Computer Technology for

Enhancing Teaching and

Learning Modules of
Engineering Mechanics
BABUR DELIKTAS
Faculty of Engineering and Architecture, Department of Civil Engineering, Mustafa Kemal University,
Antakya 31034, Hatay, Turkey

Received 22 April 2008; accepted 19 November 2008

ABSTRACT: Improving the quality of learning and teaching has always been in the
interest of instructors in all fields of study. There have been tremendous efforts to this end. In
this article, learning and teaching modules enhanced with computer technology are
introduced. This approach is based on concept questioning and scenario building aided with
interactive animation, simulation, and rich graphical content. Modules for the engineering
mechanics course covering fundamental topics in Statics, Strength of Materials, and Dynamics
are prepared by using the proposed approach. Some examples of the prepared modules are
presented. Design of the course module and its evaluation from student’s perspective are
discussed. Based on evaluations using questionnaires by the students it can be inferred that
this approach to teaching and learning helps students to increase their capacity to understand
and instructors to convey their ideas more conveniently. ß2009 Wiley Periodicals, Inc. Comput Appl
Eng Educ; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20321

Keywords: interactive modules; engineering education

INTRODUCTION classical lecture-mode of teaching by itself is not

In general, most students in science and engineering
disciplines have difficulty in understanding funda-
mental concepts and basic principles. One reason for
this deficiency in student learning may be that the
Correspondence to B. Deliktas (bdelik1@lsu.edu).
Contract grant sponsor: European Community Leonardo da
Vinci Programme; Contract grant number: TR/05/B/F/PP/178052.
ß 2009 Wiley Periodicals Inc.
sufficient for students to grasp basic concepts. The
learning style of students may vary in many different
ways such as seeing and hearing; reflecting and
acting; reasoning logically and intuitively; memoriz-
ing and visualizing and drawing analogies; and
building mathematical models. The teaching methods
of instructors also vary from one another. Some
instructors like to lecture, others demonstrate or
discuss; one may focus on principles and other on
applications; some may emphasize memorizing and

1
2 DELIKTAS
others may give more attention for understanding
[1 4]. As a result of these variations in the learning
styles of students and the teaching styles of instruc-
tors, a great amount of research effort has been put
forward to address this issue in education. Carrier [5]
reported that one of the important suggestions of
this growing literature is that learning and teaching
strategies should carefully analyze the need of
students in the sense of instructor’s goals and course
content. Teaching and learning strategies based on
multiple technologies can be integrated in course
content in order to provide the most effective learning
and teaching.
As computers have moved from laboratories to
classrooms and homes, much research has inves-
tigated their use for educational purposes. Since
computer software can be a potentially powerful tool,
it is important to find out which techniques are best,
and subsequently employ these techniques to enhance
the learning experience. In particular, computers can
be used for a variety of multimedia techniques, and it
is important to characterize the circumstances of their
successful use. The use of electronic media has been
widely recognized as an effective and efficient tool in
delivering course materials [6 8]. Through inter-
active and visual appealing electronic media such as
texts, animations, graphics, simulations and sounds,
the teaching of key, and difficult to understand
concepts in engineering education can be enhanced
drastically.
The remarkable growth of web and other
computer network technologies has added a large
number of potential tools to the engineering education
[9,10]. The trend in utilizing interactive and electronic
media in presenting engineering principles has been
increasing over the past few years. It has evolved from
a resource only available to a minority, to an integral
part of the public and private life. This affected, in a
positive sense, the way people teach and learn. Some
of the web-based course modules presently available
on the web include fundamental engineering courses
such as Statics and Structural Mechanics [2,11 18],
Dynamics [19 22] and Thermodynamics [23 25].
Virtualized laboratories for Earthquake Engineering
[26], and Fluid mechanics [27] have been developed.
There are supplemental modules, such as the award
winning MDSolids and MecMovies by Philpot [28].
However, there has been less research into the use of
animation in a classroom setting, because the skills
and equipment required were scarce in the early days
of computers. Early research compared graphics to
text-only instruction. For example, Baek and Layn
[29] compared the learning experiences of text-only,
text plus graphics, and text plus animation instruc-
tions. The animation group required less study
time and learned more material. The same results
were found in a study by Mayton [30]. Rieber and
Boyce [31] compared animation-based instruction
with carefully designed verbal presentations, and
found that the animation did not result in a greater
quantity learnt, but did result in less time required to
retrieve information learned. Mathematical learning
was studied by Poohkay [32], who compared three
forms of instruction (animation, still graphics, and
text-only) in a study concerning the use of a compass
to create triangles from given line segments. The results
showed that students who learned from the animated
lesson scored significantly higher than those using the
graphics lesson and the text-only lesson.
