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Journal articles on the topic 'Education Computer simulation'

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Reva, S. V. "COMPUTER SIMULATION MODELS AND EDUCATION." Educational Dimension 17 (December 27, 2007): 228–34. http://dx.doi.org/10.31812/educdim.6368.

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The computer is with just cause possible to consider the integral part of the scholastic process. The computer simulation models are an important facility, which increases the possibility of the active education. Using of simulation modeling in education must, first of all, have a didactic motivation, and justified only in that event if it is oriented on achievement determined pedagogical result.

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Widdison, R. "Computer simulation in legal education." International Journal of Law and Information Technology 5, no. 3 (September 1, 1997): 279–307. http://dx.doi.org/10.1093/ijlit/5.3.279.

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Möller, Dietmar P. F. "Simulation in Education and Education in Simulation." SIMULATION 76, no. 4 (April 2001): 200. http://dx.doi.org/10.1177/003754970107600401.

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Möller, Dietmar P. F. "Simulation in Education and Education in Simulation." SIMULATION 76, no. 4 (April 2001): 201. http://dx.doi.org/10.1177/003754970107600402.

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Kutergina, Evgeniia. "Computer-Based Simulation Games in Public Administration Education." NISPAcee Journal of Public Administration and Policy 10, no. 2 (December 20, 2017): 119–33. http://dx.doi.org/10.1515/nispa-2017-0014.

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Abstract Computer simulation, an active learning technique, is now one of the advanced pedagogical technologies. Th e use of simulation games in the educational process allows students to gain a firsthand understanding of the processes of real life. Public- administration, public-policy and political-science courses increasingly adopt simulation games in universities worldwide. Besides person-to-person simulation games, there are computer-based simulations in public-administration education. Currently in Russia the use of computer-based simulation games in Master of Public Administration (MPA) curricula is quite limited. Th is paper focuses on computer- based simulation games for students of MPA programmes. Our aim was to analyze outcomes of implementing such games in MPA curricula. We have done so by (1) developing three computer-based simulation games about allocating public finances, (2) testing the games in the learning process, and (3) conducting a posttest examination to evaluate the effect of simulation games on students’ knowledge of municipal finances. Th is study was conducted in the National Research University Higher School of Economics (HSE) and in the Russian Presidential Academy of National Economy and Public Administration (RANEPA) during the period of September to December 2015, in Saint Petersburg, Russia. Two groups of students were randomly selected in each university and then randomly allocated either to the experimental or the control group. In control groups (n=12 in HSE, n=13 in RANEPA) students had traditional lectures. In experimental groups (n=12 in HSE, n=13 in RANEPA) students played three simulation games apart from traditional lectures. Th is exploratory research shows that the use of computer-based simulation games in MPA curricula can improve students’ outcomes by 38 %. In general, the experimental groups had better performances on the post-test examination (Figure 2). Students in the HSE experimental group had 27.5 % better scores than students in the HSE control group. Students of the RANEPA experimental group had 38.0 % better scores than students in the RANEPA control group. Research indicates that lecture-based courses are less effective than courses with more interactive approaches. Therefore, our study highlights the need to implement computer-based simulation games in MPA programmes in Russian universities. Computer-based simulation games provide students with practical skills for their future careers.

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Zendler, Andreas, and Manuel Gohl. "Direct Instruction vs. Computer Simulation and their Learning Outcome in Engineering Education." International Journal of Engineering Education 1, no. 2 (December 15, 2019): 91–98. http://dx.doi.org/10.14710/ijee.1.2.91-98.

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Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This study focuses on the empirical examination of learning outcome in engineering educationwith respect to two instructional methods: direct instruction and computer simulation. A CRF 2x2 design is used to control instructional method and class context. Learning outcome on bridge construction is assessed with reference to the optics of bridge and the material usage for the bridge. The empirical findings show that learning with direct instruction was superior to computer simulation.

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Sussman, Daniel, and Joseph Lowman. "Hard-copy versus Computer Presentation of the SuperShrink Interview Simulation." Teaching of Psychology 16, no. 4 (December 1989): 227–30. http://dx.doi.org/10.1207/s15328023top1604_17.

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The effects of realism and perceived control on student satisfaction with the SuperShrink interview simulation were investigated via a 2 × 2 comparison of active/passive and computer/hard-copy conditions. Students rated the computer versions as more satisfying and as promoting a greater sense of realism than the printed materials. Students perceived having more control in the active than the passive conditions, but this perception was not accompanied by differences in satisfaction. These data suggest that computers are superior to hard-copy simulations of human interaction, perhaps because they enhance realism rather than control.

