and task scores, and 2) participation in collaborative reflection and task scores, both of which are meaningful for future collaborative task design. The study supports the evolution of collaborative engineering problem solving by contributing to our understanding of the impact of hands-on learning in design tasks.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2021-09-16 without embargo terms"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Exploring the nature of students’ collaborative interactions during a hands-on ill-structured engineering design task"]}]}],"canonical_facts":{"dc:contributor":["Mercier, Emma","Goldstein, Molly","Liebenberg, Leon","Wooldridge, Abigail"],"dc:creator":["Tucker, Taylor"],"dc:date":["2021-09-17T01:11:05Z","2021-04-22","2021-05"],"dc:description":["The student, Taylor Tucker, accepted the attached license on 2021-04-19 at 19:44.","The student, Taylor Tucker, submitted this Thesis for approval on 2021-04-19 at 19:44.","This Thesis was approved for publication on 2021-04-22 at 15:19.","DSpace SAF Submission Ingestion Package generated from Vireo submission #16431 on 2021-09-16 at 16:43:46","Made available in DSpace on 2021-09-17T01:11:05Z (GMT). No. of bitstreams: 2 TUCKER-THESIS-2021.pdf: 960210 bytes, checksum: 0712bf9b7d6cfa02ddbfcc2ca5c54e4c (MD5) LICENSE.txt: 4210 bytes, checksum: 481e756b34b82b88896fb2cfd7cb512f (MD5) Previous issue date: 2021-04-22","Engineering education is experiencing a shift in curriculum format toward more emphasis on collaborative design work. This can be accomplished through means such as collaborative ill-structured tasks, which provide students with experience authentic to industry. However, research on effective ill-structured task design in the context of undergraduate group problem solving is relatively limited. Studies have explored how to design and construct ill-structured tasks that effectively engage students and promote higher learning outcomes and group collaboration, but these tasks have primarily been limited to two-dimensional representations that lack opportunity for students to realize their design implications in the physical world. While some tasks may include three-dimensional representation of task content, little is known about the influence on students’ collaborative interaction that can result from the use of physical, hands-on task products in this context. This study seeks to address this gap by characterizing the nature of students’ interactions as they worked in small groups on an ill-structured engineering design task for which a physical object was a central component. The study uses mixed methods to analyze the interactions and experiences of twenty undergraduate engineering students in five groups as they worked together to dissect a product, model its components, and make justified design changes to their model. Ethnographic observations were recorded during multiple dissection sessions for each of the five groups. Thematic analysis was used to identify initial trends in the data and to develop a coding scheme, which was then applied to characterize participants’ behaviors and collaborative processes at both individual and group levels. Frequencies of codes were compared against task scores to investigate the impact of participation in identified behaviors and processes on group performance. Results indicated positive relationships between 1) participation in dissection and task scores, and 2) participation in collaborative reflection and task scores, both of which are meaningful for future collaborative task design. The study supports the evolution of collaborative engineering problem solving by contributing to our understanding of the impact of hands-on learning in design tasks.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2021-09-16 without embargo terms"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/110513"],"dc:language":["en"],"dc:rights":["Copyright 2021 Taylor Tucker"],"dc:subject":["task design, engineering education"],"dc:title":["Exploring the nature of students’ collaborative interactions during a hands-on ill-structured engineering design task"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:50Z"}