The use of color is a technique with more varied
results. Several studies, such as Wise [33], has
suggested that color can be a neutral cue to learning,
but can also be distracting if poorly used. However
Dwyer [34] showed that color can help when it is an
integral part of the material being learnt, and Szabo
and Poohkay [35] noted that educators often perceive
color to provide a positive motivational influence.
A detailed review is given by Gramoll [36] about
the effectiveness and efficiency of animations in the
quality of education in his eBook on solid mechanics.
As one can see from the aforementioned literature
review, the direction of most of the instructor’s
tendency in today’s education systems is towards
the use of various computer software packages as the
supplementary material to effectively teach the course
material. Enhancing the classical education with
these software packages is expected to increase the
quality of both teaching and learning. However, such
an approach is still on an individual level and is
not advanced enough for a widespread use in the
education systems. Therefore, this emerging need
should be fulfilled by introducing new innovative
approaches with the help of the current computer and
software technology.
The approach presented in this article is based on
the questioning and visualizing the real life examples
of the related theoretical concept by the help of
computer-based animation and interaction. The impe-
tus of the present study comes from the issue of
problematic gap between the potential of technology
and its most effective application in teaching and
learning. This initiative will force to propose new
model that has the feature of combining application of
technology with other innovative strategies to supple-
ment and enhance more the traditional form of
instruction.
The goal of this approach is to enhance student
learning by developing instructor perspective and skill
 COMPUTER TECHNOLOGY FOR ENGINEERING MECHANICS
in integrating innovative teaching strategies with new
development in technology enhanced learning. In the
preparation of the courseware, three main goals are
considered.
*
Have student grasp fundamental principles.
*
Have student understand modeling of real
problems.
*
Teach how to solve the problem.
DETAILED DESCRIPTION OF THE
TEACHING AND LEARNING MODULES
Teaching and Learning Methodology
The proposed approach here can be considered as a
form of the inductive teaching and learning method-
ology. In the inductive teaching and learning approach
the steps to follow are: (i) giving a specific set of
observations or experimental data to interpret, (ii)
analyzing a case study, and (iii) solving a complex real
world problem. The main advantage of this approach
over deductive one is to provide a link between the
real world and the theory. There are a variety of
methods developed based on the inductive teaching
and learning such as inquiry learning, problem-
based learning, project-based learning, case-based
teaching, discovery learning, and just-in-time teach-
ing [37 42].
The emphasis and style of the proposed course-
ware differ from most of the existing courses in the
following aspects:
*
It introduces a software enhanced teaching
environment in the classroom that will support
sequenced discussions moderated by instructors
and rich textual as well as graphical communi-
cation between students and instructors.
*
It introduces students to the methodology
through simple, yet practical, examples to
stimulate their interest in engineering before
exposing them to rigorous math.
*
It gives students a better ‘‘feel’’ for the topic by
graphical visualization of problems and inter-
active virtual experiments.
*
It allows different target groups to select indivi-
dual paths through the course, paths tailor-made
to their needs, and respective of their background
knowledge.
*
It encourages self-study combined with inves-
tigative and collaborative modes of learning.
*
It integrates computers into the course curricu-
lum.
3
*
It employs the computers not only for equation
solving, but also for formulation of equations
thus avoiding an unnecessary distraction for
students from the study objectives.
*
It gives students the opportunity to benefit from
‘‘organizational learning,’’ that is, from utilizing
knowledge recorded during previous problem
solving both in academia and industry.
This approach has three main ingredients called
‘‘modules,’’ ‘‘templates’’ and ‘‘computer enhanced
rich material.’’ There are many challenges to over-
come during the preparation of these ingredients.
These challenges arise mostly from satisfying the
following criteria [43 46]:
*
Analyzing the needs and characteristics of
the different people involved in developing
and using a multimedia system for engineering
education.
*
Analyzing the range of learning tasks and levels
of learning that could be facilitated by a multi-
media system for engineering education.
*
Designing a multimedia system based on this
analysis and on shared content that can be used
for identifiable learning tasks and that can be
explored to meet additional potential needs.
*
Designing a courseware that should have a clear
statement of and support for appropriate learning
objectives and goals.
*
Enabling the learner who should be actively
involved in the learning process via interaction
with the courseware and other learners.
*
Developing a program with superior graphics
quality that is likely to have the direct influence
of raising student interest and motivating stu-
dents to utilize the educational software.
*
Developing modules that become attractive and
user-friendly if the majority of steps required to
run the program are handled by the graphical
user interface.
*
Developing modules where the computer pro-
gram used is simple to understand and to use and
the interpretation of the results are facilitated.
This way the learning effort is concentrated
on the subject matter of the course, not on the
technical details of the program being used.