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Srinivasan, N. K. "Computer based modelling and simulation." Resonance 6, no. 4 (April 2001): 69–77. http://dx.doi.org/10.1007/bf02994595.

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Srinivasan, N. K. "Computer based modelling and simulation." Resonance 6, no. 3 (March 2001): 46–54. http://dx.doi.org/10.1007/bf02837671.

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Egemen, E., F. Edwards, and N. Nirmalakhandan. "Computer simulation models in environmental engineering education." Water Science and Technology 38, no. 11 (December 1, 1998): 295–302. http://dx.doi.org/10.2166/wst.1998.0480.

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The traditional lecture-based teaching process has been criticized as a passive knowledge delivery process with much room for improvement in the teaching-learning process. It is now recognized that one of the essential prerequisites for improving the teaching-learning process is active and interactive participation of the students, both in and out of the classroom. In this paper, computer simulation models are identified as an effective teaching aid to promote active participation between student and teacher as well as among students. Using a sample simulation model, the different ways in which models in general can be used to encourage active and interactive participation are discussed. It is concluded that the use of such computer simulation models is appealing to students with diverse learning styles.

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Söderström, Tor, Lars Häll, Tore Nilsson, and Jan Ahlqvist. "Computer Simulation Training in Health Care Education." Simulation & Gaming 45, no. 6 (December 2014): 805–28. http://dx.doi.org/10.1177/1046878115574027.

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Mackenzie, J. G., W. B. Earl, R. M. Allen, and I. A. Gilmour. "Amoco Computer Simulation in Chemical Engineering Education." Journal of Engineering Education 90, no. 3 (July 2001): 331–45. http://dx.doi.org/10.1002/j.2168-9830.2001.tb00612.x.

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Klaassens, Elizabeth. "Computer Simulation." Nurse Educator 13, no. 2 (March 1988): 7. http://dx.doi.org/10.1097/00006223-198803000-00004.

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Danilovic, Mirceta. "Possibilities and importance of using computer games and simulations in educational process." Zbornik Instituta za pedagoska istrazivanja, no. 35 (2003): 180–92. http://dx.doi.org/10.2298/zipi0335180d.

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The paper discusses if it is possible and appropriate to use simulations (simulation games) and traditional games in the process of education. It is stressed that the terms "game" and "simulation" can and should be taken in a broader sense, although they are chiefly investigated herein as video-computer games and simulations. Any activity combining the properties of game (competition, rules, players) and the properties of simulation (i.e. operational presentation of reality) should be understood as simulation games, where role-play constitutes their essence and basis. In those games the student assumes a new identity, identifies himself with another personality and responds similarly. Game rules are basic and most important conditions for its existence, accomplishment and goal achievement. Games and simulations make possible for a student to acquire experience and practice i.e. to do exercises in nearly similar or identical life situations, to develop cognitive and psycho-motor abilities and skills, to acquire knowledge, to develop, create and change attitudes and value criteria, and to develop perception of other people?s feelings and attitudes. It is obligatory for the teacher to conduct preparations to use and apply simulation games in the process of teaching.

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Parag Udaysinh More, Kumar Sachin, Mykhailo Pervak, Olha Yehorenko, and Oleksandr Rogachevsky. "REVIEW OF SIMULATION MEDICAL TECHNOLOGIES IMPACT ON MODERN EDUCATION." InterConf, no. 16(121) (August 20, 2022): 224–39. http://dx.doi.org/10.51582/interconf.19-20.08.2022.023.

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The adoption of simulation-based medical teaching and learning is one of the key phases in curriculum development. Instead of learning through apprenticeship, medical simulation enables the development of clinical skills through purposeful practice. Role-playing games and patient simulations are examples of human simulations. Manikins and computer-based simulations are examples of non-human simulations. At the undergraduate and graduate levels, medical simulation has been shown to improve clinical competence. Additionally, it has been discovered to have several benefits that can raise patient safety and lower medical expenses

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Foley, Michael J., Patrick S. Cottler, Silvia S. Blemker, Arlen D. Denny, and Jonathan S. Black. "Computer Simulation and Optimization of Cranial Vault Distraction." Cleft Palate-Craniofacial Journal 55, no. 3 (December 14, 2017): 356–61. http://dx.doi.org/10.1177/1055665617738999.

