An Exploratory Study of Engineering and Science Students' Perceptions of nanoHUB.org Simulations

This study examined how science and engineering students with different academic level perceived and experienced computational simulation tools for nanotechnology in terms of learning outcomes, evidence of learning, pedagogical approaches, and ease of use. The simulation tools used in this study are part of the research and learning resources in nanoHUB.org. Data were collected by anonymous and optional online survey questionnaire given to 312 science and engineering students with access to nanoHUB.org. The quantitative and qualitative analyses showed that overall, graduate and undergraduate students reported positive experiences of nanoHUB.org simulation tools and their uses. However, differences were observed in the way undergraduate students reacted to the computational simulations as compared with graduate students. Possible explanations for these differences and suggestions to close this differential gap were also discussed. Potential explanations for these differences are that undergraduate students may have not fully developed graphical literacy skills, may lack the prior knowledge required at the time they interact with the tools, or tools may be too complex. Suggestions to overcome some of these difficulties include the development of well integrated curricular materials, the application of frameworks for technology-enhanced support for inquiry learning, and the use of just-in-time instructional supports together with the simulation tools.