Enhancing Practical Skills in Computer Networking: Evaluating the Unique Impact of Simulation Tools, Particularly Cisco Packet Tracer, in Resource-Constrained Higher Education Settings

Abstract

This study examines the effectiveness of networking simulation tools, particularly Cisco Packet Tracer, in enhancing the learning experiences of exit-level students at a higher education institution based in the Eastern Cape of South Africa. Utilizing the Context, Input, Process, and Product (CIPP) evaluation model, the research assesses these tools’ impact, effectiveness, and sustainability in a resource-constrained, rural-based higher education context. The findings indicate that simulation tools significantly improve students’ practical skills, understanding of theoretical concepts, and preparedness for professional work in computer networking. Despite challenges such as software crashes and compatibility issues, the benefits of using simulation tools, including cost-effectiveness and convenience, are evident. The study concludes that, while simulation tools are valuable, continuous improvements and support are necessary to maximize their educational potential.

1. Introduction

The Eastern Cape Province in South Africa, known for its economic challenges, hosts a university that is a pivotal higher educational institution, especially for learners from underprivileged backgrounds. This institution, categorized as a historically disadvantaged institution (HDI), primarily admits learners with significant learning obstacles, including inadequate learning resources and considerable travel distances to and from rural schools. These challenges necessitate an educational approach that not only addresses these gaps but also ensures the successful incorporation of these learners into higher education.

The number of South African learners who qualify for higher education is growing [1]. This is attributed to demographic expansion, an increased need for highly skilled workers, and financial aid availability for historically disadvantaged individuals [2]. The immediate solution to this situation has been to increase the enrolment of learners [3]. The agenda for transformational change in higher education enables inclusivity, promotes lifelong learning, and creates a state of readiness for the 21st century, which is already underway [4]. The university has four campuses located in different towns. However, this study focused on one campus based in East London. Like many other rural-based universities, this campus also has challenges, such as infrastructure, lack of laboratories for training, and a shortage of equipment for practical use [5]. This study seeks to contribute to the university’s developmental efforts by analyzing the effectiveness of using networking simulation tools to enhance teaching and learning within a resource-constrained, rural-based higher education context.

The strategies in the teaching and learning arena are fast evolving and require innovative teaching styles that enable learners to engage in the subject matter through a delivery system that is best suited for them [6]. The future human resource needs in the workplace also require 21st century skills, which are different from the skills requirements of centuries gone by. Using impactful and relevant pedagogies motivates learners to develop higher-order thinking skills by prompting them to relate new knowledge to prior understanding, apply specific strategies in new tasks, and understand their own thinking and learning strategies [7]. Digital learning is not just a trend, it is an essential part of the future of education, and, as technology advances, it is becoming increasingly clear that digital learning offers unparalleled opportunities to enhance the educational experience [8]. The purpose of using educational technologies such as computer simulation software is to increase information retention and deepen the understanding of complex subject matter among learners [9].

Computer network courses are not easy to understand by theoretical means only, and they need visual comprehension to supplement the existing knowledge [10]. Over the years, the university has tried to make practice sessions for computer networking courses more feasible for easy comprehension. These practice sessions are implemented through the use of simulations. It has been found that simulation tools in computer networks have a more significant positive impact on learners’ understanding of computer networking [11]. However, students also encounter challenges using these simulation tools [12]. For instance, learners may just be accustomed to following steps in the lab sheet without correctly conceptualizing the practical skills acquired and linking them to the theoretical frameworks [13]. This results in not acquiring the hands-on skills required when working on real machines and associated networking devices and components.

