Simulation-based learning modules for undergraduate engineering dynamics

In this paper, we describe software modules that provide both visual and haptic feedback to the student, and evaluate their effectiveness. The system integrates software modules with a haptic interface that can augment teaching and learning in a required undergraduate engineering Dynamics course. Students can change parameters, predict answers, compare outcomes, interact with animations, and feel the results using a haptic interface. Three software modules were evaluated in two separate studies. The first study focused on subjective ratings based on student opinions. The second study assessed the effect of the modules on students' conceptual understanding for force and motion using a pretest/posttest design. The results revealed that the practice with the modules significantly improved the conceptual understanding of the targeted concepts. In addition, students showed a significant preference by stating that the modules would increase their interest in Dynamics as a subject and their engagement in the Dynamics course.