Structure of the Course Modules
Modules are formed based on two templates that help
one to create the more systematic and modular form
for the course material. First template of the modules
is created such that it consists of a module number,
4 DELIKTAS
a module title, a description of module aims, a
description of module prerequisites, a description of
module outcomes, and the module units (Fig. 1). One
can upgrade this template easily by adding more items
such as module’s problems, sources codes, games, and
references. With this template it is aimed to provide
a hands-on guide and brief but concise information
that the module covers and also to inform of the
consequences of the newly learned module. Most of
the students usually are not aware of the aim of the
subject and do not realize what they will gain at the
end. Such lack of information greatly affects student’s
ability not only to approach the subject analytically
but also to establish a link between the subject and its
related fields.
Second template of the modules is designed to be
based on four steps to present the contents of each
module’s units in a better and more systematic way
(Fig. 2). These steps are as follows:
*
Visualizing.
*
Modeling.
*
Theoretical expression.
*
Interactive examples.
Figure 1 Screen captured picture of a template that shows a guide hand information of a module.
[Color figure can be viewed in the online issue, which is available at www.interscience.wiley.com.]
These four main steps are then prepared based on
the concept questioning along with interactive learn-
ing approaches that integrate a real life application
of the relevant theoretical concept and computer
modeling into classical lecture topics of engineering
education. The schematic illustration of the proposed
teaching and learning methodology is shown in
Figure 3.
In the framework of this structure, the course
topics are divided into the following two areas: (i)
Software Enhanced Course Modules, and (ii) Virtual
Lab Experiment Modules. Software Enhanced Course
Modules consists of 14 modules that cover some
important topic of the engineering mechanics and
dynamics of the mechanical systems. Virtual Lab
Experiment Modules contain eight modules that cover
the fundamental tests of strength of material (Fig. 4).
The content of these modules are available in two
formats; DVD and online. The materials in DVDs are
prepared as flash presentations in order to make them
readily available in class use without requiring any
additional source. On the other hand online materials
are put within the learning platform MOODLE, which
is a course management system where the user can
 COMPUTER TECHNOLOGY FOR ENGINEERING MECHANICS 5

Figure 2 Structure of the template that shows details contents of a module. [Color figure can be
viewed in the online issue, which is available at www.interscience.wiley.com.]

Figure 3 Schematic illustration of the proposed teaching and learning methodology.

6 DELIKTAS
Figure 4 CemLib Course Modules MKU: Mustafa Kemal University, CTU: Czech Technical
University, UM: University of Maribor. [Color figure can be viewed in the online issue, which is
available at www.interscience.wiley.com.]
work independently, or work as a team with people
from the same class, or even from a different school
far away. The online material can be reached from
the CemLib project’s website at different locations
(cemlib/mku.edu.tr, cemlib.zmml.uni.-bremen.de, virtual.
cvut.cz/cemlib).
Software Used to Develop the Materials
These supportive modules are prepared by using
Macromedia Flash [47] and 3D Max [48]. Macro-
media Flash is a software development environment
designed to create and deliver rich web-content and
powerful applications. It can be used to design motion
graphics or to build data-driven applications. It is
also portable across multiple platforms and operating
systems. Macromedia Flash is also an authoring tool
that allows creating anything from a simple animation
to a complex, interactive web application that can be
made media-rich by adding pictures, sound, and video
[49 52]. Macromedia Flash includes many features
that make it powerful but easy to use, such as drag-
and-drop user interface components, built-in special
effects, called ActionScript that can be added to
objects in a document [53 56].
3D-Studio Max is a tool from Kinetix for making
3D Models and Designs and also to create simple as
well as complex 3D animations [57]. It has useful
features such as mechanical 3D Modeling and
rendering, architectural drawings and layouts of all
kinds, interior design and facility planning, line
drawings for the fine arts, etc.
Using 3D-Studio Max, once can easily achieve
the fluency required in the animations consisting
of multiple steps. Impressive presentations can be
created by using simple 2D drawings and projecting
them into dynamic views, resulting in vibrant 3D
drawings with animations and light effects.
DETAILS OF THE MODULE CONTENTS
Visualizing
Many instructors are often disappointed with the
extent to which students are able to use theory when
faced with the analysis and design of real systems and
structures. Therefore this section is constructed with
the following goals:
*
Build a bridge between real life and theory.
*
Encourage students to avoid memorization of
mathematical expressions and definitions of the
theory without understanding their meaning.
*
Enable them to think globally and to act locally.
 COMPUTER TECHNOLOGY FOR ENGINEERING MECHANICS
Similar to Kolb’s [58] experimental learning
model that involves four questioning steps in this part
the conceptual questions come into play to provide a
better visualization of the topic being taught and types
of thinking this specific unit of the module is intended
to teach. The focal question, ‘‘why?’’ is used to get the
attention and focus of the student towards the subject
by relating to student’s interest and experience. With
‘‘what?’’ questions, opportunity is given to students to
show their reflection on the presented facts, exper-
imental observations, practical applications, and
principles. Basically these little questions are thrown
to students to draw their attention to visualizing the
real systems. This also helps students in under-
standing the limitations of the subject well before
going into rigorous theoretical part.
