Design-based laboratories for mechanical vibrations: Active learning approaches in engineering education

Abstract

Engineering education increasingly demands active and practice-oriented learning approaches, particularly in domains such as mechanical vibrations where mathematical abstraction often limits student engagement. Traditional reliance on simulations and programming exercises has helped reduce costs but fails to expose students to the complete process of measurement, instrumentation, and signal interpretation. To address this gap, this work presents an experimental methodology developed for undergraduate education, focusing on practical vibration analysis through three structured projects. The activities involve instrumentation setup, vibration data acquisition, signal conversion and analysis, and identification of system parameters and behaviors. All experiments were conducted collaboratively with students, who then analyzed the collected data, interpreted results, and reported their findings. The methodology not only reinforced theoretical concepts but also improved student motivation, critical thinking, and familiarity with experimental practices that are typically absent from the curriculum. The proposed projects are low-cost, replicable in other academic settings, and accompanied by an open dataset that instructors may adapt for teaching and assessment. This contribution aims to bridge the gap between theory and practice, offering a scalable model to enhance learning outcomes in mechanical vibrations education.