Experiential learning in vehicle dynamics education via motion simulation

Many leaders in engineering education have advocated the use of active, student-centered instruction in engineering courses. Engineering educators have also been challenged to incorporate more authentic learning situations using inquiry, project-based instruction, and increase opportunities for student collaboration and communication. This paper describes the innovative use of a motion simulation-based framework to provide active student participation in authentic engineering experiences for learning about dynamic systems. The project's theoretical underpinnings are based on situated learning where new educational material is presented in an authentic context, and social interaction and collaboration are required for learning to occur. Through a learner-centered approach, students use physical simulation and large-scale visualization to discover the impact that design decisions have on a dynamic system, while gaining hands-on experience in configuring and operating vehicle simulation hardware and software. The application of the framework is demonstrated by the development of an adaptable learning experience model for an introductory vehicle dynamics course. This paper reports on work done under National Science Foundation Grant DUE-0633596 in the Course, Curriculum and Laboratory Improvement (CCLI) program.