Enhancing student learning in geotechnical engineering: a study on effective slide design from students' perspective

This paper explores the effectiveness of slides in teaching STEM subjects, particularly geotechnics. While slides are crucial for explaining basic concepts, some can be challenging for both teachers to explain and students to grasp. The study acknowledges that teachers often have favourite images they believe effectively convey key concepts in soil mechanics or geotechnical engineering. However, due to differences in age and learning stage, students may not find these slides as clear or meaningful. The research comprised two parallel surveys: one student-based and one teacher-based, to examine the preferred slide styles for fundamental geotechnical concepts and the motivations. Key geotechnical topics (shear resistance and drained/undrained conditions) were presented using two different slide styles. Using the Wooclap platform, surveys were conducted during lessons with about 80 students from diverse backgrounds in both undergraduate and advanced geotechnics courses. Students were asked to choose their preferred slide and explain their choice. The same was asked to teachers through Google Forms. This study aims to understand students' perspectives on the use of figures in geotechnical engineering slides, potentially serving as a reference for lecturers. The preliminary results have enabled the authors to develop a list of tips for teachers on presenting difficult-to-visualize topics in geotechnics more effectively.