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Objective: The objective of this study was to validate the proof of concept of a computer-simulated cranial distraction, demonstrating accurate shape and end volume. Design: Detailed modeling was performed on pre- and postoperative computed tomographic (CT) scans to generate accurate measurements of intracranial volume. Additionally, digital distraction simulations were performed on the preoperative scan and the resultant intracranial volume and shape were evaluated. Setting: Tertiary Children’s Hospital. Patients, Participants: Preoperative and postoperative CT images were used from 10 patients having undergone cranial distraction for cephalocranial disproportion. Interventions: None; computer simulation. Main Outcome Measure: Computer simulation feasibility of cranial vault distraction was demonstrated through creation of digital osteotomies, simulating distraction through translating skull segments, followed by simulated consolidation. Accuracy of the model was evaluated through comparing the intracranial volumes of actual and simulated distracted skulls. Results: The developed digital distraction simulation was performed on the CT images of 10 patients. Plotting the relationship between the actual and simulated postdistraction volumes for the 10 patients yielded a slope of 1.0 and a correlation coefficient of 0.99. The average actual resultant volume change from distraction was 77.0 mL, compared to a simulated volume change of 76.9 mL. Conclusions: Digital simulation of cranial distraction was demonstrated through manipulation of the CT images and confirmed by comparing the actual to simulated volume change. This process may provide objective data in designing an individual distraction plan to optimize volume expansion and resultant cranial shape as well as patient education.

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Edward, Norrie S. "Computer based simulation of laboratory experiments." British Journal of Educational Technology 28, no. 1 (January 1997): 51–63. http://dx.doi.org/10.1111/1467-8535.00006.

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Cullen, John F. "Computer simulation of chemical equilibrium." Journal of Chemical Education 66, no. 12 (December 1989): 1023. http://dx.doi.org/10.1021/ed066p1023.

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TILLEY, DEREK, and PETER CHAPPLE. "Using computer simulation methods in fluid power education." Proceedings of the JFPS International Symposium on Fluid Power 1993, no. 2 (1993): 773–78. http://dx.doi.org/10.5739/isfp.1993.773.

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Beavis, Andrew W., and James W. Ward. "Innovation in education: computer simulation in physics training." Journal of Physics: Conference Series 1305 (August 2019): 012057. http://dx.doi.org/10.1088/1742-6596/1305/1/012057.

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Cheok, K. C., N. A. Kheir, and N. Huang. "Computer Simulation and Animation Environment for Control Education." IFAC Proceedings Volumes 25, no. 12 (June 1991): 41–46. http://dx.doi.org/10.1016/s1474-6670(17)50086-5.

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Söderström, Tor, Carina Lindgren, and Gregory Neely. "On the relationship between computer simulation training and the development of practical knowing in police education." International Journal of Information and Learning Technology 36, no. 3 (June 3, 2019): 231–42. http://dx.doi.org/10.1108/ijilt-11-2018-0130.

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Purpose The purpose of this paper is to focus on the practical knowing that is central in police education. Drawing on perspectives about tacit knowledge and embodied learning (e.g. Merleau-Ponty, 1945/1997; Polanyi, 1966; Argyris and Schön, 1974) as well as empirical examples, this paper discusses the design of and what can be expected from computer simulation training for the development of police students’ professional knowing. Design/methodology/approach The discussion is based on lessons learned from working with two different computer simulation training situations designed to prepare the students for an upcoming practical training by facilitating the understanding of complex situations as they should be handled in the physical training situation. Findings The experiences from the training sessions showed that the different characteristics of the simulations mediate how the training session was performed, e.g., unplanned trial and error vs focused and attentive, but also group discussions about how to act and appropriate actions in relation to the situation to be solved in the simulation. Originality/value Based on the lessons learned from working with the two different computer simulations, it is posited that the use of computer simulations for practical scenario training is a complex endeavor that needs, in various degrees, to be supported by pedagogical steering. The design of computer simulation training (both the simulation and how the training is designed and performed) need to consider the specific aspects that surround tacit knowledge and embodied learning in the “real sense” (anchored to the practical training) to be of relevance for police students development of professional knowing.

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Robson, E. H. "The role of computer simulation." International Journal of Mathematical Education in Science and Technology 16, no. 2 (March 1985): 255–58. http://dx.doi.org/10.1080/0020739850160219.

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Chi, Hsin. "Computer simulation models for sustainability." International Journal of Sustainability in Higher Education 1, no. 2 (August 2000): 154–67. http://dx.doi.org/10.1108/14676370010371894.

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Yurcik, William. "The Simulation Education Homepage." SIMULATION 76, no. 4 (April 2001): 202–6. http://dx.doi.org/10.1177/003754970107600403.