Examples. Today’s computer technology and modern
software enable us to bring many real world systems
into classroom or to embed them into our lectures on
the online environment. Such facilities not only
sophisticate teaching materials of the instructors but
also help students see the real systems of the subject of
interest. This sophistication of the course materials
with the enhancement of the computer software can
be easily seen in the figures presented, which were
obtained by capturing the screen. In Figure 5 the
illustration of the working principle of catapult is an
example to show how the concept of vector addition
with the parallelogram law can be related to a
real world problem. This dynamic presentation
immediately invoked the student’s minds to think of
similar systems that work under the same concept.
Most of the students gave, for instance, ‘‘slingshot’’ as
an alternative example. They were also stunned by the
realistic representation of such a real world problem in
computer graphics.
Figure 5 3D Max modeling of a historical catapult for
visualizing the vector addition concept of paralellogram law.
[Color figure can be viewed in the online issue, which is
available at www.interscience.wiley.com.]
7
It is also possible to bring the video recording of
the real life events into the classroom. For example,
Figure 6a shows a video of deformation behavior of a
bridge during an earthquake. This gives a very good
feeling and visualization to students of how a solid
structure undergoes deformation with dynamic loads.
This video can be extended to include all steps from
the real structure to modeling of its 2D or 3D frame
structure, its design with a software package speci-
alized in bridge design, and finally analysis results of
the simulation of the behavior of the bridge in terms of
displacements, deformations, and stress distributions.
Such videos that depict the complete process from
design to realization of a structure will make more
meaningful the relevant subjects taught in courses
such as Strength of Materials, Structural Analysis, or
Structural Dynamics. In Figure 6b a video recording
of tensile testing is shown. Another advantage of such
videos is that the students can view the experiments
without going the laboratory. Yet another advantage
of these videos is that they motivate the students to
understand the underlying mechanics of design and
analysis of structures because the students can relate
the course topics to real behavior of structures and as a
result, they feel compelled to understand the relevant
theories of mechanics.
Modeling
Once visualization of the theory is provided next step
is to write down real life scenarios on a paper or a
blackboard with a more simplified and representative
form by using drawings, shapes, and diagrams. During
this simplification it is important to make the students
understand the principles, assumptions and limitations
of the theory so that they can learn to what extent the
real world can be modeled using this particular theory.
This is a very important section that provides a direct
link between a real world and its theory. In the
classical educational system, the model of a problem
is usually directly given to students. Thus, most of
the time students have difficulties making connection
to the real world systems from these simplified
drawings. This is evident from the fact that they
cannot adequately establish a simplified model for a
given real life problem.
Computer technology with its highly developed
powerful software plays an important role in today’s
modern educational system by providing a link
between reality and theory interactively. This provides
an opportunity not only to create complex real
scenarios in class environment but also to show each
detail for various steps of modeling so that the
students can understand the process of development
8 DELIKTAS
Figure 6 Screen captured video recording of the (a) deformation of bridge under earthquake
(b) tensile testig. [Color figure can be viewed in the online issue, which is available at
www.interscience.wiley.com.]
and deployment of theoretical equations for the
solution of the problem of analysis or design.
Examples. An illustrative example is given here from
the stress module to show the steps that are followed
to establish the model from the real system problem.
In this simple example, a modeling step of the concept
of nominal stress is visualized by a snow man walking
on snow (Fig. 7). Figure 7b is obtained at the end of
animation to show the forces acting on the body. From
Figure 7b a more simplified graphical representation
of the problem can be established (Fig. 7c). In
classical lecturing this is usually a starting point to
talk about the concept of the theory by linking to
its real system only verbally and to derive related
mathematical equations.
Figure 7 (a) Illustration of the real life, (b) visualizing the
real life problem, and (c) establishing simple form for
modeling. [Color figure can be viewed in the online issue,
which is available at www.interscience.wiley.com.]
Theoretical Expressions
At this point, students are usually aware of the real life
problem, its visualization, modeling, and limitations
if the previous steps of visualizing and modeling are
implemented effectively. In this step, like in deductive
teaching, initially fundamental principles are given
and then mathematical expressions are developed
using these principles. Student have now more
clear minds from the material presented in the
previous steps about where and how they are going
to use these mathematical expressions. This com-
pletes the link between top scale, the scale of real
systems and bottom scale, the scale of mathematical
expressions.
