IJIET 2025 Vol.15(9): 2013-2020
doi: 10.18178/ijiet.2025.15.9.2400
doi: 10.18178/ijiet.2025.15.9.2400
The Impact of Using Computer Simulation in Industrial Technology Learning on Student Outcomes
Meriem Bentaleb1,*, Hommane Boudine2, Driss El Karfa3, and Mohamed Tayebi2
1. Didactics, Educational Sciences and Teaching and Training Professions in Mathematics and Experimental Sciences, Faculty of Science,
Ibn Tofail University, Kénitra, Morocco
2. Geosciences Laboratory, Faculty of Science, Ibn Tofail University, Kénitra, Morocco
3. Laboratory of Territories, Environment and Development, Faculty of Human and Social Sciences, Ibn Tofail University, Kénitra, Morocco
Email: Bentaleb.meriem@gmail.com (M.B.); hommane.boudine@gmail.com (H.B.); driss.elkarfa@uit.ac.ma (D.E.K.); motayebi@gmail.com (M.T.)
*Corresponding author
2. Geosciences Laboratory, Faculty of Science, Ibn Tofail University, Kénitra, Morocco
3. Laboratory of Territories, Environment and Development, Faculty of Human and Social Sciences, Ibn Tofail University, Kénitra, Morocco
Email: Bentaleb.meriem@gmail.com (M.B.); hommane.boudine@gmail.com (H.B.); driss.elkarfa@uit.ac.ma (D.E.K.); motayebi@gmail.com (M.T.)
*Corresponding author
Manuscript received March 16, 2025; revised April 2, 2025; accepted April 28, 2025; published September 18, 2025
Abstract—Computer simulation-based learning techniques can significantly enhance teaching methods by improving both the learning experience and digital educational processes. This method has become one of the most effective approaches for diverse student groups, enabling them to make data-driven decisions that optimize learning and contribute to better academic outcomes. This study aims to examine the impact of integrating computer simulation-based learning techniques into the learning of electronic circuits within industrial technology education. The research was conducted with a sample of 112 students (aged 13 to 16) from three classes. A descriptive correlational approach was used to explore the relationship between simulation-based learning and student performance. Pearson’s correlation coefficient was applied to analyze students’ results in a circuit manipulation test using simulation software and their responses to a questionnaire assessing their learning progress. Data were processed and analyzed using the Statistical Package for the Social Sciences (SPSS). The findings highlight the potential benefits of incorporating simulation techniques into electronic circuit education, reinforcing students’ motivation and engagement. However, several obstacles to the integration of simulations were identified, including the lack of teacher training, the need for complex manipulations, and the time required to prepare each session. Additionally, implementing simulations often requires smaller student groups, which may limit their use in larger classes. Despite these challenges, the results suggest that the widespread adoption of digital simulation in electrical technology education is beneficial, and we advocate for its integration into teaching methodologies to enhance student learning experiences and outcomes.
Keywords—techniques simulation, computer simulation, artificial intelligence, e-learning
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—techniques simulation, computer simulation, artificial intelligence, e-learning
Cite: Meriem Bentaleb, Hommane Boudine, Driss El Karfa, and Mohamed Tayebi, "The Impact of Using Computer Simulation in Industrial Technology Learning on Student Outcomes," International Journal of Information and Education Technology, vol. 15, no. 9, pp. 2013-2020, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).