Evaluation and assessment of a biomechanics computer- aided instruction N. Washington*, M. Parnianpour, J.M. Fraser Department of Industrial, Welding and System Engineering, 210 Baker System, 1971 Neil Avenue, The Ohio State University, Columbus, OH, USA Received 3 February 1998; received in revised form 11 February 1999; accepted 11 February 1999 Abstract The Biomechanics Tutorial (BT) is a computer-aided instructional (CAI) tool that expedites the transition from lecture to application for students in an introductory biomechanics class. It contains a review of basic concepts of rigid body mechanics and functional anatomy and combines them in a way that the student can become con®dent and ecient in building biomechanical models. The tutorial was used by juniors and seniors. The Biomechanics Tutorial contains mechanics and yanatomy reviews and quizzes, quiz results, examples of simulations, a study guide, and practical anatomical simulations that are presented as laboratory exercises for students to explore and analyze. We conducted an objective evaluation using statistical analyses and a subjective evaluation using student questionnaires to assess the tutorial as an instructional aid that accompanied the professor's explanations of basic mechanics and functional anatomy concepts. Pre-tutorial mechanics quiz scores indicated that 86% of the students did not have sucient mastery of mechanics concepts. The BT signi®cantly ( p < 0.05) improved the performance on the post-tutorial mechanics quiz. A regression model used to test the eect of the tutorial on ®nal grade while controlling for confounding factors (i.e., GPA and prerequisite classes), did not show that the BT signi®cantly improved the ®nal grades between the control and treatment groups. Students felt the BT was successful in helping them to better understand the principles of industrial ergonomics. This evaluation of the Biomechanics Tutorial is a contribution to the limited amount of research that shows a positive eect of CAI on college student achievement. The results of this study are discussed. # 1999 Published by Elsevier Science Ltd. All rights reserved. Computers & Education 32 (1999) 207±220 0360-1315/99/$ - see front matter # 1999 Published by Elsevier Science Ltd. All rights reserved. PII: S0360-1315(99)00004-4 * Corresponding author. Tel.: +614-628-4800; fax: +614-628-4801. E-mail address: nwashing@clmt.com (N. Washington)