In a computer network course, network simulation is a technique whereby a software program models the behavior of a network by calculating the interactions between the different network entities such as routers, switches, nodes, access points, and links [14]. Their use in the computer network classroom has the potential to generate higher learning outcomes in ways that were not previously possible. Possible reasons instigating teachers to use computer simulations include saving time and allowing them to devote more time to the learners instead of focusing on setup and supervision of experimental equipment [15]. Hence, virtual labs have been suggested to alleviate the laboratory capacity problem by allowing learners to practice critical networking skills in a virtual environment when actual physical equipment is unavailable [16]. For instance, in China, it was found that learners could understand network protocols with traditional protocol tools but could not understand how these protocols are applied in real networks [17]. The literature points out that the debate over the effectiveness of simulation tools in training practical skills remains unrelieved and unresolved. This study aimed to assess the efficacy of network simulation tools in teaching computer networks so that learners could improve their understanding of the simulation despite the unavailability of the actual equipment. More specifically, the effectiveness of using a simulation tool, such as a Cisco Packet Tracker, to teach learners the acquisition of computer network configuration and troubleshooting skills. This was achieved by determining the benefits and drawbacks of using network simulation tools for learners, establishing the possibility of learners acquiring practical skills in their residences outside the lab, identifying common issues learners encounter when using simulation tools, detecting improvements in the learning processes and outcomes linked to simulation tools use, as well as reflecting on the extent of concept understanding due to simulation tool-use and explaining how the application of computer simulators enhances traditional computer skills.

The paper is structured as follows: Section 2 discusses the literature on ICT incorporation in education, including simulation tools for teaching computer networking courses. Section 3 presents the methodology used in the study, and Section 4 follows with an analysis of the findings. Section 5 presents an overall study discussion, and Section 6 concludes the study.

2. Literature Review

In this literature review section, we explore ICT incorporation in education, assessment in education and challenges, ICT and educational assessment, technology adaptation challenges in Africa, and the usefulness of technology in assessment practices in faculties. The rationale is to learn from other scholars in regard to how they have theorized and conceptualized the use and impact of simulation tools. Furthermore, in order to identify any gaps in theory on the subject thus far, the study should be used to bridge the identified gaps.

2.1. ICT in Education

Countries worldwide have identified the significant role of information and communication technology (ICT) in improving education [18] and have invested heavily in increasing the number of computers in colleges and within networking lecture rooms. ICT can significantly transform teaching methods [19]. Nonetheless, this ability may not be understood easily; the question occurs when teachers are forced to make adjustments under adverse circumstances.

In the current higher education space, it is crucial to enable students to learn how to navigate the information age, as several studies indicate that ICT will play a significant role in education in the future [20,21]. According to [22], the possibility of creating smart ICT learning experiences in schools is affected by five factors: ICT resourcing, ICT teaching, school leadership, and general education. It has also been noted that the effectiveness of incorporating state-of-the-art technology into education varies from program to program, place to place, and class to class, depending on how it is implemented [23].

Barriers to ICT incorporation in education include a lack of confidence in the teaching to realize the intended goals [24]. Another obstacle that directly involves the trust of the teachers is a lack of ability [25]. According to [26], time limits and difficulty in scheduling sufficient computer time for classes hinder teachers from using ICT in their teachings. Other ICT obstacles include a lack of effective instruction, connectivity, and technical support, such as waiting for websites to be accessed, non-connection to the internet, non-printing printers, malfunctioning computers, and teachers working on old computers.

2.2. Rationale for Reflective Learning

For reflective learning to be effective, the role of a teacher needs to change to that of a coach or facilitator of learning, and a student’s attitude needs to change to that of an owner in the learning process [27]. Reflection in learning is necessary because it prompts learners to revisit what they have learned to self-evaluate their understanding to improve and achieve in-depth learning. There are two types of reflection, namely, reflection-in-action and reflection-on-action. Reflection-in-action involves how an individual thinks and theorizes about practice while doing it. In contrast, reflection-on-action is how an individual consciously explores an experience and thinks about the practice after it has occurred to discover the knowledge used in the situation [28]. Learners who adopt reflective learning become aware of the continuous process of learning and skill development [29]. Ref. [30] considers reflective learning to be a process through which students learn from experiences, increase awareness of their thoughts and actions, and increase their perceived recall of experiences. Therefore, when learners engage in reflective learning, they actively retrieve information from memory, consolidating knowledge retention through experience and finding deeper meaning in what is being taught [29].

