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Interactive Computer Simulation and Animation Learning Modules: A Mixed-method Study of Their Effects on Students' Problem Solving in Particle DynamicsGuo, Yongquing 01 May 2015 (has links)
Computer simulation and animation (CSA) has been receiving growing attention and wide application in the engineering education community. The goal of this dissertation research was to improve students' conceptual understanding and procedural skills for solving particle dynamics problems, by developing, implementing and assessing 12 interactive computer simulation and animation learning modules. The developed CSA learning modules integrate visualization with mathematical modeling to help students directly connect engineering dynamics with mathematics. These CSA modules provide a constructivist environment where students can study physical laws, demonstrate mental models, make predictions, derive conclusions, and solve problems.
A mixed-method research was conducted in this study: quasi-experimental method (quantitative), and survey questionnaires and interviews (qualitative and quantitative). Quasi-experimental research involving an intervention group and a comparison group was performed to investigate the extent that the developed CSA learning modules improved students' conceptual understanding and procedural skills in solving particle dynamics problems. Surveys and interviews were administrated to examine students' learning attitudes toward and experiences with the developed CSA learning modules.
The results of quasi-experimental research show that the 12 CSA learning modules developed for this study increased students' class-average conceptual and procedural learning gains by 29% and 40%, respectively. Therefore, these developed CSA modules significantly improved students' conceptual understanding and procedural skills for solving particle dynamics problems. The survey and interview results show that students had a positive experience with CSA learning.
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Simulating Systems : Interactive computer simulations as an educational tool for teaching about social-ecological systemsÓ Duibhir, Conall January 2021 (has links)
This study adopts an experimental design to examine the use, in practice, of interactive computer simulations as educational tools. With the accelerated use of digital learning and the urgency of implementing sustainable development, the important role of interactive computer simulations is examined. While rooted in the digital humanities, the study focuses on ecopedagogy as a theoretical lens by which to assess critical learning. Drawing on previous research, ‘Shiny’ was used to develop a simple, interactive application consisting of a tool where users can calculate the cost and carbon emissions of energy production within a specific system. This application was used as part of a participatory experiment with 47 participants, and the data returned was analysed to examine its educational merit. The findings of the study indicate positive engagement with the simulation tool used, along with important lessons for further study.
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The Effects of Interactive Computer Simulation and Animation on Student Learning of Rigid Body Dynamics: A Mixed Method StudyHa, Oai 01 August 2015 (has links)
Engineering Dynamics (ED) courses are known as challenging and demanding for undergraduate students majored in many engineering fields, such as mechanical and aerospace engineering and civil and environmental engineering. The course is built upon the foundation and framework of mathematics and physics and requires students to have strong abstract thinking and reasoning skills. Rigid body dynamics (RBD), the second part of ED, investigates kinematics and kinetics of rigid bodies and is considered as a difficult subject by many undergraduate students because the course requires them to visualize abstract objects in motions. Although there have been many studies reporting the uses of interactive computer simulation and animation (CSA) modules as visual learning tools in RBD instruction, the effectiveness of the CSA modules on student learning of RBD were not rigorously and adequately investigated.
This study employs a mixed method (QUAN – qual) approach and nonequivalent comparison group design to investigate the effectiveness of CSA modules on student learning of RBD, and to explore students’ attitudes towards and experiences with these modules. One hundred and sixty-one students in two recent semesters participated in this study: 74 in one semester participated in the comparison group and 87 in another semester participated in the intervention group. While the intervention group students studied RBD with CSA modules along with traditional lectures, the comparison group students studied RBD with traditional lectures only. Students in both groups were assessed with pretests and posttests using 10 bonus homework assignments developed to address core knowledge areas of RBD. The study uses a set of nonparametric statistical tools to analyze the pretest and posttest scores, mean differences, and magnitudes of the differences in learning gains between the two groups.
Research findings from this study reveal that the intervention group students showed a significant increase in learning gains of overall knowledge, conceptual understanding, and procedural skills with Cliff’s effect sizes of 0.49, 0.41, and 0.47, respectively. CSA modules increased the intervention group students’ confidence, but they did not increase students’ motivation of learning RBD. This study supports the use of CSA modules as an instructional intervention to improve students’ conceptual understanding and procedural skills in learning engineering dynamics.
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Computer-Simulation-Assisted Lean Manufacturing TrainingWang, Luoding 19 January 2005 (has links)
This thesis assesses the potential of using computer simulation to aid existing lean manufacturing training methods such as lecture and live simulation. An investigation of this possibility was carried out in conjunction with UMEP's Lean 101 class. In the study, two experimental computer simulation models demonstrating the push and pull production scenarios were constructed using ProModel software. Simulation models were equipped with a Visual Basic interface to aid trainees to manipulate the model via ActiveX. Constructed computer simulation was compared with live simulation to answer these research questions: 1. Was computer simulation able to teach additional lean concepts not covered in live simulations? 2. Was training time less for trainees going through a computer simulation than for those going through a live simulation? 3. Was a computer simulation quicker and easier to set up than a live simulation for trainers? 4. Did computer simulation achieve comparable educational objectives as live simulation? Objective measurements for first three questions were positive and conclusive. For the fourth one, a survey was conducted among trainees of a treatment group (computer simulation only) and a control group (live simulation only) to collect responses. Statistical analysis of the subjective responses indicated the computer simulation aided the trainees to learn and implement lean manufacturing, but was not as effective as live simulation. Holistically, these results did not warrant the complete changeover from live simulation to computer simulation. Yet, a combined implementation of computer simulation and live simulation was proposed to reap the benefits from the best of both approaches.
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Examining Mathematical Modeling of Fifth Grade Students Using InteractiveSimulationsSanjari Pirmahaleh, Seyedeh Azin 30 September 2019 (has links)
No description available.
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