Use of Computational Simulations for Teaching Turbulent Flow in Higher Education

Abstract

This study analyzed the use of computational simulations as a complementary teaching resource for turbulent flow instruction in higher education. A quantitative approach with a quasi-experimental pretest--posttest design was employed, comparing a control group with an experimental group of engineering students. The experimental group integrated simulations based on ANSYS Fluent and OpenFOAM within a guided instructional framework. The results showed improvements in both groups, with higher conceptual learning gains and normalized gain in the experimental group. It is concluded that computational simulations strengthen conceptual understanding without replacing traditional teaching methods.