Some core exit-level outcomes in a diploma qualification in computer networks are developed based on need assessments, solving communication network problems for a given scenario, and using programming skills to address networking issues. The associated assessment criteria for these outcomes include demonstrating the ability to develop and apply network problem-solving skills, develop basic practical networking skills, and program network servers. The learning approach adopted applies the Experience, Reflection and Action (ERA) cycle [31]. This model represents the interaction of things that happen to an individual (experiences), the reflective process that enables the individual to learn from experiences (reflection), and the action that results from the new perspectives that are taken [28]. Figure 1 illustrates the application of the ERA model in teaching practice.

In practice, the ERA reflective learning model is applied to improve knowledge and skills retention and to allow learners to develop linkages between theory and practice. A critical part of this process is identifying a helpful tool that supports this approach to present a learner with an opportunity to evaluate their knowledge and skills and allow learners to reflect and improve. The rationale for using a reflective process is the desire for learners to come to a deeper understanding of something that has happened to them [31].

2.3. Computer Software Simulation

According to [32], computer software simulation can imply one of two things: first, it can mean the computer software program is written to facilitate the simulation process (simulation software). Secondly, it can also mean that the simulation software program or application is written to explain (simulate) the work of other packages and other software program functions.

This study focuses on a tool that assists undergraduate learners in learning introductory computer network subjects, particularly software tools that act as network device simulators. As a technical subject, the computer network curriculum needs an abstract understanding of ideas, which is also a skill-building practice [33]. Traditional instructional lectures alone are insufficient to meet this demand [34]. Thus, learners need a tool that may facilitate them in both understanding that subject and carrying out practical exercises.

The computer networks field of specialization needs professionals with solid networking theory and hands-on practical expertise. Alongside the fast technological advancement within computer networks and the Information Technology industry, the need for many skilled network experts has also increased [35]. Therefore, the simulation software package should allow a learner networking topic to have an active learning experience. Learners can bring the actual network architecture into the classroom to build a more interactive and successful learning experience. Though the simulation tools package cannot offer learners practical skills such as cabling and physical connectivity, the software package is beneficial and cost-effective.

Simulation tools help to model and test network protocols and traffic [36]. Such tools are essential since experiments on a live network are often impractical. Fortunately, several simulators are primarily analytical tools, and their use in an overly educational context might also be problematic. One of the critical problems is that these devices are complicated and may be hard to use. Ideally, learners, especially novices, would like to use tools that help them develop straightforward cognitive models. There are a few simulation resources for networking, and these were developed by entirely different companies, such as Cisco Systems, which created Cisco Packet Tracer; Boson NetSim, which Boson created; and GNS3, which Jeremy Grossmann created. Cisco Packet Tracer is currently widely used in academies worldwide.

Simulation refers to emulating real-world exercises and forms in a secure environment. Simulation points to supplying an encounter as near to the ‘real thing’ as conceivable; in any case, a simulated movement permits learners to ‘reset’ the situation and attempt elective methodologies and approaches. This permits learners to create experiences of specific situations by applying their more extensive learning and knowledge. Rakić et al. (2020) [37] characterized simulation tools as follows: 1. Responsive by giving an opening to see the impacts of one’s actions. 2. Provides some feedback and may develop some intuitive understanding. 3. Provides choices and control for students.

Numerous simulation tools have been developed to assist learners, instructors, and, to a vast extent, computer experts in diverse areas such as software engineering, software project management, computer hardware and architecture, networking, telecommunications, and others.

2.4. Simulation Software in Teaching and Learning

This section explains the use of simulation software in teaching and learning. The significance of simulation tools in computer network courses enhances two different education headings. First, educating students on computer network concepts is barely possible without having specialized network laboratories or other tools that are suitable for such courses. These laboratories are very costly in universities, especially those that operate in heavily constrained settings. Secondly, they are adaptable enough to be suitable for various network topologies. Also, the quick advancement of computer network concepts makes instructing and learning more difficult. So, it is fundamental for universities and colleges with such laboratories to invest more in arranging to update these laboratories. Finally, it will be imperative for learners to experiment with different scenarios within different environments when designing a network. Simulation tools that can be utilized in this area include Cisco Packet Tracer, OPNET, ns, GTNets and Cnet.

