Simulation‐based learning modules for undergraduate engineering dynamics

In this paper, we describe software modules that provide both visual and haptic feedback to the student, and evaluate their effectiveness. The system integrates software modules with a haptic interface that can augment teaching and learning in a required undergraduate engineering Dynamics course. St...

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Bibliographic Details
Published inComputer applications in engineering education Vol. 27; no. 4; pp. 846 - 862
Main Authors Karadoğan, Ernur, Karadoğan, Figen
Format Journal Article
LanguageEnglish
Published Hoboken Wiley Subscription Services, Inc 01.07.2019
Subjects
Dynamics
educational simulations
Engineering education
Haptic interfaces
haptics
Learning
Modules
Software
Students
undergraduate engineering education
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Summary:In this paper, we describe software modules that provide both visual and haptic feedback to the student, and evaluate their effectiveness. The system integrates software modules with a haptic interface that can augment teaching and learning in a required undergraduate engineering Dynamics course. Students can change parameters, predict answers, compare outcomes, interact with animations, and feel the results using a haptic interface. Three software modules were evaluated in two separate studies. The first study focused on subjective ratings based on student opinions. The second study assessed the effect of the modules on students' conceptual understanding for force and motion using a pretest/posttest design. The results revealed that the practice with the modules significantly improved the conceptual understanding of the targeted concepts. In addition, students showed a significant preference by stating that the modules would increase their interest in Dynamics as a subject and their engagement in the Dynamics course.
ISSN:1061-3773
1099-0542
DOI:10.1002/cae.22114