Download PDFOpen PDF in browserEffectiveness of Computer Models on Learning Outcomes in a Dynamics Course – A Pilot Study9 pages•Published: May 15, 2022AbstractThe introductory courses in applied science education are formative and shape problem-solving skills. The application of gained knowledge beyond college is crucial to the success of engineers in the industry. As hands-on, active learning is key to understanding and analyzing a problem, the traditional instructional method often lacks these components. Courses such as Engineering Dynamics are usually deemed hard because the classroom experience does not augment the visualization of parts in motion. In this pilot study, the student's learning outcome in an Engineering Dynamics course was assessed by comparing the students' performance in solving dynamic problems with and without computer simulation models. Measuring student scores in problem-solving exercises, this paper demonstrated that computer-generated simulation models could be beneficial for the students to better grasp the dynamic concepts through engaging in active learning. Statistically significant differences were shown in the score when comparing a student group that used interactive simulation models to solve a dynamic problem with another group that had access to a stationary figure describing the system's initial state.Keyphrases: computer simulation model, dynamics, learning outcome, student pedagogy In: Tom Leathem, Wes Collins and Anthony Perrenoud (editors). ASC2022. 58th Annual Associated Schools of Construction International Conference, vol 3, pages 524-532.
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