The integration of computer simulation and learning support: An example from the physics domain of collisions

Jong, Ton de; Martin, E.; Zamarro, Jose‐Miguel; Esquembre, Francisco; Swaak, Janine; Joolingen, Wouter van

doi:10.1002/(sici)1098-2736(199905)36:5<597::aid-tea6>3.3.co;2-y

Cited by 20 publications

(28 citation statements)

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“…In most situations in which computer simulations have been developed for use in education, the focus has been on developing ad hoc tools and learning environments to support learning (e.g., Andre, Haselhuhn, Kreiter, Baldwin, & Leo, 2000;de Jong et al, 1999;Denson & Yue, 1989). Other, examples include video games and participatory simulations (Aldrich, 2004), like online multiplayer games, which immerse users in realistic adventures using 3D visual representations and interaction patterns that are familiar (Colella, 2000).…”

Section: Computer Simulations Versus Computational Simulationsmentioning

confidence: 99%

Instructors' Intended Learning Outcomes for Using Computational Simulations as Learning Tools

Magana

Brophy

Bodner

2012

J of Engineering Edu

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BACKGROUNDThe computational simulations used by the instructors in this study were originally developed for use as research tools by subject-matter experts and then incorporated in advanced undergraduate and graduate courses in engineering and science. Although some research has been done on students' learning with these computational simulations, less progress has been made toward understanding instructors' goals, or affordances, for incorporating these simulations in their teaching. PURPOSE (HYPOTHESIS)To identify how computational simulations can be effectively used in teaching and learning environments, this study examined instructors' rationale for using these simulations as learning tools. The study was based on the following research question: What were the intended learning outcomes that guided the instructors' use of computational simulations as learning tools? DESIGN/METHODThis study used qualitative methods based on the theoretical framework of phenomenography. Openended interviews were conducted with 14 instructors teaching undergraduate and graduate courses in science and engineering who were not familiar with the research literature on beneficial ways of using simulations for learning and instruction. RESULTSAnalysis revealed an outcome space consisting of eight qualitatively different categories that detailed ways in which the engineering and science instructors in this study conceptualized the use of simulation tools with learning activities into existing courses they taught. CONCLUSIONSThe outcome space of instructors' goals for using computational simulations is consistent with the recommendations found in the literature based on studies of the use of simulations in more restricted research settings.

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Section: Computer Simulations Versus Computational Simulationsmentioning

confidence: 99%

Instructors' Intended Learning Outcomes for Using Computational Simulations as Learning Tools

Magana

Brophy

Bodner

2012

J of Engineering Edu

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“…This software is freely available on the AtomLab website [1]. The AtomLab tool was designed to facilitate the creation of modules to introduce atomic scale simulation in an instructional setting.…”

Section: Discussionmentioning

confidence: 99%

“…The approach taken here is to couple assignments to computer simulation work to encourage discovery learning and maximize the learning outcomes [1]. It has become increasingly common for computer simulation to be introduced in the classroom early in the educational process.…”

Section: Introductionmentioning

confidence: 99%

AtomLab: A tool for teaching materials science and simulation on the atomic scale

Falk

2004

MRS Proc.

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AtomLab is a publicly available software package created to help students and faculty design and execute simulations for instructional purposes. AtomLab has been utilized as a learning environment within which to teach simulation techniques to graduate students. It has also been used to provide conceptual tools for undergraduate education. This paper presents a brief description of the AtomLab environment and of an undergraduate educational module designed to teach the atomic mechanisms of transport. Data is presented regarding the educational outcomes that were met using this module and the student response to the exercise.

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“…Simulation tools are ideal media to support inquiry and discovery learning [15][16][17]. In addition, simulation models offer a platform for hypothesis testing.…”

Section: Introductionmentioning

confidence: 99%

“…Students can use simulation models to test multiple scenarios to get an idea of possible outcomes, while considering diverse assumptions and model inputs. Simulation tools are ideal media to support inquiry and discovery learning [15][16][17]. Simulation models and virtual elearning environments offer the potential to improve learning.…”

Section: Introductionmentioning

confidence: 99%

Interactive computer for teaching biot poroelasticity modeling in civil engineering

Zhou

Wang

2015

Comp Applic In Engineering

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The utilization of interactive computer to teaching and learning Biot Poroelasticity Modeling is becoming an important aspect of the implementation of a more advanced approach to teaching in Civil Engineering. As part of the learning method, an interactive computer-based instructional assistance is specifically developed to help students to build, run, and analyze the output from a commercially software-COMSOL for Biot poroelasticity equations. The Biot poroelasticity equations and constitutive relation of fluid flow are input as partial differential equations into a customizable finite element software package. Several numerical simulations such as vertical effective stress and pore pressure, are presented to illustrate the validity and usefulness of the fully coupled approach, which is verified in the Biot poroelasticity modeling formulation. The assessment of instructor tools include: homework, term project, small group discussions, which assists to assess the student's degree of understanding for Biot poroelasticity theory. The survey finds that most students feel they could complete the project with minimum supervision, and have a basic understanding of variation of pore pressure as a result of the activity. On the other hand, almost of students feel that the COMSOL software aid helpful and easy to follow. ß 2015 Wiley Periodicals, Inc. Comput Appl Eng Educ 24:5-15, 2016; View this article online at wileyonlinelibrary.com/ journal/cae;

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The integration of computer simulation and learning support: An example from the physics domain of collisions

Cited by 20 publications

References 0 publications

Instructors' Intended Learning Outcomes for Using Computational Simulations as Learning Tools

Instructors' Intended Learning Outcomes for Using Computational Simulations as Learning Tools

AtomLab: A tool for teaching materials science and simulation on the atomic scale

Interactive computer for teaching biot poroelasticity modeling in civil engineering

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