A computer‐based tool to foster engineering students' interest in dynamics

Lladó, Juan Saumell; Sánchez, Beatriz

doi:10.1002/cae.20327

Cited by 7 publications

(5 citation statements)

References 6 publications

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“…) was used as the CAD tool in the curriculum. Through a realistic, hands‐on problem‐solving experience, students learned about the engineering design process – the application of computer simulation analysis to create devices and systems that meet human needs . After 4‐weeks of 2 h, a week fundamental mechanics courses, students used WPBD to complete their group's bridge design project, and complied with the ill‐structured problem conditions set by the teacher.…”

Section: Methodsmentioning

confidence: 99%

Exploring students' learning attitude and achievement in flipped learning supported computer aided design curriculum: A study in high school engineering education

Chao

Chen

Chuang

2015

Comp Applic In Engineering

166

120

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This research aims to explore the benefits of a flipped learning approach for students who are taking an introductory‐level curriculum on bridge computer aided design in terms of learning attitude and achievement within the curriculum. In this study, collaborative problem based learning (CPBL) supported by flipped learning, a blended learning design, was integrated into a high school bridge computer aided design curriculum. Ninety‐one 17‐year‐old students from two K11 classes were assigned randomly to an experimental group and a control group for the study, respectively. To assess the students' achievements and learning attitudes in the different groups, an 8‐week (16 h in total) pre‐ and post‐test quasi‐experimental study was designed. The results confirmed the effectiveness of the flipped learning approach. Significant differences were found between the experimental and control group in terms of students' achievements. In the experimental group, students' learning attitudes, motivation and self‐evaluation were enhanced. In conclusion, the results show that the flipped learning approach has a positive effect on the transfer of learning. Based on the findings obtained, recommendations for the improvement of future K12 engineering education instruction using the flipped learning approach are provided. © 2015 Wiley Periodicals, Inc. Comput Appl Eng Educ 23:514–526, 2015; View this article online at http://wileyonlinelibrary.com/journal/cae; DOI

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Section: Methodsmentioning

confidence: 99%

Exploring students' learning attitude and achievement in flipped learning supported computer aided design curriculum: A study in high school engineering education

Chao

Chen

Chuang

2015

Comp Applic In Engineering

166

120

View full text Add to dashboard Cite

show abstract

“…In the frame of the European Higher Education Area, students are taking a much more active role in their learning and, at the same time, teaching methods are undergoing a profound transformation at European universities. To encourage student participation and engagement in active learning activities, teachers have to design more attractive teaching resources [1][2][3][4].…”

Section: Introductionmentioning

confidence: 99%

Interactive simulations as teaching tools for engineering mechanics courses

Carbonell¹,

Romero²,

Martínez³

et al. 2013

Eur. J. Phys.

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This study aimed to gauge the effect of interactive simulations in class as an active teaching strategy for a mechanics course. Engineering analysis and design often use the properties of planar sections in calculations. In the stress analysis of a beam under bending and torsional loads, cross-sectional properties are used to determine stress and displacement distributions in the beam cross section. The centroid, moments and products of inertia of an area made up of several common shapes (rectangles usually) may thus be obtained by adding the moments of inertia of the component areas (U-shape, L-shape, C-shape, etc). This procedure is used to calculate the second moments of structural shapes in engineering practice because the determination of their moments of inertia is necessary for the design of structural components. This paper presents examples of interactive simulations developed for teaching the ‘Mechanics and mechanisms’ course at the Universidad Politecnica de Madrid, Spain. The simulations focus on fundamental topics such as centroids, the properties of the moment of inertia, second moments of inertia with respect to two axes, principal moments of inertia and Mohr's Circle for plane stress, and were composed using Geogebra software. These learning tools feature animations, graphics and interactivity and were designed to encourage student participation and engagement in active learning activities, to effectively explain and illustrate course topics, and to build student problem-solving skills.

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“…Deliktas utilizes interactive animation and simulation to teach fundamental concepts in engineering mechanics and reports that student survey results indicate their improved capacity in understanding the material. Llado and Sanchez discuss the use of educational software that simulates the dynamic elements of a washing machine to instruct first‐year industrial engineering students in dynamics. Particularly, in aerospace engineering, simulations have been used extensively as an education tool for diverse purposes.…”

Section: Introductionmentioning

confidence: 99%

A novel software framework for teaching aircraft dynamics and control

Shankar

Chung

Husman

et al. 2013

Comp Applic In Engineering

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Aircraft dynamics and control (ADC) is a core course requirement for an undergraduate program in aeronautical engineering. This article presents an undertaking that reconfigures the instruction of fundamental concepts in ADC by replacing traditional problem-solving approach with a method that relies on a simulation framework comprising of Matlab, USAF DATCOM, and flight simulation software. The typical challenges experienced by students including their inability to visualize complicated, multi-modal aircraft were overcome by the new method thus enhancing the student's learning experience. The implemented approach improved students' motivational belief and its calibration, their use of active learning strategies and actual performance. ß 2013 Wiley Periodicals, Inc. Comput Appl Eng Educ 23:63-71, 2015; View this article online at wileyonlinelibrary.com/journal/ cae;

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A computer‐based tool to foster engineering students' interest in dynamics

Cited by 7 publications

References 6 publications

Exploring students' learning attitude and achievement in flipped learning supported computer aided design curriculum: A study in high school engineering education

Exploring students' learning attitude and achievement in flipped learning supported computer aided design curriculum: A study in high school engineering education

Interactive simulations as teaching tools for engineering mechanics courses

A novel software framework for teaching aircraft dynamics and control

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