ICTs provide highly effective virtual platform software and educational tools to support the learning process [38]. Simulations benefit e-learning by providing learners with valuable resources when they carry out practical tasks. A simulator is a remote collaborative and experimental workspace aimed at conducting research activities, reporting and disseminating results through ICT skills. Lefkos et al. (2022) [39] pointed out that “through coordination experimentation things to do with simulation, the latter can serve as a cognitive bridge between theory and practice”. For others, simulation is a virtual learning experience that takes advantage of the capabilities offered by ICTs to create an educational environment free of time and space constraints in the education system that is capable of ensuring continuous virtual contact between learners and teachers.

The question is: how can colleges and universities unravel these issues and give better solutions to improve the practical skills of their learners? Fortunately, these days, there are numerous emerging technologies; one specific technology that has proven to be exceptionally useful in regard to improving teaching practical computer networks is network modeling and simulation (NMS) technology, which is very appealing in terms of making virtual laboratories for computer network courses. This approach may be beneficial since it is a productive way to simulate small and large networks with diverse technologies and topologies.

Utilizing simulation tools in virtual laboratories provides models for a detailed understanding and in-depth analysis of things such as building complex networks from fundamental building blocks with an assortment of nodes and links, packet flows, buffer overflow, and operating system compromises. Their capabilities have been developing, permitting the creation of hypothetical scenarios down to the bit level. They might also be utilized for an assortment of tasks.

A few simulation software programs provide a graphic interface and library tools, such as a graphic presentation of the network node and a match of arrows going in and out of each node. Network simulators serve an assortment of needs, and they can be cost- and time-effective in setting up an entire test bed containing multiple networked computers, routers, and data links compared to the actual machine setups [40]. They create an environment for students to test scenarios that might be particularly difficult or costly to emulate using actual equipment.

Making the student perceive the theoretical ideas of digital logic style ideas is one of the main problems faced by the instructors. Therefore, the academics have tried different techniques to link the theoretical data to the practical knowledge. Simulation software is a learning and practice technique that can be extended to multiple disciplines. Experimentation using the simulators of different computer components enhances student learning. The simulators may be simple or quite advanced. Although simulation software may have disadvantages, its advantages outweigh the disadvantages [41]. The most popular simulation software for teaching computer networking is classified in

Table 1. Popular Simulation Software and Their Characteristics.

Name of the Simulation Software	Characteristics
Cisco Packet Tracer	Packet Tracer software is one of the most popular on the market. Packet Tracer software has a user-friendly graphic user interface and intuitive controls, making it easy to use [42]. However, the complete functionality of the network and end devices is not available.
Boson NetSim	Boson NetSim is a Packet Tracer-like simulation software. This software focuses on network device operation and serves learners interested in CCNA certification and CCNP certification. Like Packet Tracer, however, Netsim does not provide the network equipment with complete functionality (Fakhar, 2019). It is also expensive and is therefore not as common as Packet Tracer.
GNS3	GNS3 is an open-source instrument for running the router using Cisco IOS images. Dynagen operates Dynamips, the key program that makes it possible to emulate Cisco IOS [43]. GNS3 is Dynagen’s graphic front end. This provides the software with a graphical environment that makes it user-friendly, like Packet Tracer. Its most significant benefit is that virtualization provides precision. A disadvantage is that the system on which the emulator works requires comparatively high computing energy.

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The objective behind using simulation is to create a powerful alternative to CSU Sydney’s physical networking equipment. GNS3 was used with complete network device operating systems (IOSs) to create a virtual network. The end devices were linked via a VMware Workstation to virtual machines running complete operating systems [44]. One of the main benefits of having a laboratory in a virtual environment is that it is easy to replicate resources [45]. For example, it is easy to replicate and deploy a single virtual image of a router of a desktop computer across the network. Kosice University of Technology created an Academy Support Center to train lecturers as NetAcad instructors who eventually teach Cisco courses that heavily depend on Cisco Packet Tracer simulations.

