Journal of Engineering Education Transformations

Abstract

Computer-based simulations have gained significant popularity in science education, particularly in subjects like Physics that involve intricate and abstract concepts. Simulations offer learners the opportunity to engage with complex phenomena and manipulate them, making them particularly valuable in these contexts. In line with this notion, our study adopted a teaching strategy centered on simulations. This approach was implemented in two separate classes of first-year Bachelor of Technology (F. Y. B. Tech) students, specifically for the Engineering Physics course. In one of these classes, simulations were solely utilized without incorporating any formative assessment, while the other class was exposed to a strategy that combined simulations with formative assessment. Our observations revealed that solely using simulations during instruction did not contribute significantly to conceptual understanding. However, when simulations were integrated with formative assessment, a substantial improvement in understanding was noted. Through our data analysis, a noteworthy discrepancy in average scores between the two classes became apparent. Notably, the class that experienced the simulation-based formative assessment strategy demonstrated a higher average score of 63.85.

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