This methodology is designed to evaluate the basic hypothesis that each of the simulations (Cisco

Packet Tracer (CPT), GNS3, and NS-2 – OMNET++) that have different positive/negative influences in
terms of usability, implementation of network protocols, time, engagement, and performance for
first-year student learning. Hence, this study would proceed with the mixed-method approach,
which has many advantages with it. Firstly, it overcomes the challenges of the limited perspective of
the single method. Second, it is considered as a radical solution for low response rates typically
linked with single methods. Third, emphasize the reliability and validity of findings with more than
one source of data gathering. Finally, it enables the probability of various observation to obtain solid
results. In addition, the “mixed method” approach fits the aim of this study, which, by its very
nature, is exploratory

Grounded Theory

the study will use Grounded Theory as a data collection tool. present grounded theory as a method
of conducting qualitative research, which can be used in educational research, providing a
theoretical and practical foundation for the research design. This method would be achieved by
deploying a simulations environment that can help students to learn networking technologies. As
discussed in the Research Aim section, our first aim is to implement network concepts with the help
of simulation tools to provide a practice environment for the students and then evaluating
simulation tools based on their performance, advantages, and disadvantages. Lastly, it is to
determine the level of understanding for a specific protocol after using these simulation tools.

First Network Concept:

The EIGRP (Enhanced Interior Gateway Routing Protocol) which is a computer network routing
protocol, this protocol share information between routers connected in the same region. EIGRP is
considered a complex protocol but it is a widely known protocol due to its reliability and every Cisco
router runs this protocol. Students find it difficult to learn how this protocol works and how it shares
information between routers. It is also hard to understand because it is a private protocol for Cisco.
However, Cisco devices are used around the world, therefore, it is compulsory for networking
students to learn this protocol. There are different simulators like packet tracer, GNS 3, NS-2, OPNET,
and OMNeT++. Some of them are open source and others are proprietary. Every simulation tool has
its pros and cons and uses them in our environment for the learning of students. In the case of the
EIGRP protocol, every simulator can simulate it in its way. The Simulators like NS-2 and OPNET are
programming based, first, we would need to compile a protocol program on the compiler then it can
be simulated in the environment.

On the other hand, most students have a lack of programming skills, they find it challenging to code
a program first then execute it. Consequently, students would increase their level of understanding
in terms of the working principles of the protocol. Other simulators like GNS3 packet tracer and
OMNET++ are GUI (Graphical User Interface) based tools, where it is easy to implement and simulate
computer networks with different configurations.

A protocol like EIGRP is installed in every cisco router and the real physical environment, this
protocol can be configured via command line on the networking devices. However, in the simulator
environment, this protocol can be configured via the command line and via the GUI. Our focus is to
give a high priority on the understand the functionalities of this protocol as well as how it maintains
routing table and share information with neighbouring networking devices.

In our methodology, students’ groups can be created one group to work on each simulator. The size
of the group depends on the size of the class. In our case if there 250 students in the class then there
would be 50-60 students in each group to make 4 groups in total. Every group will work on an
assigned simulator and we can give them a task to implement and simulate EIGRP protocol on a
network on their assigned simulator.

The testing of simulate on modules is a significant part of the design methodology. The assessment
of the simulators in the context of good resources of learning should be based on tests. There would
be two phases of tests. Pre-Test and Post-test of the simulators. A pre-test helps to determine what
is the purpose of a simulator, and how a specific networking protocol will be learned from the
simulator. How much students have learned from a simulator, it is based on the working
methodology of the simulators and learning capabilities of the students in different environments?

In the pre-test scenario, the design of the simulators should be tested for better illustration of
simulation. How much information a simulator can present to the students for their learning. How
difficult is it to configure the EIGRP protocol on a simulator for the students and what should they
learn from it while using simulation? All the functions of the simulators working accurately or is
there any kind of false information presented by the simulators. In the learning phase, students put
invalid inputs to the simulators, in the pre-test scenario a simulator can detect invalid input by the
users and guide them where they are doing the wrong steps.

In the post-test scenario, students can be assessed with a simple quiz or an assignment that what did
they learn by using simulator tools. Different groups will use different simulators to simulate a single
protocol like EIGRP. The assessment task should be the same for all students distributed in groups.
Based on this assessment instructors of the class can test what tool is more suitable to learn a
protocol like EIGRP. The quiz or assignment grades can tell which group of students performed well
and developed good understandings about a networking protocol after doing simulation work on
different simulators.

Tools Comparison: We can compare several simulation tools like packet tracer, GNS3, NS-2, and
OMNET++. Each group of students will work on a single tool to implement the EIGRP protocol. NS-2
and ONMET++ are programming based tools. In which you write a program for a protocol then
simulate them. Tools GNS3 and Packet tracer are configurations based on which devices are
configured into the network via command-line or GUI to run protocols.

After assigning the task of implementing the EIGRP protocol on these simulators to each group. We
can create an online assessment program based on a quiz or assignment. The assessment program
should be designed to ask technical, logical, and functionalities-based questions about the EIGRP
protocol. Students will take this quiz or complete assignments based on their learning experience
they will get while implementing the EIGRP protocol. The number of students in each group will be
assessed to measure their learning experience from a specific simulator. The group that performs
better than the others will tell how convenient they would find their allocated simulator to learn a
protocol like the EIGRP.

The simulation of networking protocols can be programmed with tools like NS-2, students will get an
in-depth view of how to program a networking protocol and then simulate it. In the pre-test
 scenario, a compiler of the simulator should guide students to write error-free code to simulate. In
this way, students will get thorough functionality of the protocol and with simulation, it can be
checked how it is working differently from the default source code. In the post-test scenario,
students will learn better with protocol implementation and simulation.

Other simulators like packet tracer and GNS3 are configuration based. They provide a real-time
environment for students to configure and simulate networking protocols. Students groups learning
on these simulators may find it easy to implement and simulate EIGRP protocol in real-time, then
they can have good configuration expertise. The design methodology focusses on providing a better
learning environment for the students to get a proper understanding of a protocol functionalities.

Questionnaire survey

As the purpose of the study is to explore the most effective simulation tools for students’ protocols
learning based on 3 Network concepts, the project research will use a questionnaire survey as data
collection tools. This type of questionnaire was chosen for the ease of classifying the answers and
placing them in lists or statistical tables, as it is easy for the researcher to classify, analyse and
summarize the data. It also stimulates the participants to complete the questionnaire because it is
easy to answer it and does not require a long time, hard effort, or deep thinking. Students will be
questioned to select their engagement, learning possibilities, and the time needed in the field of
learning Computer Network Protocols through the given simulation.

A questionnaire will comprise 5 sections as shown below:

Targeted Simulation A- CPT B-GNS3 C-NS-2 D- OMNET++

A B C D

1 Time The whole process consumes less time

Spend less time assigning IP addresses on

Router Interfaces

2 Usability Provide Clear Network object which is

easy to implement.

3 - Performance I perform well in deploying and

understanding via command line
 It would improve my performance in
learning the given protocol.

4- Engagement My interaction is clear and

understandable.

5- Protocols I find it easy to build the network topology

implementation

I can easily deploy and assigning IP

addresses on Router Interfaces

Data Analysis

The Data analysis plays a vital role in verifying the result of whether it is validly, replicated with no
doubt. Additionally, data analysis increase research transparency in terms of understanding the
numbers. It enables the researcher to read the numbers in deep critical thinking and find relations
between variables. Once the data is collected from the grounded theory, questionnaire, quiz’s and
assignments which will be analysed to qualitative for ensuring data integrity is accurate and
appropriate for analysis of research findings.