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ABSTRACT Computational simulations, which are also expert tools, can be used as virtual laboratories for supporting inquiry‐based learning in engineering education. However, little is known of what are effective ways to implement them, particularly for online learning. The purpose of this study is to investigate the effect of computational simulations for student understanding of thermoelectric devices in an advanced online course. Learning gains, instructional support effect, and student perceptions about the course were investigated. Students significantly increased their understanding of thermoelectric devices concepts; however, they did not master the associated learning objectives. The instructional support materials in the form of guided assignments and exam practice did not have an effect on student learning gains. Thus, further research is needed to investigate what are effective ways to support learning of advanced topics with computational tools. On the other hand, student perceptions about the simulations were overall positive. © 2016 Wiley Periodicals, Inc. Comput Appl Eng Educ 24:428–442, 2016; View this article online at wileyonlinelibrary.com/journal/cae ; DOI 10.1002/cae.21721
Uribe et al. (Sun,) studied this question.