Resumen de An exploratory study of engineering and science students’ perceptions of nanoHUB.Org simulations
Alejandra J. Magana, Sean P. Brophy, George M. Bodner
This study examined how science and engineering students with different academic level perceived and experienced computationalsimulation tools for nanotechnology in terms of learning outcomes, evidence of learning, pedagogical approaches, and ease of use.The simulation tools used in this study are part of the research and learning resources in nanoHUB.org. Data were collected byanonymous and optional online survey questionnaire given to 312 science and engineering students with access to nanoHUB.org.The quantitative and qualitative analyses showed that overall, graduate and undergraduate students reported positive experiencesof nanoHUB.org simulation tools and their uses. However, differences were observed in the way undergraduate students reacted tothe computational simulations as compared with graduate students. Possible explanations for these differences and suggestions toclose this differential gap were also discussed. Potential explanations for these differences are that undergraduate students may havenot fully developed graphical literacy skills, may lack the prior knowledge required at the time they interact with the tools, or toolsmay be too complex. Suggestions to overcome some of these difficulties include the development of well integrated curricularmaterials, the application of frameworks for technology-enhanced support for inquiry learning, and the use of just-in-timeinstructional supports together with the simulation tools.