Example. In Figure 8 this fact is illustrated by
showing the screen captured static picture of a flash
animation where the dynamic and interactive
explanation of the definitions, derivation of the
mathematical relations, and systematic solution steps
are presented. Without hesitation of the space
limitation or carrying a large amount of different
source materials some of the helpful information can
easily be loaded into this type of lecture notes. As a
simple example in this lecture notes we presented a
brief bibliography on Thomas Young.
Interactive and Animated Examples
Animated and interactive examples are prepared to
strengthen students’ ability on the conceptual under-
standing, visualizing, modeling, problem solving, and
interpretation of obtained result of the subject being
taught. In these examples more attention are given
for integration of steps present in the previous
sections such as visualizing, modeling, and theoretical
expression in a stepwise fashion. In these steps
students would learn; identify and collect appropriate
 COMPUTER TECHNOLOGY FOR ENGINEERING MECHANICS
Figure 8 Illustration of the interactive formulation of the theory. [Color figure can be viewed in the
online issue, which is available at www.interscience.wiley.com.]
evidence to visualize the real system, able to model
the real system in simplified form, formulate theoret-
ical part, analyze and interpret result, present results
systematically, formulate conclusion, and evaluate the
significance of the conclusion.
Examples. A simple example is presented in Figure 9
to illustrate above-mentioned procedure in integration
steps in the solution of a simple engineering
mechanics problem. Figure 9a shows a dynamic
interactive movie crated for the visualization of a real
world system. When this movie is further played
it shows the next step, which is modeling of the
real world system in a more simplified graphical
representation (Fig. 9b). This dynamic transition from
one step to another helps students establish easily
the link between the steps. At the final stage of the
movie the equations are formulated, the solution steps
are explained, and the significance of the results are
discussed (Fig. 9c).
Some of the examples are prepared in an
interactive form so that students can do some para-
metric study on the related problems to investigate the
various effect of each parameter on the solution of the
problem (Fig. 10). Such interaction builds up student’s
ability to evaluate better the different cases of the
same problem with different values of its parameters
and also to interpret the results.
DESIGN OF PILOT COURSE FOR THE
IMPLEMENTATION OF THE
COURSE MODULE
Although the main focus of this article is to present
a novel teaching learning methodology enhanced
with computer technology, a preliminary short-term
9
evaluation is sought here in order to establish the
effectiveness of the method and to validate the
findings. These modules are used in class teaching
of the course Engineering Mechanics taught to civil
engineering students for one semester at the Mustafa
Kemal University where author has been teaching this
course for several years. In addition to these regular
class lectures, 2 h lectures were also organized at
different universities in Turkey. The participating
universities were Cukurova University (CU), Adana
and Gaziantep University (GU), Gaziantep. The
lectures were given with prepared course modules to
both civil and mechanical engineering students.
Students were first lectured in the class environment
with the use of these materials. They were also
allowed to access the materials on the web in order to
be able to repeat the material whenever they wanted.
Several quizzes were given to students after finishing
the subject in the class. Their successes from these
exams were evaluated. Total number of students that
were involved in this field type testing is 383. A
questionnaire was prepared and distributed to all the
students who were lectured with these materials.
After the lecture, the participants completed
the assessment questionnaire. Quantitative survey
responses were entered in a spreadsheet for analysis.
Descriptive statistics were obtained in charts and
tables. The students’ overall evaluations were found
highly positive as it can be inferred from the following
findings:
*
On average 71% of students found the material
helpful for their comprehension of the course
topics (Fig. 11).
*
When they are asked to give their opinions about
‘‘whether supporting visual learning by anima-
tions makes the concept more tangible,’’ 85% of
students answered positively (Fig. 12).
10 DELIKTAS

Figure 9 (a) Dynamic interactive visualization of a real system. (b) Modeling stage of the real
system. (c) Solution steps of the example problem. [Color figure can be viewed in the online issue,
which is available at www.interscience.wiley.com.]
 COMPUTER TECHNOLOGY FOR ENGINEERING MECHANICS
Figure 10 Interactive example to study effects of the parameter on the solution of the problem.
[Color figure can be viewed in the online issue, which is available at www.interscience.wiley.com.]
*
When asked ‘‘if they would use these materials
to understand the concepts,’’ 72% of students
said that they would continue using the materials
for their own learning (Fig. 13).
About the course material some of the students
wrote comments such as:
Figure 11 Responses to ‘‘These materials contributed to
my generation, evaluation and understanding relationships
between scientific variables.’’ [Color figure can be viewed in
the online issue, which is available at www.interscience.
wiley.com.]
11
*
‘‘Generally, the computer animations had bene-
ficial effects on me for understanding the course
subjects.’’
*
‘‘Animations helped me visualize some of the
difficult concepts in course.’’
*
‘‘I better understood the cause effect relations
using these materials.’’
*
‘‘The animations have contributed to the devel-
opment of my ability to critically analyze a
problem and to my analytical thinking skills.’’
