Digital simulation workshops to enhance student learning of Chemical Engineering Thermodynamics
Dados Bibliográficos
| ID | 21632936 |
|---|---|
| Autores | Mauro Luberti (0009-0006-5331-0426, The University of Manchester, autor correspondente), Thomas L Rodgers (0000-0002-4025-3753, The University of Manchester), Percy van der Gryp (The University of Manchester) |
| Ano | 2026 |
| Volume | 34 |
| Fascículo | 3 |
| Páginas | 1748-1762 |
| Data de publicação | 2026-03-16 |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Interactive Learning Environments (JOURNAL) |
| Identificadores do periódico | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2025.2529445 |
| OpenAlex | W4412677239 |
| Idioma | EN |
| Referências citadas | 22 |
Chemical Thermodynamics is a notoriously challenging course in Chemical Engineering programmes where several students struggle to grasp the rather abstract concepts and relate them to practical applications. At the same time, this subject has been highly impacted by digitalization as more complex thermodynamic models and simulation techniques have become increasingly available. This study evaluated the benefits of integrating digital simulation workshops grounded in Experiential Learning Theory (ELT) within our first-year Chemical Engineering Thermodynamics course at the University of Manchester. The workshops were designed to use the commercial Aspen Properties software as a rapid vapour–liquid equilibrium (VLE) generator. The workshops covered numerous aspects of VLE, including the selection of appropriate thermodynamic models such as equations of state and activity coefficient models, and the assessment of various diagrams for ideal, real and azeotropic mixtures, as well as high-pressure mixtures. A survey was carried out to gather the students’ opinions about the workshops structure, technical content, and perceived usefulness. It was found that our digital workshops coupling the use of interactive simulations with a problem-based learning approach not only promoted deeper engagement and critical thinking but also improved students’ academic performance in the final exam and their overall attitude towards the course
Educational technology · Mathematics education · Computer Science · Engineering Education and Pedagogy · Experimental Learning in Engineering · Heat Transfer and Optimization · Psychology
| Altamente citado | Não |
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