International Conference on Engineering Education © 2005 SUT, Gliwice, Poland Student engagement with simulations in engineering education. A case study

International Conference on Engineering Education© 2005 SUT, Gliwice, Poland

Student engagement with simulations in engineering education. A case study

Eduardo A. MONTERO, Cristina ALONSO, María Jesús GONZÁLEZ, Fernando AGUILAR, Montserrat DÍEZ

Department of Electromechanical Engineering, University of Burgos, Spain

www.ubu.es

Department of Electromechanical Engineering

University of Burgos, Spain


5 conclusions

CONTENTS

1 introduction

2 enhancement of experimental learning with the aid of simulations

3 case study in engineering thermodynamics

4 results

Student engagement with simulations…1/17

Department of Electromechanical Engineering University of Burgos, Spain


What kind of activities could enhance student learning in one of my laboratory

classes?

introduction

experiments&simulation case study results conclusions

introduction

scientific & technical

skillsgeneric skills

to fix objectives, teamwork,

communication...

Engineering education and experimentation

student-centred learning

Cost of equipment & Staff timeICT

simulation




introduction

experiments&simulation case study results conclusions

This study presents:

•a revision of the characteristics of simulations that support learning

•a set of design rules to develop simulations

•results obtained in a case study in engineering thermodynamics

Objective: to enhance learning trough the integral desing of experiments




enhancement of experimental learning with the aid of simulations

introduction experiments&

simulationcase study results conclusions

Simulation: the computationally correct representation of a situation, which offer the user control over the outcome of the

programIn which sense a simulation is useful for learning?•criteria of evaluation of engineering courseware of Educational Digital Librairies (NEEDS, MERLOT)

•case studies

•good teaching practices




introduction experiments&

simulationcase study results conclusions

some basic design rules:

•instructional design the learning objectives are clearly stated the simulation interactivity involves the student the content is well chosen and structured instructions of use are clear or self-evident

•software design the software promotes the engagement the interface is friendly and workable the software is free from technical problems

•engineering content accurate, error free




introduction experiments&simulation case study results conclusions

case study in engineering thermodynamics

1st case

Thermodynamics

First and Second Laws

degree

Mechanical Engineering

(3 year course)

Subject

Engineering Thermodynamics

2nd year, 30 weeks, 4 h/w

2nd case

Thermodynamics

Properties of pure

substances3rd case

Thermodynamics

Properties of pure

substances

the Stirling engine

the vapour-liquid bench

the gas ideal bench




International Conference on Engineering Education and Research “Progress Through Partnership”© 2004 VŠB-TUO, Ostrava, Czech Republic


Laboratory experienceSimulations

2 hours at the laboratory, to obtain

with the computer, to obtain

•initial experiments, few measurements

•some understanding of the processes inside experimental benches

the evolution of the heat engine/heat pump efficiency as function of the electrical heater/rotation speed



The pressure-volume diagram from the ambient condictions to critical point/vapor-pressure curve

The gas ideal pressure-volume diagram/ compressibility factor equation

Learning Goals


23 student’s survey 1st semester 2005 through

•evaluation of reports

•observation during the sessions

•questionnaire*26 items in relation with the seven design rules

*five-point scale from ‘strongly agree’ to strongly disagree’


results





Student’s perception/1:learning objectivesLearning objectives of the simulations are clearly stated and are appropriate

I have found these learning objectives stated in the teacher’s guide … … or at the University Web Site from where I have downloaded the software

I have been aware of these objectives before using the simulations

yes52%

no13%

neutra l35%

yes39%

no22%

neutra l39%

yes44%

no17%

neutra l39%

yes39%

no22%

neutra l39%





Student’s perception/2:simulation interactivityWhen I chose buttons or menus, the choices are meaningful for meWhen using the simulations, I can decide in what order to do the required tasks

When using the simulations, I can decide how deeply I want to concentrate on specific topics of my interest

I believe that the simulations present realistic tasks

yes61%no

9%

neutra l30%

yes65%

no13%

neutra l22%

yes48%

no13%

neutra l39%

yes50%

no14%

neutra l36%





Student’s perception/3:scientific contentThe scientific content of the simulations is appropriate to my knowledge background

The scope of the simulations content is appropriate for the learning objectives

The simulation seems to be authentic, in the sense that it mirrors ‘real-life’ situations

The simulation is not ambiguous, I can understand it always right

yes55%

no18%

neutra l27%

yes41%

no18%

neutra l41%

yes54%no

23%

neutra l23%

yes45%

no23%

neutra l32%





Student’s perception/4:instructions of useThe instructor’s guide clearly explains how the simulations should be used

The operation of the simulations is self-evident

Help functions and guides are provided in the simulations

I have had enough time to master the simulation before beginning the scientific learning

yes52%

no19%

neutra l29%

yes57%

no24%

neutra l19%

yes63%

no14%

neutra l23%

yes45%

no32%

neutra l23%





Student’s perception/5:software design

The software is visually appealing and attractive in the design of its screens

The speed of the software is satisfactory

The software is stimulating and challenging

yes32%

no36%

neutra l32%

yes27%

no32%

neutra l41%

yes41%

no41%

neutra l18%




Student’s perception/6:graphic and visual style


The simulation possesses a friendly and workable user interface

Icons and graphical symbols are clear and unambiguous

The navigational instructions are clear about how to proceed

yes32%

no27%

neutra l41%

yes59%no

9%

neutra l32%

yes63%

no14%

neutra l23%




Student’s perception/7:software reliability

All buttons and interaction screens function appropriately

Screen graphics are displayed appropriately

Software crashes occur very rarely

yes54%

no14%

neutra l32%

yes36%

no41%

neutra l23%

yes68%

no14%

neutra l18%




introduction experiments&simulation case study results conclusion

s

Conclusions/1

•Respect the instructional design of the simulations, a greater effort in providing the student prior information about the intended learning objectives must be done. If not, the student is constrained to use a tool to do a task without well knowing what the expected result is.

•The interactive design of the software has received a good valuation from the students, obtaining of them a greater involvement in its own learning process. This design offered, to a great number of students, the opportunity to decide how organise their work and in which topics to deep.




•The scientific content shown in the simulators received a positive valuation. It is a fact that the previous experience with real equipment at the laboratory has had a great influence. This experience has assured the authenticity and credibility of the simulators, and has also given significance to the numerical results obtained.

•The time required to master the simulator operation suggest the convenience of some training session, before beginning to work with it

introduction experiments&simulation case study results conclusion

s

Conclusions/2




Student engagement with simulations in engineering education. A case study.

THANK YOU

www.ubu.es

Department of Electromechanical Engineering

University of Burgos, Spain

Documents

International Conference on Engineering Education © 2005 SUT, Gliwice, Poland Student engagement with simulations in engineering education. A case study