Developing Educational Simulation for Rockwell Hardness Test Machine

The purpose of this paper is to analyze, develop, design, implement, and evaluate the engineering simulation model in metallurgy subject [Rockwell hardness test simulation (RHTS)], according to analyze, design, develop, implement, and evaluate (ADDIE) model and the Mechanical Engineering students of Babylon Institute in Iraq are chosen for case study. This paper presents the various steps involved in the simulation procedures. The detail simulation development process and its significant characteristics are highlighted. The flowchart of the model is rendered, displaying the different components used to develop the simulation algorithm using Microsoft Studio 2010 computer programming language. The advantages and limitations of the simulation model are identified by interviewing experts. The findings resulted from the simulated model reveal that the learners can learn easily and effectively. The developed software package is expected to provide valuable tool for both students and instructors. Furthermore, the same package in the form of a bi-product can also be used as a “research tool” together with the application for engineering education

Vickers Test Simulation to Improve Metacognitive Skills

AbstractImproving the metacognitive skills via celebrated Vickers Test Simulation (VTS) is an outstanding issue in science and engineering education. The quest for achieving accurate model in designing educational curricula and methods for solving engineering problems metacognitively is ever-growing. Enhancing the problem solving efficiency through planning, analyses, design and implementation mediated by metacognition is a challenging task. We designed, developed and evaluated engineering simulation using VTS to identify the effectiveness of metacognitive skills on mechanical engineering students (metallurgy) of Iraq as test sample. The influences of VTS on metacognitive acquisition skills through self-planning, self-monitoring, self-modification and self-evaluation are determined. The performance of the proposed model is simulated via Microsoft studio 2010 and the data are analyzed by SPSS. The validity and reliability of the test questions are determined from the values of Answer time, Coefficients of Reliability, Discrimination, Difficulty and Correlation. The calculated value of T is found to be 7.822 for self-planning, 7.864 for self-monitoring with significance ∼0.01. Results reveal that VTS has considerable impact on metacognitive skills acquisition.Our systematic methodmay constitute a basis for students and learners in solving analytical and technical problems in a competent manner to enhance their metacognitive skills