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Abstract-The continued development of the Internet has caused the concepts of network infrastructure and simple network troubleshooting to become important teaching objectives of certain college curricula. However, the abstract nature of network concepts and the high cost of equipment for network-related practice have become educational challenges for teachers in the relevant fields. Therefore, simulation learning and simulation learning software have become major instructional tools to assist teachers. Unfortunately, most simulation learning software is individually manipulated, which may cause feelings of isolation among students during the course of learning. Therefore, in this study, a quasi-experimental approach was utilized to investigate how teaching strategies for simulation learning and for integrating simulation learning with collaborative problem solving (CPS) impacted learning outcomes. Assessments by one-way analysis of covariance revealed that the post-test scores were significantly better in the experimental group than in the control group, suggesting that the integrated educational activities were beneficial to students' learning. The results of this study can serve as a reference for teachers in relevant fields with respect to designing educational activities that can help students learn more effectively and improve students' teamwork abilities.Index Terms-Simulation-based learning, CPS, collaborative problem solving, information and computer education, packet tracer.

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Abstract-Due to the rapid development of the Internet and information technology, schools of all levels around the world pay special attention to the talent cultivation in the field of science, technology, engineering and mathematics (STEM). In STEM education, the cultivation of knowledge and skills plays an important part, and teamwork and problem-solving abilities are critical soft skills for the future talent.In teaching practice, individual differences have long been a critical issue and an important reference indicator for adaptive teaching. This study adopted a hidden figure test to investigate the difference in learning outcome and activeness among learners with different cognitive styles in the STEM collaborative learning activities. The hidden figure test based on the theory of field-dependent and field-independent cognitive styles, proposed by Witkin (