*
‘‘Supporting visual learning with animations
makes the concepts more concrete.’’
*
‘‘Animated concepts stimulate my analytical
abilities by helping me find similarities and
differences in the fundamentals of the topic.’’
When these figures are closely examined in view
of the positive reactions from students, it becomes
clear that the response of different disciplines and
universities share some affinity. This indicates that
the lectures are effectively delivered, and that to some
extent, the objective of the proposed interactive
learning and teaching methodology is achieved. An
in-depth examination of the validity of the proposed
12 DELIKTAS
Figure 12 Responses to ‘‘Animations made the convo-
luted concepts concrete.’’ [Color figure can be viewed in the
online issue, which is available at www.interscience.wiley.
com.]
approach will obviously require a long-term evalua-
tion process. The data collected from this evaluation
will subsequently be analyzed to determine the
efficacy of the material presented within the proposed
approach. This will be an issue of a forthcoming
article.
CONCLUSION
The computer enhanced teaching and learning
modules developed using the inductive teaching and
learning methodology are presented here. The effec-
tiveness of these modules was evaluated in a short-
term study in three different universities where the
same course was regularly taught. It was found that
these teaching and learning modules provide the
following features and advantages:
*
They provide modular and template form for
systematic representation of the materials that
provide opportunity for its integration modules
Figure 13 Responses to ‘‘I can use these materials to
understand the concepts.’’ [Color figure can be viewed in the
online issue, which is available at www.interscience.wiley.
com.]
to the related subject and updating modules and
templates easily.
*
They enhance the understanding of the theory
and its complex math on the textbooks.
*
They allow demonstration of modeling and
simulation of the large-scale models, which is
not possible in the classroom at such large extent.
*
They provide convenient usage of the developed
material in classroom and at home as many times
as needed with little effort.
*
They channel the efforts of the students to
analytical thinking instead of memorizing exam-
ples and formulas.
*
They improve the efficiency of the classroom
lecture and thus reduce the time dedicated by the
student out of the classroom.
Although computer enhanced teaching and learn-
ing approach requires more time and high skill in its
initial development stage of such highly interactive
teaching materials, it is obvious that their use as
supportive material to traditional teaching will
increase level of the students from low order thinking
to higher order thinking; improve the students
confidence and ability in analytical thinking and help
them avoid memorizing and provide the instructor
more possibilities to better deliver his lecture. This
approach is also strongly rooted in the idea that
students learn new concepts by building upon what
they already know. New ideas presented here indicate
that students can build upon their existing ideas and
learn interacting with instructors. Student response
to the short-term evaluation period indicated their
enthusiasms for using the courseware and their
positive assessment of its usefulness for learning.
It should be clearly emphasized here that
instructor, blackboard and chalk, triangle of classical
teaching system never thought to be replaceable. It is
considered that the technology-based developed
materials are not a substitute of classical teaching
materials but they can significantly improve the
efficiency of both lecture and learning.
ACKNOWLEDGMENTS
This study is supported by grant from the European
Community Leonardo da Vinci Programme TR/05/B/
F/PP/178052.
REFERENCES
[1] R. M. Felder and L. K. Silverman, Learning and
teaching styles in engineering education, Eng Educ 78
(1988), 674 681.
 COMPUTER TECHNOLOGY FOR ENGINEERING MECHANICS
[2] P. S. Steif and A. Dollar, A new approach to
teaching and learning statics, Proceedings of the
2003 American Society for Engineering Education
Annual Conference & Exposition, Nashville, TN, June
22 25, 2003.
[3] J. E. Mills and D. F. Treagust, Using projects to teach
structural engineering, Aust J Struct Eng 4 (2003),
211 220.
[4] M. Ayre, D. Hands, J. Mills, and P. Kentish,
Learning about learning styles: Can this improve
engineering education? 12th Annual conference
of Australasian Association for Engineering
Education, September 26 28, Brisbane, Australia,
2001, pp 133 138.
[5] C. A. Carrier, W. A. Collins, and R. J. Jones, (contact:
J. Smith) Enhancing student learning through innova-
tive teaching and technology strategies, Center of
Teaching and Learning Services, University of Min-
nesota, Twin Cites, 2004.
[6] E. Y. Borkowski, D. Henry, L. L. Larsen, and D.
Matelik, Supporting teaching and learning via web:
Transforming hard-copy linear mind sets into web
flexible creative thinking, J Netw Comput Appl 20
(1997), 253 265.
[7] A. F. Grasha and H. N. Yangarber, Integrating teaching
styles and learning styles with instructional technol-
ogy, Coll Teach 48 (2000), 2 9.
[8] A. K. Aggarwal and R. Bent, Web based education,
In learning and teaching Technologies, Web-Based
Opportunities and Challenges, 2000, pp 2 16.
