A model for assessing web-based simulations in engineering education

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This study provided a statistical model to assess varied types of Web-based simulations in a digital-filter design course. Ninety-one undergraduate students participated in an experimental study. Two independent variables were studied: Web-based simulations (batch-based, comparison-based, and interval change-based simulations); and prior Internet familiarity (high and low). Two dependent variables were measured: a knowledge achievement test, and a problem-solving belief test. The experimental research design of the study was a 3 x 2 randomized post-test design. Multivariate Analysis of Variance (MANOVA) was used to analyze collected data. The main effects and the potential interaction of the two independent variables were examined. Results indicate that Web-based simulation with a simple batch-based design yielded a significantly better learning performance than two other complex simulation designs (comparison-based and interval change-based simulations) (F[2.85] = 4.274, p < 0.05).

Original languageEnglish (US)
Pages (from-to)318-323
Number of pages6
JournalInternational Journal of Engineering Education
Issue number2
StatePublished - 2009

All Science Journal Classification (ASJC) codes

  • Education
  • General Engineering


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