[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-133216-en":3,"doc-seo-133216-105":30,"detail-sidebar-cat-0-en-105":91},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},133216,4810365810221,"Aurora","https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",8,"Research & Report","Using Doodles to Assist Learning in Mechanical Engineering Courses","The paper investigates doodling as an intentional learning strategy for mechanical engineering students, challenging the stereotype of doodles as signs of distraction. It frames doodling as an alternative mode of engaging course information beyond a linear “Read, Solve, Repeat” routine. Drawing-based approaches are reviewed through prior studies on engagement, reasoning, organization, memory, and learning transfer from words to pictures. An Infodoodle concept is introduced, followed by practical requirements and types of learning, then effectiveness is assessed via correctness, grading components, and student feedback collected over two semesters.","Paper ID \\#25397  \nUsing Doodles to Assist Learning in Mechanical Engineering Courses  \nDr. John A. Mirth, Saint Cloud State University  \nJohn Mirth is an associate professor in the Mechanical and Manufacturing Engineering Department at the St. Cloud State University in Minnesota. Prior to this, he had positions at the University of Denver, the University of Wisconsin-Platteville, Rose-Hulman Institute of Technology and the University of Iowa. He obtained his BSME degree from Ohio University and his MSME and Ph.D. degrees from the University of Minnesota.  \n􀀍c American Society for Engineering Education, 2019  \nUsing Doodles to Assist Learning in  \nMechanical Engineering Courses  \nIntroduction  \nDoodles are commonly viewed as the traces ofa distracted person – one who is bored with the immediate proceedings and fills the void with sketches of random shapes or objects. While the doodler may indeed be filling time, the fact of doodling is not necessarily a display of inattentiveness. Doodling may actually serve to keep the brain engaged and alert while those around the doodler concentrate themselves into a haze. Such an idea provides the premise for this paper. Engineering students commonly engage course information in a relatively onedimensional manner – Read, Solve, Repeat. The process becomes metronomic, with the student never pausing to explore or interpret the information being presented. To break this cycle, this paper looks at the use of doodling to provide a different mode of content engagement.  \nThe use of drawing to create an alternative method for displaying and retaining information has a number of supporters. Ainsworth et al [1] suggest that incorporating drawing into scientific education can produce increased engagement, improved reasoning, better organization, and better communication of concepts, among other benefits. Andrade [2] demonstrates that doodling provides a contrasting form of engagement that can increase attention and retention of information. Wammes [3] suggests that drawing assists in memory tasks due to its multidimensional nature where one has to make a decision on what to draw, convert that into an internal image, and then transfer that image to the page. The ability of images to enhance learning and support verbal processes has also been well documented [4, 5] . In a more specific application of drawing, Blackler [6] discusses the use of a cartooning exercise in an Industrial Design course, with the observation that students perceived the task of cartooning to assist in thinking and recall, but with concerns about the difficulty and time associated with the process. The doodle approach adopted in this current paper seeks to retain the positive aspects related to drawing while simplifying the drawing process so as to reduce or eliminate the negative aspects.  \nA technique similar to doodling is that of “sketchnoting”, wherein notes are either presented or taken using a combination of drawings and words. Proponents [7], [8] of sketchnoting support the idea that the learning benefits of sketching and drawing are tied to the need for a person to translate ideas from one format (words) to another (pictures) .  \nPerhaps the most comprehensive resource related to the above, and this current paper, is the book, The Doodle Revolution by S, Brown [9], which discusses the concept of the “Infodoodle”. An Infodoodle is a simple drawing that is created with the purpose of capturing and conveying information. Brown explains not only how to create effective doodles, but also ties their use to improvements in organization, engagement, thinking, and memory.  \nThis current paper represents an initial foray into accessing the power of sketching and doodling as a tool to assist students in their engagement with engineering courses. Doodling information has been collected over the span of two semesters in sophomore level engineering courses (Statics, Dynamics) within a Mechanical Engineering curriculum.  \nThe sections","cbCaiqUocFFCCmQd","https://ap.wps.com/l/cbCaiqUocFFCCmQd","pdf",1634140,1,13,"English","en",105,"# Introduction\n# How and Why to Doodle in an Engineering Course\n## Infodoodle Requirements","[{\"question\":\"What learning problem does the paper aim to address in engineering courses?\",\"answer\":\"It targets the limited, one-dimensional way students typically engage with material through a repetitive cycle, aiming to introduce a different mode of content engagement.\"},{\"question\":\"What is an Infodoodle in the context of this paper?\",\"answer\":\"An Infodoodle is a simple, intentionally created drawing used to capture and convey information, translating auditory or text-based content into words and pictures to clarify and communicate concepts.\"},{\"question\":\"How does the paper evaluate whether doodling activities are effective?\",\"answer\":\"Effectiveness is assessed by examining the correctness of doodles, treating doodles as part of course grades, and collecting student feedback.\"}]","Using Doodles to Assist Learning in Mechanical Engineering Courses | 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