Le, X., & Olia, M., & Ma, G. G. (2025, June), Innovative Learning in Engineering Dynamics: The Impact of Simulation-Based projects   Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . 10.18260/1-2--56803

\bibitem{asee_peer_56803}
  Le, X., \& Olia, M., \& Ma, G. G. (2025, June), \emph{Innovative Learning in Engineering Dynamics: The Impact of Simulation-Based projects }
  Paper presented at 2025 ASEE Annual Conference \& Exposition , Montreal, Quebec, Canada .
  10.18260/1-2--56803

Xiaobin Le, Masoud Olia P.E., and Gloria Guohua Ma.  "Innovative Learning in Engineering Dynamics: The Impact of Simulation-Based projects ".  2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada , 2025, June.  ASEE Conferences, 2025.  https://peer.asee.org/56803 Internet.  24 Aug, 2025

\bibitem{asee_peer_56803}
  Xiaobin Le, Masoud Olia P.E., and Gloria Guohua Ma.
  "Innovative Learning in Engineering Dynamics: The Impact of Simulation-Based projects ".
  \emph{2025 ASEE Annual Conference \& Exposition , Montreal, Quebec, Canada , 2025, June}.
  ASEE Conferences, 2025.
  https://peer.asee.org/56803 Internet.  24 Aug, 2025

@INPROCEEDINGS{asee_peer_56803
author = "Xiaobin Le, Masoud Olia P.E., and Gloria Guohua Ma"
title = "Innovative Learning in Engineering Dynamics: The Impact of Simulation-Based projects "
booktitle = "2025 ASEE Annual Conference \& Exposition "
year = "2025"
month = "June"
address = "Montreal, Quebec, Canada "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/56803}
number = {10.18260/1-2--56803}
}

TY  - CPAPER
AB  - Engineering Dynamics is a core course in mechanical engineering programs, often offered with or without lab components. Our program delivers this 4-credit course without lab sessions, relying solely on lectures to explain principles and provide examples. To enhance student engagement and learning, we previously implemented a paper design project where students created a tennis launch machine using engineering dynamics principles and SolidWorks. While this initiative fostered a dynamic learning environment, it proved unsustainable due to the significant out-of-class time required, leading to student complaints.
In response, we introduced simulation-based design projects using 2D Working Model software. The objectives were to enhance student learning, apply engineering dynamics principles, and familiarize students with simulation tools. We developed four projects aligned with course topics: simulating free-flight and dependent motion, analyzing components’ behaviors under loading, investigating work and energy, and simulating the crank-slide mechanism.
Students were tasked with creating simulation models and verifying results against theoretical calculations. This approach significantly increased engagement and interest in course content, creating an active learning environment. Throughout the implementation, we collected student feedback to refine our methods. Initially, we provided online tutorials for 2D Working Model, but many students struggled with self-directed learning, prompting us to adapt our strategy. We allocated lecture time to demonstrate the software fundamentals, which proved effective.
End-of-semester surveys indicated that students found the design projects beneficial, particularly in comparing simulation outcomes with theoretical predictions. This paper details the implementation of these design projects and analyzes survey results, demonstrating their positive impact on student learning in our Engineering Dynamics course.

AU  - Xiaobin Le
AU  - Masoud Olia P.E.
AU  - Gloria Guohua Ma
CY  - Montreal, Quebec, Canada 
DA  - 2025/06/22
PB  - ASEE Conferences
TI  - Innovative Learning in Engineering Dynamics: The Impact of Simulation-Based projects 
UR  - https://peer.asee.org/56803
DO  - 10.18260/1-2--56803
ER  -