2.5. The CIPP Evaluation Model

The Context, Input, Process, Product (CIPP) model was selected for this study because it provides a comprehensive evaluation framework that considers the context, input, process, and product and offers a holistic perspective that is well suited for educational institutions, especially in resource-constrained environments [46,47]. Compared to other models, such as the Kirkpatrick Model, the Logic Model, and Goal-Based Evaluation, the CIPP model emphasizes formative and summative evaluation [48]. While the Kirkpatrick Model is appropriate for evaluating training outcomes in organizations, it focuses primarily on outcomes. It does not adequately assess contextual needs or resources critical to understanding interventions in educational settings [49]. The Logic Model is useful for mapping resources, activities, and expected outcomes. However, it lacks the iterative evaluation aspect of the CIPP model, which continually assesses the implementation process and outcomes to guide improvement [50]. Similarly, Goal-Based Evaluation focuses on whether predefined goals are achieved but does not adequately address how and why these goals are achieved. It also lacks the more comprehensive evaluation of context and inputs that the CIPP model provides [51]. By focusing on context, inputs, processes and products, the CIPP model provides a deeper understanding of the impact, effectiveness, and sustainability of using a Cisco Packet Tracer, making it the ideal choice for evaluating this intervention in a complex educational environment.

The CIPP model approach was developed by [51]. It offers a systematic way to look at many distinct parts of the curriculum growth process. Although initially advocated for curriculum growth, it can be used efficiently to assess the faculty education process. The knowledge, skills, attitudes, and practices students pick up throughout their educational journey are the actual output of higher education. The context may refer to where education occurs, such as in rural or urban areas. This CIPP model can be applied to evaluate different elements of faculty education. This requires asking questions about four elements, i.e., model background, input, process, and product. Figure 2 shows the CIPP evaluation model components and elements, which are discussed in more detail in the following sections.

2.5.1. Context Evaluation

According to [46], context evaluation is “an evaluation of the needs, challenges, opportunities and issues that can be solved in a specific environment”. Other references [47,48,52,53] further state that context evaluation tackles important issues, resulting in many academics considering using context evaluation for faculty curricula and textbook evaluations. Context helps to determine the needs and opportunities in a specific context and environment. Context involves analyzing and explaining the faculty context in which they evaluate and define the faculty priorities, purpose, and objectives. The context evaluation goals are to describe, recognize, and address the needs of the target population, identify the problems, and determine whether or not the objectives are sensitive to the required needs [51,54]. The various context evaluation approaches include surveys, studying records, data analysis, and interviews.

2.5.2. Input Evaluation

According to [46,50], input evaluation includes accessible and current tools to achieve goals and meet needs. This evaluation method is intended to provide information to determine the tools used to achieve the program’s goals. The tools for assessing the quality of education in a faculty include time capital, human resources, physical resources, facilities, curriculum, and material. Input involves tasks such as input, asset description, and how the faculty organizes its resources. For an institution, there are different types of resources, such as classrooms, furniture, and audio. However, a faculty should also have human resources, such as academics and non-academics. Therefore, the faculty must focus on the learner’s progress, including elements such as social and emotional development inputs.

2.5.3. Process Evaluation

The basic purpose of the evaluation process is to provide a summary of all program activities. Evaluation of the process focuses on running the program and teaching–learning methods [54]. Implementation is a process in which the outputs are used successfully to meet the product’s desired goals and targets. The evaluator reviews the processes to recognize how the faculty works and which processes are responsible for working better and improving educational quality. An implementation decision is made during this process. Faculty processes include systematic approaches, teaching–learning activities, parent–teacher meetings, annual functions, co-curricular and extracurricular activities, and learner board examinations based on summative and formative evaluations. The process involves how the institution manages the courses. Implementation is a critical step in which the outputs are used to achieve the desired product appropriately [47]. Evaluators can gain information about what is happening in the classroom while assessing faculty processes. It can be teaching the learning process, planning activities such as student seminars, preparing learners for competitive and public exams, or providing a systematic approach to each process the faculty must take.

