2024 ASEE Annual Conference & Exposition

An Update Regarding the Pedagogical Efficiency of Continuous vs. Discrete User Interactions with Computer Simulations

Presented at Simulations and Virtual Learning

Computer-based simulations and other enrichment media have become key components of the modern classroom. In this work, a computer-based simulation with two different methods of interaction was tested. The first interface, “discrete input,” involved entering desired parameters with a keyboard and requesting an updated output with a button click. The second, “continuous input,” involved setting the desired parameters using interactive sliders with the output updating continuously and immediately. Sixty-two test participants explored the dynamics of a vehicle suspension when hitting a “bump” using one of the two interfaces. Results suggest that the objective learning of the students using the continuous interface, as measured by four assessment questions, was improved with a 14% higher mean score versus the students using the discrete interface. A one-tailed test of the results suggests a statistically significant difference among the cohorts and a medium effect size (p = 0.0087, d = 0.63). In addition to the difference in learning attainment, on average, the higher performing users of the continuous interface also spent less time running simulations to build their understanding (p = 0.043). The study also suggests that users of the continuous interface report more confidence and self-perceived a higher level of attainment or understanding than users of the discrete interface (p = 0.027). Future analysis of the current data will explore how other dimensions impact the objective performance attainment with the different interfaces. Results from this study and future studies could be important in the investment and design of future computer-based labs and simulation experiences for active learning classrooms.

Authors

Dr. David M. Feinauer P.E. Virginia Military Institute [biography]

Dr. Feinauer is an Associate Professor of Electrical and Computer Engineering at Virginia Military Institute. His scholarly work spans a number of areas related to engineering education, including the first-year engineering experience, incorporating innovation and entrepreneurship practice in the engineering classroom, and P-12 engineering outreach. Additionally, he has research experience in the areas of automation and control theory, system identification, machine learning, and energy resilience fundamentals. His work has been published through the American Society for Engineering Education (ASEE) and the Institute for Electrical and Electronics Engineering (IEEE); he is an active member of both organizations. He holds a PhD and BS in Electrical Engineering from the University of Kentucky.
Prof. James C. Squire P.E. Virginia Military Institute [biography]

James Squire is the Jamison-Payne Professor of Electrical Engineering at the Virginia Military Institute. Dr. Squire received a B.S. from the United States Military Academy and his Ph.D. from the Massachusetts Institute of Technology. He was awarded a Bronze Star in the Army during Desert Storm and was selected as Virginia’s Rising Star professor. He is a licensed Professional Engineer in Massachusetts and Virginia and maintains an active consulting practice.
Prof. Gerald Sullivan Virginia Military Institute [biography]

Dr. Gerald Sullivan, Professor of Mechanical Engineering at the Virginia Military Institute, received his B.S.M.E. from the University of Vermont and his Ph.D. from Rensselaer Polytechnic Institute. He has held teaching positions at the University of Michigan-Dearborn and the University of Vermont, before joining the faculty of the Virginia Military Institute in 2004. His interests include mechanical design, mechatronics, engineering pedagogy and STEAM based education.

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