| This study investigates the perceptions of teachers and students involved in problem-based simulation (PBS) activities used in design engineering curriculum to introduce simulation as a design tool to better evaluate design solutions. The criteria used to determine participant inclusion and sample size are based on a qualitative research study in which a relatively small sample size of three high schools are used to test the curriculum. Each of the schools involves at least two of their classes teaching topics of gears, cams and threads in the design engineering curriculum. One class is the comparison group, which receives traditional methods of instruction, and the other is the treatment group, which participates in the PBS activities.;The study is conducted using a quasi-experimental post-test only design as a quantitative component, and a qualitative component comparing prior and post surveys and observations. The curriculum materials produced are PBS activities that provide problems for the students to solve using reference material, which they then verify using a computer graphics generated 3D model that simulates the solution to the problem.;The post test results for each of the topics of gears, cams and threads shows a significant difference between the treatment and comparison groups as analyzed using the Wilcoxon Rank Sum Test of Significance. Furthermore, the treatment group of students performed significantly better than the comparison group.;This research shows that simulation was perceived by students and teachers as a valuable tool to use in design engineering and in the education of CAD/Drafting students. The design simulation activities offer many advantages to the user in visualizing results and being able to predict more accurately answers to problems. |