2.5.4. Product Evaluation

A product evaluation assesses short- and long-term, intended and unintended outcomes and outputs that track and focus on achieving (or not) goals [48]. This study included the faculty’s product evaluation to assess whether or not goals meet the goals. The product’s emphasis is not on the achievement of grades by the student but on the talents, behaviors, awareness, training, and abilities that the student will use to benefit society in life. The faculty’s goal is to make learners successful in order to be able to survive in society on their feet. The product involves assessing and analyzing the faculty’s policy and ultimate result. Quite clearly, the faculty’s most important result involves the faculty–student relationship. The student is not the product, but the product obtained by the student is the experience, skills, beliefs, behavior, etc. The faculty’s performance should be measured in terms of the passing percentage and how the learners perform in different walks of life in society.

2.5.5. Impact Evaluation

According to [46], impact evaluation assesses the impact of ICT infrastructures for teaching and learning on learners and lecturers. It examines the implications and whether other system elements have changed due to this deployment. Impact evaluation also assesses and judges to what extent the individuals and groups served are compatible with the programs’s intended beneficiaries. It assesses the extent to which the program inappropriately provides services to a non-targeted group, helping other learners in the faculty. In this study, the impact evaluation is used to obtain students’ perspectives on how the network simulation tool impacts learning and the degree to which the tool affects learners’ ability to learn the principles of computer networking and configuration commands.

2.5.6. Effectiveness Evaluation

Effectiveness assessment tests whether the system achieves expected and unexpected results or successfully improves the teaching and learning it supports. According to [46], effectiveness evaluation tracks and measures the consistency and relevance of the results. It also engages in goal-free evaluation to determine what the program was doing and define the full range of effects—positive and negative, intended and unintended. In line with the study’s intent, this portion is used from the student’s perspective to assess the positive and negative impact of the network simulation tool.

2.5.7. Transportability Evaluation

Transportability evaluation tests whether or not the teaching and learning improvements and their enhanced results are directly attributed or corrected with ICT facility readiness. According to [55], transportability evaluation determines whether the training program can be transferred, adapted, or used in another setting.

2.5.8. Transportability

The evaluation of transportability does not apply to this study. According to [51], p. 10, this is an optional CIPP evaluation model component and should be used to assess how the network simulation tool worked elsewhere. This study focuses only on the final-year diploma students [55].

2.5.9. Sustainability Evaluation

Sustainability evaluation assesses and reports the effects of ICT-ready results on learners and seminars and how much they use it to instruct and understand functions. Sustainability is another aspect that needs to be measured, accounting for how long the benefits have been. This study evaluates whether the learners support the continuation of the simulation tool, as well as whether there is a need for continuity or demand and a compelling case for the sustainability of the network simulation tool services.

Packet Tracer is an extensive teaching and learning technology-networking software with innovative characteristics that assists learners and educators in working together, solving issues, and learning ideas in an engaging and vibrant social environment. With a multi-user network simulation environment, it makes teaching and learning networking technology more accessible and more enjoyable. It expands the teaching experience with a setting of realistic simulation and visualization used for exploration, experimentation, and explanation. Instructors and learners can develop virtual “networking islands” to teach and learn network concepts and techniques.

Packet Tracer also solves situations where the learners have insufficient equipment in a laboratory setting. Even on their home computers, learners can use Packet Tracer to do practical homework and obtain hands-on experience without visiting the laboratory. Packet Tracer presents an opportunity for teaching and learning anywhere, anytime. Students with Packet Tracer can more readily comprehend computer network subjects by visualizing procedures within the network. Visualizing these procedures facilitates understanding their positions in the computer network environment. Packet Tracer is accessible free of charge to all learners and teachers at the Cisco Networking Academy.

2.6. Summary

The literature review has shown that ICT, particularly simulation tools, plays an essential role in enhancing the teaching and learning of complex topics such as computer networks. It has highlighted the benefits of using simulations, such as improving information retention, enhancing practical skills, and overcoming the limitations of physical laboratory resources. However, the research also highlighted several challenges, including accessibility issues, compatibility limitations, and the need for integrated approaches that balance practical and theoretical learning.