[9] W. Iskander, An application of computer-based visual-
ization techniques to mathematics software, Masters
Thesis, University of Stirling, 2003.
[10] F. Stern, T. Xing, M. Muste, D. Yarbrough, A.
Rothmayer, G. Rajagopalan, D. Caughey, R. Bhas-
karan, S. Smith, B. Hutchings, and S. Moeykens,
Integration of simulation technology into undergradu-
ate engineering courses and laboratories, Int J Learn
Technol 2 (2006), 28 48.
[11] G. Staab and B. Harper, Use of computers in
mechanics education at Ohio State University, Int J
Eng Educ 16 (2000), 394 400.
[12] S. M. Holzer and R. H. Andruet, Experiential learning
in mechanics with multimedia, Int J Eng Educ 16
(2000), 372 384.
[13] D. Roylance, C. Jenkins, and K. Khanna, Innovations
in teaching mechanics of materials in materials science
and engineering departments, Proc. 2001 Spring
Meeting of the American Society for Engineering
Education, Albuquerque, June 2001.
[14] A. Dollar and P. S. Steif, Learning modules for
the statics classroom, Proceedings of the 2003
American Society for Engineering Education Annual
Conference & Exposition, Nashville, TN, June 22 25,
2003.
[15] P. S. Steif and L. M. Naples, Design and evaluation of
problem solving courseware modules for mechanics of
materials, J Eng Educ 92 (2003), 239 247.
13
[16] P. S. Steif and J. Dantzler, A statics concept inventory:
Development and psychometric analysis, J Eng Educ
33 (2005), 363 371.
[17] K. Gramoll, A web based electronic book(eBook) for
solid mechanics, 2007 ASEE Annual Conference
Proceedings, Honolulu, HI, June 25 27, 2007.
[18] C. Mairona, L. Sgarbossa, and V. Salomoni, New
methodologies in teaching e-structural mechanics
using WWW.
[19] R. E. Flori, M. A. Koen, and D. B. Oglesby, Basic
engineering software for teaching (BEST) dynamics,
J Eng Educ 85 (1996), 61 67.
[20] N. W. Scott, A study of the introduction of educational
technology into a course in engineering dynamics:
Classroom environment and learning outcomes, PhD
Thesis, Department of Mechanical and Material
Engineering, University of Western Australia, Perth,
1996.
[21] Y. Vikas, T. Romanello, and K. Gramoll, Teaching
dynamics online with only electronic media on laptop
computers, American Society of Engineering Educa-
tion, (ASEE) 2000 Conference, June 18 21, 2000,
St. Louis, MO.
[22] K. Gramoll, An interactive portal statics and dynamics
engineering courses, Proceeding of the International
Conference of Engineering, Oslo, Norway, 2001,
pp. 6 10.
[23] C. C. Ngo and F. C. Lai, Teaching thermodynamics
with the aid of web-based module, Proceedings of the
2001 American Society of Engineering Education
Annual Conference & Exposition, 2001.
[24] C. C. Ngo and F. C. Lai, An online thermodynamics
courseware, Comput Appl Eng Educ 11 (2003),
75 82.
[25] M. Huang and K. Gramoll, Online interactive multi-
media for engineering thermodynamics, Proceedings
of the 2004 American Society for Engineering
Education Annual Conference & Exposition, 2004.
[26] F. Kuestar and T. C. Hutchinson, A virtualized
laboratory for earthquake engineering education.
[27] T. Ozer, M. Kenworth, J. G. Brisson, E. G. Cravalho,
and G. H. McKinley, On the development in interactive
web based learning modules in a thermal fluids engine-
ering course, Int J Eng Educ 19 (2003), 305 315.
[28] T. Philpot, URL: MecMovies, mechanics of solids
movies, Retrieved online 03/16/08 at http://web.umr.
edu/mecmovie/index.html, 2005.
[29] Y. Baek and B. Layn, Color, graphics and animation in
a computer assisted learning tutorial lesson, J Comput
Base Instr 15 (1998), 131 135.
[30] G. B. Mayton, Learning dynamic processes from
animated visuals in microcomputer based instruction,
Proceeding of the Annual Meeting of the Association
for Educational Communications and Technology,
ED334999, 1991.
[31] L. Rieber and M. Boyce, The effects of computer
animation on adults learning and retrieval tasks,
J Comput Base Instr 17 (1990), 46 52.
14 DELIKTAS
[32] B. Poohkay, Effects of Computer-displayed Animat-
ion on Achievement and Attitude in Mathematics
Computer Based Instruction, Master’s Thesis, Univer-
sity of Alberta, 1994.
[33] R. E. Wise, The differential employment of cognitive
skills as a function of increasing iconic stimulus
complexity, Paper presented at the annual meeting of
the Association of Educational Communications and
Technology, Research and Theory Division, Dallas,
1982.
