1. 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 EngineeringUniversity of Burgos, Spain

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

3. International Conference on Engineering Education © 2005 SUT, Gliwice, Poland What kind of activities could enhance student learning in one of my laboratory classes? introduction experiments& simulation case studyresultsconclusions introduction scientific & technical skills generic skills to fix objectives, teamwork, communication... Engineering education and experimentation student-centred learning Cost of equipment & Staff time ICT simulation Student engagement with simulations… 2/17 Department of Electromechanical Engineering University of Burgos, Spain

4. International Conference on Engineering Education © 2005 SUT, Gliwice, Poland introduction experiments& simulation case studyresultsconclusions 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 Student engagement with simulations… 3/17 Department of Electromechanical Engineering University of Burgos, Spain

5. International Conference on Engineering Education © 2005 SUT, Gliwice, Poland enhancement of experimental learning with the aid of simulations introduction experiments& simulation case studyresultsconclusions Simulation: the computationally correct representation of a situation, which offer the user control over the outcome of the program In 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 Student engagement with simulations… 4/17 Department of Electromechanical Engineering University of Burgos, Spain

6. International Conference on Engineering Education © 2005 SUT, Gliwice, Poland introduction experiments& simulation case studyresultsconclusions some basic design rules: instructional design ã the learning objectives are clearly stated ã the simulation interactivity involves the student ã the content is well chosen and structured ã instructions of use are clear or self-evident software design ã the software promotes the engagement ã the interface is friendly and workable ã the software is free from technical problems engineering content ã accurate, error free Student engagement with simulations… 5/17 Department of Electromechanical Engineering University of Burgos, Spain

7. International Conference on Engineering Education © 2005 SUT, Gliwice, Poland introduction experiments& simulation case study resultsconclusions case study in engineering thermodynamics 1 st case Thermodynamics First and Second Laws degree Mechanical Engineering (3 year course) Subject Engineering Thermodynamics 2nd year, 30 weeks, 4 h/w 2 nd case Thermodynamics Properties of pure substances 3 rd case Thermodynamics Properties of pure substances the Stirling engine the vapour-liquid bench the gas ideal bench Student engagement with simulations… 6/17 Department of Electromechanical Engineering University of Burgos, Spain

8. International Conference on Engineering Education © 2005 SUT, Gliwice, Poland International Conference on Engineering Education and Research “Progress Through Partnership” © 2004 VŠB-TUO, Ostrava, Czech Republic introduction experiments& simulation case study resultsconclusions Laboratory experienceSimulations 2 hours at the laboratory, to obtainwith 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 Student engagement with simulations… 7/17 Department of Electromechanical Engineering University of Burgos, Spain 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

9. International Conference on Engineering Education © 2005 SUT, Gliwice, Poland 23 student’s survey 1 st 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’ introduction experiments& simulation case study results conclusions results Student engagement with simulations… 8/17 Department of Electromechanical Engineering University of Burgos, Spain

10. International Conference on Engineering Education © 2005 SUT, Gliwice, Poland introduction experiments& simulation case study results conclusions Student’s perception/1: learning objectives Learning 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 Student engagement with simulations… 9/17 Department of Electromechanical Engineering University of Burgos, Spain

11. International Conference on Engineering Education © 2005 SUT, Gliwice, Poland introduction experiments& simulation case study results conclusions Student’s perception/2: simulation interactivity When I chose buttons or menus, the choices are meaningful for me When 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 Student engagement with simulations… 10/17 Department of Electromechanical Engineering University of Burgos, Spain

12. International Conference on Engineering Education © 2005 SUT, Gliwice, Poland introduction experiments& simulation case study results conclusions Student’s perception/3: scientific content The 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 Student engagement with simulations… 11/17 Department of Electromechanical Engineering University of Burgos, Spain

13. International Conference on Engineering Education © 2005 SUT, Gliwice, Poland introduction experiments& simulation case study results conclusions Student’s perception/4: instructions of use The 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 Student engagement with simulations… 12/17 Department of Electromechanical Engineering University of Burgos, Spain

14. International Conference on Engineering Education © 2005 SUT, Gliwice, Poland introduction experiments& simulation case study results conclusions 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 Student engagement with simulations… 13/17 Department of Electromechanical Engineering University of Burgos, Spain

15. International Conference on Engineering Education © 2005 SUT, Gliwice, Poland Student’s perception/6: graphic and visual style introduction experiments& simulation case study results conclusions 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 Student engagement with simulations… 14/17 Department of Electromechanical Engineering University of Burgos, Spain

16. International Conference on Engineering Education © 2005 SUT, Gliwice, Poland Student’s perception/7: software reliability All buttons and interaction screens function appropriately Screen graphics are displayed appropriately Software crashes occur very rarely Student engagement with simulations… 15/17 Department of Electromechanical Engineering University of Burgos, Spain

17. International Conference on Engineering Education © 2005 SUT, Gliwice, Poland introduction experiments& simulation case studyresults conclusions 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. Student engagement with simulations… 16/17 Department of Electromechanical Engineering University of Burgos, Spain

18. International Conference on Engineering Education © 2005 SUT, Gliwice, Poland 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 studyresults conclusions Conclusions/2 Student engagement with simulations… 17/17 Department of Electromechanical Engineering University of Burgos, Spain

19. International Conference on Engineering Education © 2005 SUT, Gliwice, Poland Student engagement with simulations in engineering education. A case study. THANK YOU www.ubu.es Department of Electromechanical EngineeringUniversity of Burgos, Spain