Identified gaps in the literature include the lack of comprehensive studies focusing on resource-constrained environments, particularly in historically disadvantaged institutions with limited access to physical network equipment. In addition, there is limited research on the long-term sustainability of using simulation tools and their impact on students’ preparation for professional life.

This study aims to address these gaps by evaluating the effectiveness of Cisco Packet Tracer as a simulation tool in a resource-constrained higher education context. The study will explore the impact, effectiveness, and sustainability of the use of simulation tools, thereby providing insights into their applicability in environments with a lack of physical resources. The research design is based on the need to understand how digital simulations can bridge educational gaps and improve outcomes for students facing infrastructural challenges.

Based on the conceptual framework of the CIPP model, the objectives are formulated as follows: (1) Impact: To evaluate the extent to which the use of simulation tools improves students’ ability to configure and troubleshoot computer network devices and to determine their perceived learning gains. (2) Effectiveness: To evaluate the effectiveness of simulation tools as a replacement or supplement to traditional laboratory practices, particularly in environments where access to physical devices is limited. (3) Sustainability: To determine whether students continue to benefit from simulation tools over time and to identify factors that support or hinder the long-term use of such tools in teaching and learning.

3. Research Methodology

This study used a quantitative approach to collect and analyze data focused on a particular diploma final-year group of learners involved in Information Technology at one institution campus. The selection criteria were based on several factors. Only learners about to complete the core computer networking courses, including theoretical and practical components, were considered. This ensured that participants had the foundational knowledge required to engage with the simulation tool meaningfully. The identified sample was 50, but only 30 positively responded to the questionnaire; the study aimed to include learners with varying academic performances to obtain a diverse set of responses, and learners with access to a laptop or desktop computer were prioritized, as using Cisco Packet Tracer required such devices. This criterion was necessary to ensure that participants could use the simulation tool outside of the computer lab, thereby reflecting the resource-constrained nature of the study environment.

A questionnaire with structured questions was developed and finalized, targeting the same group of learners as respondents [56,57]. The overall number of respondents was 30 learners through a self-administered questionnaire with a 60% response rate (n = 50). A questionnaire was chosen as the sole data collection tool in order to provide uniformity in the responses. A structured questionnaire ensured that all participants responded to the same questions, allowing for consistency in data collection. This was crucial for comparing responses and performing a quantitative analysis. Other reasons for choosing the questionnaire were because of time and budgetary constraints, easy access to learners who had a busy schedule in the final years of academic activities, as well as the fact that they were more familiar with the tool and that it was easy for the administrators of the tool to administer.

The questions were informed by concepts discussed in the literature review and structured around three themes: impact, effectiveness, and sustainability. Questions around the impact were designed to assess the learners’ perceptions of how Cisco Packet Tracer affected their practical skills and understanding of theoretical concepts. This was linked to the literature on the importance of simulation tools in enhancing learning outcomes, particularly in practical subjects like computer networking. Effectiveness questions were focused on the effectiveness of the simulation tool in providing an alternative to physical lab equipment. The rationale was to understand whether students could achieve comparable learning outcomes using simulations, as highlighted in the literature review. Lastly, sustainability questions were used to assess whether the students believed using the simulation tool was sustainable in terms of long-term learning benefits. This aligned with the literature on the challenges and benefits of continued use of educational technologies in resource-constrained environments.

The questions were validated through an expert review process to ensure their relevance and clarity, following the best practices for questionnaire validation [54]. Additionally, a pilot study was conducted with a small group of respondents to further refine the questions and ensure they were consistently understood and effectively captured the intended constructs [58]. The questionnaire consisted of a combination of Likert scale items, multiple-choice questions, and open-ended questions that allowed for quantitative analysis and qualitative insights into students’ experiences. This mixed approach increased the validity and reliability of the results as it allowed for a comprehensive understanding of the data and ensured consistent and reliable results through multiple forms of response collection [59,60].

