2025 ASEE Annual Conference & Exposition

This study explores the integration of PhET simulations into clicker-based activities to improve student engagement and learning outcomes in introductory chemical engineering courses. Conducted over multiple semesters in a General Chemistry for Engineers course, the study compares traditional clicker (TC) questions with PhET simulation-based clickers, including both interactive (PhC) and instructor-led (PIC) formats. Key metrics—such as attendance, participation rates, response times, student performance, and live scores —were used to evaluate the effectiveness of these approaches.
Results show that incorporating simulations significantly improves attendance and participation, with faster response times observed for simulation-based questions. Mixed-clicker sessions, blending TC, PhC, and PIC, achieved higher overall engagement and grades compared to TC-only semesters. However, there is insufficient evidence to conclude that simulations alone outperform traditional questions in learning outcomes. The findings suggest simulations are more effective when used to construct understanding rather than as an assessment tool.
Rooted in constructivist learning theory and active learning principles, this work highlights the potential of combining dynamic, visual tools with traditional methods to foster deeper understanding in STEM education. Future research will investigate mixed-reality modules, topic-specific impacts of simulations on assessments, and the role of user engagement data in optimizing these technologies.