2026 ASEE Annual Conference & Exposition

This paper will investigate how different implementation approaches for Tinkercad's circuit simulator affect student preparedness and learning outcomes in introductory electrical and computer engineering courses. A common challenge in introductory engineering courses is addressing the diverse knowledge and experience levels among incoming students. While prerequisites can help regulate student preparation, they can also create inequitable barriers to entry. This research examines how simulation tools, like Tinkercad, might help reduce knowledge gaps through accessible, low-stakes learning environments.
Using a parallel approach, this exploratory study compares two sections of an introductory electrical and computer engineering course: one with 75 students in a 10-week term in the United States, and another with 240 students in an 8-week intensive term in China. While there are differences in structure and culture, both courses share similar learning goals and content areas, covering exploration of the field, circuit analysis, problem solving, programming, and integrated software-hardware projects. There is a key difference between the two sections in the implementation of Tinkercad. The US course will use it as an in-class instructional tool to support concept development, while the Chinese course assigns prelab activities where students replicate hands-on experiments in the simulation environment before attending lab sessions.
Previous phases of this research collected data on student technical preparedness (hardware and software readiness), student attitudes toward Tinkercad, instructor experiences with implementation, and differences between institutions. Initial findings suggest that students felt more prepared for laboratory sessions, held generally positive attitudes toward Tinkercad, and voluntarily used the tool beyond required assignments. Faculty reported that implementation was manageable and observed benefits from the visual representation provided by simulation.
The current phase of research expands data collection through pre- and post-surveys, focus groups and analysis of student work to examine: 1) relationships between implementation approach and student laboratory success and completion rates, 2) student perceptions of Tinkercad's most valuable characteristics (such as visual representation, accessibility, or risk-free experimentation), and 3) patterns in Tinkercad engagement relative to students' prior knowledge of course material.
This work will provide understanding on how circuit sandbox simulation tools can support diverse learners in introductory engineering courses and identifies possible factors that may influence implementation effectiveness. By examining parallel implementations in different pedagogical contexts, new insights will provide considerations for instructors adopting simulation tools to reduce knowledge gaps among first-year engineering students.