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Radiotis, T., and G. R. Brown. "Computer Simulation of Vinyl Polymer Tacticity." Journal of Chemical Education 72, no. 2 (February 1995): 133. http://dx.doi.org/10.1021/ed072p133.

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Farahmand, Kambiz, Satpal Singh Wadhwa, and Mahmoud Mostafa. "INTEGRATING ANIMATION INTO TEACHING COMPUTER SIMULATION." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 7, no. 3 (August 30, 2016): 1176–81. http://dx.doi.org/10.24297/ijrem.v7i3.3827.

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Computer simulation is an experiment using a computer model to represent a unique system.Â Variables are defined and parameters to be study are monitored and recorded. Growing caÂpabilities and decreasing costs of microcomputers are placing this powerful tool at the fingertips of scientists and engineers. In the past, the use of digital computers in simulation required a considerable amount of programming effort. This is no longer a true statement.Â Simulation provides the student with a greater breadth and depth of information on which decisions could be made. It is also considered one of the most valuable and flexible decision making tools available. Flexible simulation and animation models developed using a multitude of softwareâ€™s available in the market today is considered a very powerful and effective approach in engineering education. Simulation and animation models could easily be used to solve complex and dynamic problems in both the classroom and real life.Computer simulation techniques and soft wares have been used for more than a decade to help engineers in development, trouble shooting, problem solving, and decision making process. The new paradigm in computer simulation is the use of animation and virtual reality to build engineering models and animation, simulate operations and performance. The fantastic progress in computer hardware and software industry has now opened a new and higher level of teaching computer simulation.

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Olakanmi, Eunice Eyitayo. "THE EFFECTS OF A WEB-BASED COMPUTER SIMULATION ON STUDENTS’ CONCEPTUAL UNDERSTANDING OF RATE OF REACTION AND ATTITUDE TOWARDS CHEMISTRY." Journal of Baltic Science Education 14, no. 5 (October 25, 2015): 627–40. http://dx.doi.org/10.33225/jbse/15.14.627.

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This study established the effects of a web-based computer simulation on the conceptual understanding of the rate of chemical reaction and attitude of 66 first year secondary school (SS1) students in Niger state, Nigeria towards chemistry. A pre-test and post-test experimental design was used during which students were randomly assigned into either the experimental or the control group. The ‘Rate of Reaction Knowledge Test’ (RRKT) and the ‘Chemistry Attitude Scale’ (CAS) was administered. Classroom observations and structured interviews with the students yielded additional qualitative data. The results showed that a statistically significant difference was found between the groups and that the web-based computer simulation improved students’ development of mental models on rate of reaction in comparison to the students in the experimental group. The students in the experimental groups also indicated that they liked using the software learning tools. The findings support the notion that chemistry teachers should be trained or re-trained in the use of web-based computer simulations for teaching chemistry. It places an onus on educational authorities to procure web-based simulations for use in teaching chemistry and other science subjects in secondary schools. Key words: attitude to chemistry, conceptual understanding, rate of reaction, web-based computer simulation.

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Lee, Ujin, Heeseung Choi, and Yeseul Jeon. "Nursing Students’ Experiences with Computer Simulation-Based Communication Education." International Journal of Environmental Research and Public Health 18, no. 6 (March 17, 2021): 3108. http://dx.doi.org/10.3390/ijerph18063108.

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Simulation-based communication education has improved nursing students’ communication knowledge and skills. However, communication patterns that students commonly exhibit in simulated situations and students’ responses to specific clinical situations have not been systematically examined. The specific aims of the present study were (1) to identify non-therapeutic communication patterns that nursing students exhibit in simulated situations in the computer simulation-based education (ComEd) program, and (2) explore students’ responses to challenging clinical situations. This study used a mixed-method research design and a convenience sampling method to recruit participants. Frequency analysis and a conventional content analysis method were used to analyze answers provided by participants. A total of 66 students from four Korean nursing schools participated in the study. “False reassurance” was found to be the most common non-therapeutic communication pattern used by nursing students. Nursing students had difficulty in clinical situations such as reporting a patient’s condition to a doctor, communicating with a patient and perform basic nursing skills at the same time, and managing conflicts between patients. Technology-based communication simulation programs, which reflect various clinical situations, are considered a new alternative that can supplement the limitations of clinical practicum and improve the quality of nursing education.

