Pattern recognition as a learning strategy in the study of engineering dynamics

As engineering dynamics remains a difficult subject to teach and learn, this study was initiated by an observation from the authors' experience of how students pass dynamics without necessarily understanding all the fundamental concepts. This observation motivates the research on 'pattern recognition' as a learning strategy that emphasizes practising sample problems and solving similar problems in assessments. This research consisted of two parts. First, we analysed the notion of pattern recognition from two angles: (a) how it is contrasted with conceptual understanding in view of mental simulation and (b) how it is defined in the fields of computer science and cognitive psychology. We found that pattern recognition could be characterized using three features: (a) use of sample cases, (b) learning through practice, and (c) emphasis on correct patterns. Subsequently, we conducted a survey to identify evidence of pattern recognition from students as their learning strategy. With Cronbach's alpha coefficient value at 0.649, a moderate but acceptable value, we discovered that our survey instrument was able to distinguish learners who tend to use pattern recognition as a strategy to solve problems, which is considered reasonable for a pilot investigation. We also found evidence that learners using pattern recognition tend to emphasize practice problems and memorization and de-emphasize the learning of fundamental concepts. We consider that pattern recognition could provide a new aspect to understand how learners learn technical subjects in engineering education.