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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 Model™. 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.