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首页> 外文期刊>Journal of Computer Assisted Learning >Interactive computer simulation and animation for improving student learning of particle kinetics
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Interactive computer simulation and animation for improving student learning of particle kinetics

机译：交互式计算机仿真和动画，可提高学生对粒子动力学的学习

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摘要

Computer simulation and animation (CSA) has been receiving growing attention and wide application in engineering education in recent years. A new interactive CSA module was developed in the present study to improve student learning of particle kinetics in an undergraduate engineering dynamics course. The unique feature of this CSA module is that it integrates computer visualization with mathematical modeling, so students can directly connect engineering dynamics phenomena to underlying mathematics. A quasi-experimental pretest-post-test research design including a comparison group (n=65) and an intervention group (n=77) was implemented to assess to what extent the developed CSA module improved student learning. The results show that this new CSA module increased students' class-average conceptual and procedural learning gains by 29% and 37% respectively. The difference in learning gains between the two groups is statistically significant (Z=-4.526, p=0.000) based on a nonparametric statistical Mann-Whitney U test. It is found that the improvement of students' conceptual understanding and the improvement of their procedural skills are asymmetrical in this CSA learning environment. The CSA module can serve as an excellent tool to supplement traditional lectures, but cannot fully replace human teachers or tutors in teaching.
机译：近年来，计算机仿真和动画（CSA）在工程教育中受到越来越多的关注并得到广泛应用。在本研究中，开发了一个新的交互式CSA模块，以提高学生在本科工程动力学课程中对粒子动力学的学习。 CSA模块的独特之处在于它将计算机可视化与数学建模相集成，因此学生可以将工程动力学现象直接与基础数学联系起来。实施了包括比较组（n = 65）和干预组（n = 77）的准实验前测试后测试研究设计，以评估已开发的CSA模块在多大程度上改善了学生的学习能力。结果表明，这个新的CSA模块使学生的平均班级概念和程序学习收益分别提高了29％和37％。根据非参数统计的Mann-Whitney U检验，两组之间学习增益的差异具有统计学意义（Z = -4.526，p = 0.000）。研究发现，在这种CSA学习环境中，学生的概念理解能力的提高和程序能力的提高是不对称的。 CSA模块可以作为补充传统讲座的绝佳工具，但不能完全替代教学中的人类老师或导师。

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