Development of ALCs Aims to Improve the Quality of Distance Education

This investigation addresses persistent challenges in distance education through the development of Assisted Learning Cards (ALCs) integrating three-dimensional modeling and interactive simulations. Remote learning environments inherently restrict student-instructor interaction and complicate comprehension monitoring, creating dual obstacles for educational quality improvement. Our ALCs specifically counteract these limitations through targeted design features. A controlled comparative study evaluating polar moment of inertia instruction served as our experimental framework, measuring ALCs' capacity to enhance both conceptual understanding and learner satisfaction. Three cross-section-variant 3D models were developed alongside numerically derived visualizations including Mises stress distributions and S23 stress plots, forming the core components of our distance-optimized ALCs. Results revealed substantial efficacy differences: ALC-equipped classes achieved 0.892/1.0 teaching satisfaction versus 0.662 for traditional methods. The intervention proved particularly effective for mechanical concept mastery, scoring 0.903 (polar moment comprehension) and 0.914 (torsional resistance formulas). These metrics collectively demonstrate ALCs' ability to bridge the abstraction gap in remote engineering education. Our findings establish ALCs as a viable solution for improving distance learning outcomes, with future research directions focusing on pedagogical adaptations across disciplines and technical refinements of the card system.