Authors:
Yongqing Guo
and
Ning Fang
Affiliation:
Utah State University, United States
Keyword(s):
Computer Simulation and Animation (CSA), Interactive Learning Modules, Projectile Motion, Engineering Dynamics, Quasi-experimental Research Design.
Related
Ontology
Subjects/Areas/Topics:
Computer-Supported Education
;
e-Learning
;
Game-Based and Simulation-Based Learning
;
Learning/Teaching Methodologies and Assessment
Abstract:
Computer simulation and animation (CSA) has been receiving growing attention and application in recent
years in the international engineering education community. In the present study, an innovative set of CSA
learning modules was developed to improve student learning of projectile motion in engineering dynamics,
an important yet difficult undergraduate engineering course. The new CSA learning modules integrate
visualization with mathematical modeling to help students directly connect engineering dynamics with
mathematics. Quasi-experimental research involving an intervention group and a comparison group was
performed to investigate the extent to which the new CSA learning modules improved student learning of
projectile motion. The results show that as compared to the comparison group, students in the intervention
group increased their learning gains by 30.3% to 43.6% on average, depending on the specific CSA learning
modules. The difference in learning gains between the two groups i
s found to be statistically significant.
From the present study, it is concluded that properly-designed computer simulation and animation not only
provides students with a visualization tool for them to better understand engineering phenomena, but can
also improve their procedural skills for finally solving problems in engineering dynamics.
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