The Positive Effects of Computer Simulation and Animation on Student Learning of Work and Energy in Particle Dynamics

ABSTRACT Work and energy are two critical concepts in Engineering Dynamics, a second‐year undergraduate course required in many engineering programs. Research has shown that many students have difficulty learning these concepts and associated problem‐solving. The present study aims to develop and assess computer simulation and animation (CSA) learning modules to enhance student learning of work and energy. Two technical problems in particle dynamics, an essential part of Engineering Dynamics, were developed and embedded into CSA learning modules I and II, respectively. To assess the effectiveness of the CSA learning modules, quasi‐experimental quantitative research was conducted, involving a pre‐/posttest by student participants in a comparison group and an intervention group. Using quasi‐experimental quantitative research in the present study fills existing research gaps. In existing research, only questionnaire surveys were used to assess student learning outcomes, and a comparison group was also missing. As the data collected in the present study were in a non‐normal distribution, non‐parametric statistical analysis was performed, including a descriptive analysis and an independent‐samples Mann–Whitney U test. The results show that compared to the comparison group, the intervention group increased normalized learning gains by 49 percentage points for CSA learning module I and by 47 percentage points for CSA learning module II. The difference in normalized learning gains between the two groups was statistically significant ( p < 0.001). The CSA learning modules had a medium effect on student learning, with an effect size of 0.50 for CSA learning module I and 0.49 for CSA learning module II.