[34] F. M. Dwyer, Strategies for Improving Visual Learn-
ing, Learning Services, State College, PA, 1978.
[35] M. Szabo and B. Poohkay, So what if it’s in color and
moves? A critique of multimedia, World Conference
on Ed-Media/EdTelecomm 94, Vancouver, Canada,
1994.
[36] A. Gramoll, Web based electronic book (eBook) for
solid mechanics, 2007 ASEE Annual Conf. Proc.,
Honolulu, HI, June 2007, pp 25 27.
[37] P. C. Warkant and D. S. Oreovicz, Teaching engineer-
ing, McGraw-Hill, New York, NY, 1993.
[38] R. M. Felder and R. Bent, The intellectual develop-
ment of science and engineering students. 1. Models
and challenges, J Eng Educ 93 (2004), 69 277.
[39] R. M. Felder and R. Bent, The intellectual develop-
ment of science and engineering students. 2. Teaching
to promote growth, J Eng Educ 93 (2004), 279
291.
[40] J. E. Mills, Project-based learning in structural
engineering—A study, 12th Annual conference of
Australasian Association for Engineering Education,
September 26 28, Brisbane, Australia, 2001 pp 439
444.
[41] J. E. Mills, Project-based learning in structural
engineering—Case study outcomes, 13th Annual
conference of Australasian Association for Engineer-
ing Education, September 30 October 2, Canberra,
Australia, 2002, pp 279 285.
[42] J. Carter, A framework for the development of
multimedia systems for use in engineering education,
Comput Educ 39 (2002), 111 128.
[43] E. S. Ibrahim, A comparative study of PC based
software packages for power engineering education
BIOGRAPHY
Babur Deliktas is an assistant professor of
civil engineering in the Faculty of Engineer-
ing and Architecture at Mustafa Kemal
University. Dr. Deliktas is actively involved
in constitutive modeling and analyzing
engineering materials. His particular interest
is damage coupled inelastic behavior of the
and research, Electr Power Energy Syst 24 (2002),
799 805.
[44] S. F. A. Barretto, R. Piazzalunga, V. G. Ribeiro, M. B.
C. Dalla, and R. M. L. Filho, Combining interactivity
and improved layout while creating educational soft-
ware for the Web, Comput Educ 40 (2003), 271 284.
[45] X. Teng, G. J. Tront, B. Muramatsu, and A. Agogino,
Best practices in the design, development and use of
courseware in engineering education, 35th ASEE/
IEEE Frontiers in Education Conference, October
19 22, 2005, Indianapolis, IN.
[46] A. Brenner, M. Shacham, and M. B. Cutlip, Applica-
tions of mathematical software packages for modeling
and simulations in environmental engineering educa-
tion, Environ Model Softw 20 (2005), 1307 1313.
[47] URL: Mecromedia Flash. Retrieved online 03/16/08 at
www.macromediaflash.com/.
[48] URL: 3D Max Flash. Retrieved online 03/16/08 at
http://www.techanim.com/.
[49] A. Jay and J. deHaan, Macromedia Flash 8, Peachpit,
Berkeley, California, 2005.
[50] K. Phillip, Macromedia Flash 8 at work: Projects and
techniques to get the job done, Sams, Indianapolis,
India, 2005.
[51] B. Bonnie and D. Sahlin, How to do everything with
Flash 8, McGraw-Hill/Osborne, New York, 2006.
[52] URL: Flash Components. Retrieved online 03/16/08 at
http://www.kirupa.com.
[53] M. Colin, Essential Actionscript 2.0, O’Reilly, Bejing,
Sebastopal, CA, 2004.
[54] F. Derek, J. Makar, and E. Bianchi, Macromedia Flash
8 Actionscript, Macromedia, Berkeley, California,
2005.
[55] N. Derksen and J. Berg, Beginning ActionScript 2.0,
Wiley Publishing, Inc, Indianapolis, IN, 2006.
[56] URL: ACTIONscript. Retrieved online 03/16/08 at
http://www.actionscript.org.
[57] M. Carol and A. Head, 3D for the web: Interactive 3D
animation using 3DS Max, Flash and Director, Elsevier
Focal, Amsterdam, 2005.
[58] D. Kolb, Experimental learning: Experience as the
source of learning and development, Prentice Hall,
New Jersey, 1984.
composite materials. He recently worked on the Multiscale
Modeling of the Nano Structured Materials. Dr. Deliktas received
his BS degree in civil engineering Middle East Technical University,
Gaziantep, Turkey, MS and PhD degrees in civil and environ-
memntal engineering, both from the Louisiana State University. He
is now on sabbatical leave at the Department of Civil and
Environmental Engineering of Louisiana State University.