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This paper discusses the development of a 3D educational simulator for teaching power supply system fundamentals. The simulator's creation followed a meticulously planned algorithm, beginning with clear educational objectives. It involved 2D conceptual designs and detailed 3D modeling of components like transformers and voltage regulators using software such as AutoCAD, SolidWorks, or Blender. The simulator's interactivity is a significant feature, allowing users to adjust parameters like voltage and observe real-time effects, enhancing understanding. It integrates theory with practical visualization, providing annotations and explanations for each component, creating a comprehensive learning experience. User feedback guided testing and iterative improvements, resulting in a user-friendly, adaptable simulator compatible with various educational platforms. This project highlights the importance of interactive learning tools in technical education, addressing challenges in accurate yet user-friendly educational technology design. It emphasizes the need for continuous improvement to align with evolving technical knowledge. In summary, this paper demonstrates the potential of advanced 3D simulations in STEM education, offering insights into effective tool design and implementation. [ABSTRACT FROM AUTHOR]

A learning sequence with interactive computational modelling based on Modellus designed for introductory seismology university courses is discussed. The sequence considers earthquake generation mechanics and applies Modellus to determine the evolution of the friction coefficient as given by the rate-and-state friction law governing the frictional instabilities that give rise to earthquakes. Laboratory experiments indicate that the rate-and-state friction law applies not only to rocks but also to some metals, paper, wood, and some plastics. The use of Modellus allows for a parametric study of the equations and for students to create the mathematical models on their own, which ultimately helps them achieve a better understanding of the complex earthquake phenomena. [ABSTRACT FROM AUTHOR]

In physics and mathematics educational environments, meaningful learning paths should be balanced interactive explorations of the different epistemological and cognitive phases of the modelling cycle. Our approach in this context involves sequences of interactive engagement learning activities with computational modelling that explore the different kinds of modelling, progressively introduce scientific computation, generate, and resolve cognitive conflicts in the understanding of physics and mathematics, and comparatively analyze complementary mathematical model representations. In this work we present a learning sequence about light polarization for intermediate science, technology, engineering, and mathematics (STEM) university courses during which students can create and explore in the computer relevant mathematical physics models and animations that help and complement the learning processes in theoretical lectures and problem-solving paper and pen activities. [ABSTRACT FROM AUTHOR]

The difficulty in comprehending the pneumatic system courses due to the limited available devices can be minimized by some interactive learning, such as simulation. This paper aims to build a simple pneumatic simulator based on an Arduino microcontroller and analyze the mechanical component performance. The experimental method with five load variations ranging from 1.2 kg to 2 kg is applied to the double-acting and single-acting cylinders. As the controlling valve for the compressed air from the compressor, the double-acting cylinder is connected to a 5/2 solenoid valve, while the single-acting cylinder is connected to a 3/2 solenoid valve. An Arduino microcontroller is used to control the simulator system. The pneumatic system is verified by comparing the experimental result with the theoretical calculation. The findings reveal that the pressure outcomes during the experiment are nearly consistent with theoretical calculations. [ABSTRACT FROM AUTHOR]

Teaching and Learning Mathematics in the 21st centuries highly related to the digital technology used in the classroom. Mathematics is the best practice in the standard teaching and learning (T&L) process where the teacher and student physically attend the class. There is where the interaction and discussion on subject matter happened. However, due to the COVID-19, the practice needs to be changed drastically in which both sides of teacher and student are not allowed to have a physical class to avoid any contact. The learning process must proceed and adapt well to the current situation. A Learning Management system must be developed as a platform to digitally organize educational material. Due to that, this paper aims to illustrate the development of a website that is beneficial in T&L Mathematics courses. The content of the mathematics course chosen is Linear Algebra. There are various learning management systems, but the one that customizes the purpose and requirement of our class content can be developed by ourselves. Google offers a good package where google sites can be easily set up for that purpose. The content is arranged according to based on topics. In addition, the interactive learning environment is also embedded in developing the system to attract the student's attention during class hours. Live chat is also provided for the student to ask questions at their convenience time. Developing a customized learning management system can be an alternative for teachers to provide a digital environment to their students so that the process of T&L can be continued. Our website has been introduced to students, and their feedback is recorded. The result shows that students show positive responses while describing the website [ABSTRACT FROM AUTHOR]