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Muehleisen, Ralph T. "Computer simulation and virtual experiments for architectural acoustics education." Journal of the Acoustical Society of America 110, no. 5 (November 2001): 2697. http://dx.doi.org/10.1121/1.4777281.

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Radosinshi, Edward, and Leopold Szczurowski. "Computer Simulation Applied To Education in a Firms Finances." Simulation & Games 16, no. 4 (December 1985): 417–28. http://dx.doi.org/10.1177/104687818501600403.

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Min, F. B. M., and H. A. J. Struyker Boudier. "The RlCS System for Computer Simulation in Medical Education." Simulation & Games 16, no. 4 (December 1985): 429–40. http://dx.doi.org/10.1177/104687818501600404.

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Allred, Kelly, and Nicole Gerardi. "Computer Simulation for Pain Management Education: A Pilot Study." Pain Management Nursing 18, no. 5 (October 2017): 278–87. http://dx.doi.org/10.1016/j.pmn.2017.05.004.

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Toval, Ambrosio, and Mariano Flores. "Computer systems simulation in education: Description of an experience." Computers & Education 11, no. 4 (January 1987): 293–303. http://dx.doi.org/10.1016/0360-1315(87)90031-5.

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Romero, Manuel L., and Pedro Museros. "Structural Analysis Education through Model Experiments and Computer Simulation." Journal of Professional Issues in Engineering Education and Practice 128, no. 4 (October 2002): 170–75. http://dx.doi.org/10.1061/(asce)1052-3928(2002)128:4(170).

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Genc, Garip, Sakir Sezen, Nihat Akkus, and Ersin Toptas. "Caliper simulation using computer for vocational and technical education." SHS Web of Conferences 26 (2016): 01035. http://dx.doi.org/10.1051/shsconf/20162601035.

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Entwistle, Noel, Phil Odor, and Charles Anderson. "Anticipating the experience of higher education through computer simulation." Higher Education 16, no. 3 (1987): 337–55. http://dx.doi.org/10.1007/bf00148974.

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Lu, Jiafang, Philip Hallinger, and Parinya Showanasai. "Simulation-based learning in management education." Journal of Management Development 33, no. 3 (April 8, 2014): 218–44. http://dx.doi.org/10.1108/jmd-11-2011-0115.

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Purpose – Proponents have argued that simulation-based learning (SBL) offers capabilities that respond to persisting critiques of management education. This research intended to provide additional empirical evidence for the instructional effectiveness of SBL. This paper aims to discuss these issues. Design/methodology/approach – This research adopted a quasi-experimental, multiple time series design to examine the instructional effectiveness of courses that incorporated computer simulations in a Master of Management program at a business school in Thailand. It compared student perceptions of three SBL courses with courses that used a variety of other instructional approaches over a period of seven years. Findings – Results revealed that students rated the SBL courses significantly higher on overall perceived instructional effectiveness, as manifested by action-directed learning, student engagement, quality of assessment and feedback, and instructor effectiveness. Research limitations/implications – The consistency of significant results for a large number of course sections over a substantial period of time suggests that the SBL courses created a more active, productive environment in which to learn management theory and practice. Practical implications – The results support assertions that simulations offer potential for enhancing the quality of university-based management education. Originality/value – First, the research provides empirical insights into the implementation of SBL in management education; second, many instructors remain skeptical as to whether active learning methods imported from western contexts are suitable for Asian learners. The study addresses this issue in the light of data that describe one institution's sustained attempt to employ computer simulations in its graduate management education program.

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Monaghan, James M., and John Clement. "Use of a computer simulation to develop mental simulations for understanding relative motion concepts." International Journal of Science Education 21, no. 9 (September 15, 1999): 921–44. http://dx.doi.org/10.1080/095006999290237.

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Lee, Seungyoun, and Jack V. Powell. "Using Computer-Based Technology to Determine Emergent Classroom Discipline Styles in Preservice Teacher Education." Journal of Educational Technology Systems 34, no. 1 (September 2005): 83–110. http://dx.doi.org/10.2190/fcpm-4akm-e20v-kdl0.

