Teaching of mechanical vibration concepts using the computational simulation

Abstract

In this paper, the improvement of academic performance, in teaching and learning by using a computational tool to analyze mechanical vibrations, is verified. It is estimated that a large number of students who choose engineering do not graduate, because they have difficulties to follow disciplines such as calculus and physics. In addition, they demonstrate demotivation in face of numbers and formulas. In this context, studies show that there is a significant improvement in learning when using simulation environments. The evaluation was carried out by comparing students who used and those who did not use the computational tool. In the experimental group, the quantitative analysis was used using the evaluation tests and the observation. The qualitative analysis was performed through interviews and a questionnaire that was only applied to the experimental group. Significant statistical evidence that the use of computer simulations improve the academic performance of students exposed to this method. As shown in the comparison of final mean scores of both groups, a 14.3% improvement was obtained using the tool. Meanwhile, the qualitative analysis provided important elements for this study, such as extending the time spent on the simulation, the importance of the discussions at the end of each procedure, and the lessons learned.