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Abstract
There are persisting issues in the ineffective teaching of mechanics laboratory courses within vocational education systems. Hence, this study aimed to investigate the utility of finite element analysis (FEA) for developing instructional resources. Solid and hollow shaft models were numerically analyzed to examine their stress distributions and deformation patterns. This digitized content was incorporated into the existing curriculum. An experimental teaching activity was organized and evaluated using questionnaires and instructor-student exchanges. Results indicated that FEA-based visualization significantly improved student comprehension of stress distributions and deformation modes along the shaft. Overall satisfaction with the teaching experiment was 30 out of 33 participants, though this innovative approach enhanced interest, it lacked in fully facilitating positive discussions. In summary, FEA can effectively augment traditional torsion experiment instruction by providing clear, engaging visual representations. Further case studies merit exploration and practice by educational researchers to realize the full potential of FEA for mechanics laboratory pedagogy.
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