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Problems related to disruptive behaviors of children in schools continue to be a topic of public debate and empirical inquiry among teachers and researchers across America. Although this problem is historic, it has resurfaced, with momentous attention during recent years. This article focuses on a computerized simulation used as an integrated component of a curriculum course. The simulation includes discipline issues with certain situations as one of six categories of emphasis. The researchers attempted to ascertain the extent to which the simulation influenced selected disciplines styles of preservice teachers before and after field experience. Chi-square, Somers'd, Gamma, Correlation, and Regression were applied to the data using after field experience as a dependent variable. Significant difference was found on “rating of simulation on discipline before–after field experience” with Chi-square analyses (χ2 = 27.196; df = 12; p < 0.007), and with regression analyses ( b = .249). Thus, preservice teachers who experienced a computerized simulation on discipline before field experience perceived the computerized simulation on discipline as an effective tool to learn discipline after their four-week field experience. Computerized simulation is shown to be helpful to preservice early childhood teachers prior to field experience. Therefore, integrating technology-based simulations into preservice teacher education programs can potentially and effectively influence solving discipline problems in real classrooms by helping preservice teachers construct their own beliefs and philosophy about discipline. Emergent themes and direct quotes from preservice early childhood teachers are shown on the aspect of discipline.

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GREEN, DAVID. "Using Computer Simulation to Develop Statistical Concepts." Teaching Mathematics and its Applications 9, no. 2 (1990): 58–62. http://dx.doi.org/10.1093/teamat/9.2.58.

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VERBEEK, H. A. "Self-instruction through patient simulation by computer†." Medical Education 21, no. 1 (January 1987): 10–14. http://dx.doi.org/10.1111/j.1365-2923.1987.tb00507.x.

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Starkey, Ronald. "NMR simulation program for the ZX81 computer." Journal of Chemical Education 63, no. 7 (July 1986): 625. http://dx.doi.org/10.1021/ed063p625.

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Solomon, Paul R., Scott Cooper, and Dean Pomerleau. "Computer Simulation of the Neuronal Action Potential." Teaching of Psychology 15, no. 1 (February 1988): 46–47. http://dx.doi.org/10.1207/s15328023top1501_14.

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A series of computer simulations of the neuronal resting and action potentials are described. These programs are designed to allow the user to observe the movement of ions across a neuronal membrane during: (a) an action potential, (b) a subthreshold excitatory postsynaptic potential (EPSP), (c) an inhibitory postsynaptic potential, and (d) a suprathreshold EPSP in the presence of the sodium channel blocker tetrodotoxin (TTX).

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Gunawan, Gunawan, Lovy Herayanti, Imran Imran, and Habibi Habibi. "Using Computer Simulation for Teaching Mechanics Concept." Jurnal Pendidikan Fisika dan Teknologi 8, no. 1 (May 31, 2022): 37–41. http://dx.doi.org/10.29303/jpft.v8i1.3474.

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Computer technology presents opportunities and innovations in physics learning. Some of the concepts of physics are abstract concepts. Learning abstract concepts requires appropriate media assistance. In this research, we have developed some computer simulations to support the learning concept of mechanics. The study aimed to examine the effectiveness of computer simulation in students’ understanding of mechanics. The sample used is students from the department of physics education who took a mechanics course at University of Mataram. Data were collected using multiple-choice and essay tests and then analyzed quantitatively. Data analysis used the ANAVA test and N-gain score. The result of the research shows the influence of computer simulation on students’ understanding of the concept of mechanics. Improvement occurs in all sub-materials of mechanics. The average for the concept mastery of students in the experimental group is higher than that of the control group. Statistically, the difference in the increase in the concept mastery between the two groups did not significantly differ. The improvement in students' concept of learning using computer simulation was higher than the control group who studied conventionally.

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Kirkup, L. "Computer simulation of electric field lines." Physics Education 20, no. 3 (May 1, 1985): 142–45. http://dx.doi.org/10.1088/0031-9120/20/3/314.

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Andaloro, G., V. Donzelli, and R. M. Sperandeo‐Mineo. "Modelling in physics teaching: the role of computer simulation." International Journal of Science Education 13, no. 3 (July 1991): 243–54. http://dx.doi.org/10.1080/0950069910130303.

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Bonneau, Claudine, and Simon Bourdeau. "Computer-supported collaboration: simulation-based training using LEGO®." Educational Technology Research and Development 67, no. 6 (July 8, 2019): 1507–27. http://dx.doi.org/10.1007/s11423-019-09689-w.

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Roberts, Nancy, George Blakeslee, and William Barowy. "The dynamics of learning in a computer simulation environment." Journal of Science Teacher Education 7, no. 1 (March 1996): 41–58. http://dx.doi.org/10.1007/bf00118345.

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Warner, Stanley L., and Myrna M. Breitbart. "Plant closings and capital flight: A computer-assisted simulation." New Directions for Teaching and Learning 1989, no. 38 (1989): 25–32. http://dx.doi.org/10.1002/tl.37219893805.

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