Application of computer simulation and animation (CSA) in teaching and learning engineering mechanics

Abstract

Use of computer simulation and animation (CSA) in higher education is growing rapidly and has become a major trend in undergraduate engineering education. This paper conducts a comprehensive and critical literature review regarding the use of CSA as a learning aid to teach engineering mechanics courses. The paper addresses two main topics: (1) pedagogical innovations in the instruction of engineering mechanics, and (2) using CSA as a learning tool in engineering mechanics education. Representative pedagogical innovations are clustered into three categories: (1) altering the engineering mechanics curriculum, (2) active learning strategies, and (3) the application of enhancement resources. Focusing on CSA as an effective enhancement tool, this literature review summarizes the main characteristics of CSA modules that impact student learning: visualization enhancement, interactive features, and straightforwardness. Major theoretical, methodological issues and practical implications as well as the strengths and weaknesses in the published studies within cognitive learning domain are reviewed. The literature review show that although all studies justify the practical effectiveness of CSA modules in improving learning styles, few of them are explicitly associated with a "learning theory" model. The most important advantages of CSA modules cited in the literature are: interactive feature, fostering students' visualization, and enhancing their problem-solving process. It is suggested in this paper that CSA modules cannot be considered as a stand-alone pedagogical resource since they cannot replace conventional classroom instruction.