Using Computer Simulation and Animation to Improve Student Learning of Engineering Dynamics

This paper reports the longitudinal assessment results of an interactive computer simulation and animation (CSA) learning module that was developed for, and implemented in, an engineering dynamics course. Longitudinal assessments were conducted in four semesters involving 304 engineering undergraduates. Pre-post tests and questionnaire surveys were administered to measure student learning gains and to determine students’ attitudes and experiences with the CSA learning module respectively. The assessment results show that students made an average learning gain of 36 to 85 percent. A total of 58 to 88 percent of the students who responded to the survey indicated positive experiences with the CSA learning module