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This paper reports ongoing efforts of integrating mathematical modeling with computer visualization to improve students' problem solving in an introductory Engineering Dynamics course. A special set of computer simulation and animation (CSA) learning modules was developed, implemented, and assessed in an Engineering Dynamics course taught by the author of this paper in multiple semesters. Qualitative and quantitative assessments were conducted, including pre-post tests to assess students' learning gains from the CSA learning modules, and questionnaire surveys and interviews to assess students' attitudes towards and experiences with the modules. The results showed that students made at least 48% learning gains with the CSA learning modules, and that 70%-80% of the students who responded to the survey agreed that the modules helped them build a connection between mathematics and Dynamics concepts.
Frontiers in Education Conference (FIE), 2011
Date of Conference: 12-15 Oct. 2011