University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Masters Theses Graduate School 8-2019 A Framework To Implement Varied Learning Environment Using Team Based Learning - Pyramid Hologram To Increase The Learning Outcome In Lean Training Aravind Satyanarayanan University of Tennessee, [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_gradthes Recommended Citation Satyanarayanan, Aravind, "A Framework To Implement Varied Learning Environment Using Team Based Learning - Pyramid Hologram To Increase The Learning Outcome In Lean Training. " Master's Thesis, University of Tennessee, 2019. https://trace.tennessee.edu/utk_gradthes/5532 This Thesis is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a thesis written by Aravind Satyanarayanan entitled "A Framework To Implement Varied Learning Environment Using Team Based Learning - Pyramid Hologram To Increase The Learning Outcome In Lean Training." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Master of Science, with a major in Industrial Engineering. Rapinder Sawhney Dr., Major Professor We have read this thesis and recommend its acceptance: John Kobza Dr, Lee Martin Dr Accepted for the Council: Dixie L. Thompson Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) A Framework To Implement Varied Learning Environment Using Team Based Learning - Pyramid Hologram To Increase The Learning Outcome In Lean Training A Thesis Presented for the Master of Science Degree The University of Tennessee, Knoxville Aravind Satyanarayanan August 2019 c by Aravind Satyanarayanan, 2019 All Rights Reserved. ii To my mother and sister, without them I shall not have reached this position To Shruti and Anuradha for providing constant financial and emotional support iii Acknowledgments I would like to thank Professor Rapinder Sawhney for guiding me at each and every step throughout my masters program. His ingenuity has led me to push beyond limits in my research and education. Under his guidance I was able to work on multiple engineering projects that exposed me to various domains of Industrial & Systems Engineering. My gratitude towards Dr. Lee Martin and Dr. John E Kobza is respectably high, as their continuous support helped me in successful completion of my dissertation. The Center for Advanced Systems Research and Education managed by Carla Arbogast, has supported me throughout my master's program by allocation soecial projects to enhance my engineering skills. My sincere thanks to Dr. Ninad Pradhan for helping me take baby steps in the field of research, while providing constant support and feedback. My wellwishers Anuradha, Shruti Satyanarayanan,for trusting my abilities, having confidence on my skillset and encouraging me throughout my ups and downs. My graduate collegues Prashanth, Abinav, Roshanak, Nooshin, Riddhi, Arun, Pradeep, Guilherme, Vasanth,and Esdras for their constant encouragement. To my best friends Balaji, Guna, Sabarish, Roobesh, Yeshwant, Hemanthika and Sameer for staying as my constants and encouraging in bringing the best out of me. iv Abstract The failure of Lean efforts can largely be attributed to the failure of organizations to prepare their employees for Lean implementation. Employees are provided with formal training that uses educational videos and classroom lectures. These videos and lectures are individual- oriented and do not engage employees by way of active participation. This indicates the need for learning environments which augment the formal experience to improve employee engagement in training. This research proposes a varied learning environment with the help of Team-Based Learning and 3D Hologram. Both techniques have individually been shown to be effective in teaching technical concepts which require a strong visual competence. Variables specific to the learning environment are identified based on research from multiple areas of learning, including inductive learning, cognitive thinking, constructivism, assistive technology and extrinsic motivation. The research is validated using a control group, which learns by way of educational videos, and a test group, which uses the presented varied learning environment. It is found that the technique learning value and the ability to maintain attention are higher in the test group. The framework presented in this research is widely applicable for Lean training efforts in multiple domains, including manufacturing, supply chain management and healthcare. v Table of Contents 1 Introduction1 1.1 Background....................................2 1.2 Procedural and Conceptual Knowledge Gain in Lean Training........4 1.3 Problem Statement................................5 1.4 Approach.....................................5 1.5 Scope Of The Study...............................8 1.6 Thesis Outline...................................8 2 Literature Review 10 2.1 Co-operative Learning.............................. 12 2.2 Team - Based Learning.............................. 13 2.3 Pyramid Hologran - Study Tool......................... 15 2.4 Adult Learning Variables............................ 17 2.4.1 Extrinsic Motivation........................... 18 2.4.2 Inductive Methodology.......................... 18 2.4.3 Cognitive Support............................ 19 2.4.4 Constructivism.............................. 20 2.4.5 Assistive Technology........................... 20 2.5 Literature Review Criterion........................... 21 2.6 Research Gap................................... 22 3 Methodology 24 3.1 Research Framework............................... 24 vi 3.2 Identification Phase................................ 26 3.2.1 Variables for the Varied Learning.................... 28 3.2.2 Co-Operative Learning.......................... 30 3.2.3 Team Based Learning........................... 31 3.3 Empirical Phase.................................. 32 3.3.1 TBL-PH.................................. 32 3.3.2 Pyramid Hologram - Hardware Requirements............. 35 3.3.3 Pyramid Hologram - Software Requirements.............. 36 3.3.4 Designing The Questionnaire...................... 37 3.3.5 Test Group................................ 38 3.3.6 Pre-test Questionnaire.......................... 38 3.3.7 Hologram Session............................. 38 3.3.8 Post-test Questionnaire.......................... 39 3.3.9 Control Group.............................. 39 3.4 Analytical Phase................................. 40 3.4.1 Data Analysis For The Questionnaire.................. 40 3.4.2 Descriptive Analysis........................... 41 4 Data Collection and Results 43 4.1 Mutual Empirical Requirements......................... 43 4.1.1 Preparation of Video Lecture...................... 44 4.1.2 Pre & Post Test Questionnaire...................... 46 4.2 Control Group................................... 49 4.2.1 Observations and Inferences....................... 52 4.3 Test Group.................................... 53 4.3.1 Observation and Inferences........................ 56 4.4 Comparison of Control and Test Groups.................... 57 4.5 Validation Survey................................. 64 4.5.1 Pearson Correlation............................ 65 4.6 Summary..................................... 69 vii 5 Conclusion and Future Work 70 5.1 Summary of the Research Study......................... 70 5.2 Organizational Implications........................... 71 5.3 Limitations and Future Work.......................... 72 Bibliography 73 Appendix 82 A Institutional Review Board............................ 83 B Consent Letter.................................. 85 Vita 87 viii List of Tables 2.1 Impact of Co-operative learning in adults.................... 12 2.2 Impact of TBL in adults............................. 13 2.3 Impact of Pyramid Hologram in classroom................... 16 2.4 Use of Pyramid Hologram in various educational domains according to [3]. 16 2.5 Summary of the factors considered for the literature review.......... 23 3.1 Potential lean techniques that can be utilized from using Pyramid Hologram 34 4.1 Summarized Results of Pre & Post Test Questionnaire of the Control group. 50 4.2 Inferences of the Control Group......................... 52 4.3 Summarized Results of Pre & Post Test Questionnaire of the Test group.. 54 4.4 Inferences of the Test group........................... 56 4.5 Fitness test.................................... 59 4.7 By Group 1 Classification............................ 59 4.8 By Group 2 Classification............................ 59 4.6 Type III test for Fixed Effects.......................... 59 4.9 By Group 3 Classification............................ 60 4.10 Normality Test Results.............................. 61 4.11 Data Collected form the Survey......................... 66 ix List of Figures 1.1 Approach of the research.............................7 1.2 Flow of the thesis.................................9 2.1 Keywords for the literature search........................ 11 2.2 Domain analysis of literature review....................... 12 2.3 Co-operative learning in