Effects of Interactive Computer Assembly Simulations on Academic Achievement and Process Skills of University Students in Computer-related Fields
DOI:
https://doi.org/10.57260/stc.2026.1425Keywords:
Interactive learning media, Simulation-based learning, Procedural skills, Learning achievement, Higher educationAbstract
This study aimed to investigate the effects of interactive computer assembly simulation media on learning achievement and procedural skills among undergraduate students in computer-related fields. A quasi-experimental research design was employed with a sample of 82 students divided into an experimental group and a comparison group. The research instruments included a learning achievement test, a rubric-based procedural skills assessment, and a learner satisfaction questionnaire. Data were analyzed using analysis of covariance (ANCOVA), with pretest scores treated as a covariate.
The findings revealed that the experimental group achieved significantly higher posttest scores than the comparison group (F (1,79) = 5.84, p = .018), with a moderate effect size (partial η² = 0.07). In addition, students demonstrated a high overall level of procedural skills, particularly in problem analysis, procedural planning, and safety awareness. Learners also reported a high level of satisfaction with the interactive simulation media. The results suggest that interactive simulation-based learning can serve as an effective supplementary instructional tool for supporting practical learning and enhancing computer hardware skills in higher education.
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