Computer simulation and animation in engineering mechanics: A critical review and analysis

Abstract

Nearly all students in mechanical, aerospace, civil, environmental, and biomedical engineering majors are required to take engineering mechanics courses. These courses cover a broad spectrum of foundational engineering concepts and require students to have solid spatial visualization skills. This paper presents a critical literature review and analysis of the behavioral and technical constructs of published studies on the development and assessment of web-based computer simulation and animation (CSA) modules and programs used in engineering mechanics education, particularly in engineering statics and dynamics. Popular databases, such as EBSCOhost, ERIC, Web of Knowledge, and annual ASEE conference proceedings, were employed to identify relevant papers. This paper presents definitions of the terms "computer simulation" and "computer animation." Three important aspects of CSA modules and programs are described in great detail, including 1) web-based CSA modules and programs developed for engineering mechanics; 2) cognitive aspects of interactive learning with web-based CSA modules and programs; and 3) development of interactive web-based CSA modules and programs. Based on relevant studies published in the literature, this paper analyzes nine characteristics among published studies, including 1) commonly-reported student learning outcomes; 2) sample sizes; 3) area of study; 4) authoring tools, development software, and proprietary software on the client side; 5) mathematic equation presentation; 6) user control; 7) other media besides animation; 8) experimental design; and 9) data collection methods. The critical literature review and analysis preformed in the present study resulted in a series of research findings. For example, it was found that many existing CSA modules and programs developed for engineering mechanics were not designed in a way in which cognitive principles associated with Cognitive Learning Theory could be adequately addressed in order to reduce cognitive load and therefore enhance student learning more effectively. Most assessment studies reported in the literature relied heavily on students' responses to self-reported questionnaire surveys, which might not truly reflect student learning gains. Many assessment studies were performed with neither a control group nor random assignment of student participants, omissions which presented a significant threat to their validity. Based on our research findings descried in this paper, we suggest that particular attention be paid to control students' cognitive load at an appropriate level when designing and implementing CSA modules and programs in order to maximize student learning outcomes. © American Society for Engineering Education, 2013.