The Role of Simulation Software in an Ideal Learning Environment

magnification of four-bar mechanisms. The handout outlined a technique for performing such analyses using principles of energy conservation, geometry, and algebra. The technique is called ‘instant-center analysis’ and is based on a concept called ‘virtual work.’ The handout also contained an example analysis for a four-bar mechanism of a similar type to a toggle clamp. For years, computers have promised to revolutionize education. Educators crave and skeptics demand justification for the large outlay of resources required to introduce information technology into the curriculum. Engineering educators have drawn upon the work of education theorists, computer scientists and communication experts to explore the effectiveness of this promising technology in their curricula. In addition, the participants had taken part in an hour-long tutorial on the use of a mechanical simulation software tool called Working ModelTM. The tutorial introduced the basic techniques required to build a model and run a simulation, with a special focus on four-bar mechanisms. This paper analyzes three pairs of students using various solution techniques to solve a mechanical engineering design problem. We will focus on the use of a computer-based simulation tool and its effect on the students' process of solving the problem. We will use two learning theories to explore the learning environment and draw conclusions about the effectiveness of the computer simulation for teaching engineering. All six of the participants were male, and roughly the same age. According to questionnaires completed prior to taping, they were of similar educational backgrounds, and had similar engineering experience and mechanical aptitude. They were all novices with respect to instant-center analysis, and the design of four-bar mechanisms. SCENARIO All three pairs had access to a work table, paper, pencils, rulers, calculators, the assignment sheet and the handout mentioned above. The 'Paper Pair,' JS and DB, had only these resources available. The 'Computer Pair,' EM and CD, had access to all of the same tools, plus a powerful personal computer with Working Model software running on it. The 'Lego Pair,' MM and BM, had access to all of the previous tools, in addition to a Technics LegoTM building set, provided at MM’s request. Four pairs of students were videotaped working on an assignment for an upper level (junior and senior), undergraduate, mechanical engineering design course. In previous work we analyzed this scenario with respect to analytical problem solving methodology (Reamon and Sheppard, 1996). This paper will focus on the educational experience of three of the pairs. (The audio portion of the fourth videotape was lost due to technical difficulties.) OBSERVATIONS The assignment required the students to design a four-bar toggle clamp mechanism with specified force-magnification and dimensional criteria. A range of solutions would meet the criteria and be considered correct solutions. The assignment sheet contained a diagram of a mechanism similar to those which would be considered correct solutions. The students needed to determine the relative lengths and positions of the four links in the mechanism such that the force and length criteria were met. The participants were taped for one hour while they worked on the problem. This is a brief synopsis of the activity on the tapes for each of the three pairs.