An Evaluation of Student Perceptions of Screen Presentations in Computer-based Laboratory Simulations

Edward, Norrie S.

doi:10.1080/03043799708923447

Cited by 5 publications

(5 citation statements)

References 8 publications

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“…In an investigation involving two simulation software packages, each sharing some important characteristics with VPLab, Hatzipanagos (1997) concluded that a combination of high presentation realism and low complexity of the physical situation (not unlike the one found in VPLab) was appropriate for novice learners. In a similar research comparing two versions of a simulated apparatus, one with a presentation realism level close to that of VPLab and the other schematic, Edward (1997) observed that the former rated higher in terms of practical appreciation, motivation, and perceived learning among second‐year engineering students who had no experience of the real apparatus.…”

Section: Formal and Functional Realism In The Design Of Vplabmentioning

confidence: 91%

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Realism in the design process and credibility of a simulation‐based virtual laboratory

Couture

2004

Computer Assisted Learning

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The credibility of an instructional simulation is the most important issue in distance education, where it may replace hands-on activities. This credibility is based in large part upon verisimilitude, a perception strongly influenced by the simulation's realism. This paper presents a case study encompassing the design process of a simulation-based virtual laboratory, which was guided by a realism principle, and an investigation of its credibility among potential users. We found that many characteristics of the environment associated with the design principle favoured its credibility, but that others had widely varying, even opposite, effects among users. A user's prior experience was shown to play a crucial but intricate role in verisimilitude and credibility judgements.

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Section: Formal and Functional Realism In The Design Of Vplabmentioning

confidence: 91%

“…They concluded that this whole issue, which had received little attention, was well worth further study. Since then, however, the few studies (Hatzipanagos 1995, 1997; Edward 1997) that have touched upon this subject have done so only in a partial or indirect way.…”

Section: Introductionmentioning

confidence: 99%

Realism in the design process and credibility of a simulation‐based virtual laboratory

Couture

2004

Computer Assisted Learning

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“…Edward (1997) compared the role of simulation of a schematic centrifugal pump with a realistic gas turbine in the development of students' conceptual understanding. The outcome of Edward's study revealed that students preferred the schematic approach for aiding the understanding of the operation of the centrifugal pump while the realistic approach enabled students to appreciate the freedom to explore the regions of instability (e.g.…”

Section: Strategies For Teaching Engineering Conceptsmentioning

confidence: 99%

Using structured examples and prompting reflective questions to correct misconceptions about thermodynamic concepts

Olakanmi

Doyoyo

2013

European Journal of Engineering Education

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This paper explores the effectiveness of using 'structured examples in concert with prompting reflective questions' to address misconceptions held by mechanical engineering students about thermodynamic principles by employing pre-test and post-test design, a structured questionnaire, lecture room observation, and participants'interviews. Students'misconceptions were identified through pre-tests that evaluated students' understanding of the chosen concepts, while conceptual change was assessed in pre-test-post-test design that revealed students' ability to apply the concepts and transfer skills from a worked example to satisfactorily undertake a fairly complex similar problem. The use of worked examples in concert with prompting reflective questions is effective for inducing correct conceptual change and effective problem-solving skills. However, it is recommended that engineering tutors should incorporate inquiry-based learning approach and computer simulations alongside the use of worked examples with prompting reflective questions in order to enhance students' conceptual understanding of thermodynamic concepts.

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“…The Engineering Accreditation Commission of ABET has consistently integrated practical application of engineering principles within its student outcomes that are ideally fulfilled through the use of laboratories and other hands-on activities, including designing and conducting experiments, analyzing and interpreting data, and using techniques, skills, and modern engineering tools [7]. In recent years, virtual and remote laboratory experiences have emerged in response to the cost of developing or maintaining costly laboratory equipment and the development of new technologies [8][9][10][11][12][13] Figure 3, can be used to accumulate mineral oil to estimate mass flow rate. Figure 2 shows the pump and the three valves that control the flow rate through the copper pipe by diverting some of the mineral oil immediately back to the oil reservoir.…”

Section: Tfec-2020-31995mentioning

confidence: 99%

Undergraduate Internal Flowpipe Friction Laboratory

Paquin

Bellocchio

MILLER

et al. 2020

Proceeding of 5th Thermal and Fluids Engineering Conference (TFEC)

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Hydrodynamics laboratory experiences have supported the United States Military Academy's civil and mechanical engineering programs for nearly 50 years. A recent effort revitalized and significantly improved the pipe friction hydrodynamics laboratory, a system originally built by the U.S. Army Corps of Engineers Waterways Experiment Station in the 1950s. The experimental apparatus includes a 3 hp electric pump capable of delivering a steady flow of liquid up to 5.1 lbm/s fed from a 100 gallon (US) reservoir. The test section is a horizontal copper pipe of 0.75 in diameter which issues fluid into a transparent, plastic visualization chamber. Mineral oil is the working fluid, chosen for its favorable physical properties that enable a broad range of flow regimes for data analysis and flow visualization. The test section is instrumented with digital pressure gauges and an ultrasonic flow meter, installed as part of the revitalization project. A collection tank on a mass scale provides a manual method for estimating flow rate during experimental trials. The improved laboratory significantly expands the range of data that may be collected, with students now able to accurately measure pressure, temperature, flow rate, and pipe geometric data. Students compute Reynolds number to characterize flow regime, estimate pressure gradient, and predict the friction factor given an estimate for the pipe's roughness coefficient for several flow rates. A pre-laboratory exercise requires students to derive a functional form of the steady-flow mechanical pipe flow equation and employ dimensional analysis to identify the non-dimensional parameters required to achieve dynamic similitude. The upgraded laboratory offers a relevant, comprehensive application to deepen students' conceptual understanding of internal fluid flow, hydrodynamics, and modeling and similarity principles.

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An Evaluation of Student Perceptions of Screen Presentations in Computer-based Laboratory Simulations

Cited by 5 publications

References 8 publications

Realism in the design process and credibility of a simulation‐based virtual laboratory

Realism in the design process and credibility of a simulation‐based virtual laboratory

Using structured examples and prompting reflective questions to correct misconceptions about thermodynamic concepts

Undergraduate Internal Flowpipe Friction Laboratory

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