4. Analysis of Findings

The collected data were analyzed to identify the impact of using network simulation tools to enhance learning in Developmental University. As indicated in the previous section, there were 30 respondents based on the single institution campus of learners engaging with the Information Technology programs. Most respondents were male, 67%, and 33% female. It is also important to note that the same respondents were of African origin, preferred English for teaching, and were fully proficient in using laptops. The analysis was carried out using the statistical tools of Microsoft Excel. Descriptive statistics were employed to summarize data meaningfully, allowing for a more straightforward interpretation of study outcomes through charts and graphs. The findings are discussed according to the questionnaire sections, and then the three elements of the CIPP evaluation model are considered: general questions, impact, effectiveness, and sustainability.

4.1. Impact

This section presents the findings and analyses of the data obtained from the individual questionnaire on the impact of using network simulation tools to enhance learning at the institution campus. The data were extracted and analyzed according to the objective of the study.

4.1.1. Does the Simulation Tool Help You Learn the Practical Skills to Configure and Troubleshoot Computer Network Devices?

Figure 3 reveals that 53.3% of the respondents agree that the simulation tool helps them learn practical skills and troubleshoot computer network devices, while 43.3% strongly agree and 3.3% are neutral. The simulation software package is suggested for assisting students in a computer network course in regard to having an active learning experience, and students can bring the natural networking surroundings into the classroom to create a lot of interactions and effectiveness, consistent with [12]. Utilizing simulation tools in virtual laboratories gives models for detailed understanding and in-depth analyses of things such as building a complex network from fundamental building blocks with an assortment of nodes and links, packet flow, buffer overflow, and operating system compromise [11].

4.1.2. Does the Simulation Tool Provide Multi-User, Real-Time Laboratory Training?

Figure 4 shows that most respondents (63.3%) agree that the simulation tool provides multi-user, real-time laboratory training, while 16.7% are neutral, 10% strongly agree, and 10% disagree. Packet tracer has both real-time and multi-user features. In real-time mode, the network device behaves the same way it would have with real devices. The multi-user option allows students at different locations to work together on the same project or in the same lab [61].

4.1.3. Does the Simulation Tool Allow for the Application of the Concepts and Ideas Discussed during Theoretical Classes?

Figure 5 reveals that most respondents (66.7%) agree that they can apply the concepts and ideas discussed in class using the simulation tool; additionally, 26.7% strongly agree, while 6.7% are neutral. This is consistent with [56], which found that “Packet tracer gives simulation, visualization, writing, evaluation, and collaboration capabilities and facilitates the teaching and learning of complex technology concepts”.

4.1.4. Which Configuration Commands Do You Find Easy to Use When Using the Simulation Tool to Configure a Cisco Switch?

Figure 6 reveals that 35% of the respondents find it easy to use the basic configurations; additionally, 17% found use of VLANs to be easy, 17% found security to be easy, 13% believed that the display commands were easy, and 9% thought the testing commands were easy. Lastly, 9% found routing protocols to be easy. This helps students build network topologies after configuring the associated devices [62]. Ref. [58] revealed that Packet Tracer is sufficient for students’ needs when configuring network devices [61]. This implies that the difference between real devices and simulation tool configurations is insignificant. However, it is essential to note that some features are available on devices that Packet Tracer does not yet support.

4.1.5. Refer to Question 4: Which Configuration Commands Do You Find More Challenging When Using the Simulation Tool?

Figure 7 reveals that 25% of the respondents are challenged when setting passwords, 25% are challenged when doing network configurations, and 19% are challenged when configuring VLANs. In comparison, 6% are challenged by routing protocols and troubleshooting ACLs. In support, a study by [63] revealed that the following list of configurations is generally challenging to understand routing protocols, ACLs, and troubleshooting.

4.1.6. What Are the General Issues Regarding the Use of the Simulation Tool?

Figure 8 shows that 43.3% of the respondents have an issue with the computer frequently crashing when they using the simulation tool, 20% of them revealed that their files were not compatible with the version of the simulation tool, 16.7% of them have an issue with the simulation tool supporting a small subset of features from Cisco devices, 13.3% of them have an issue with the limited number of saves when using a guest account, and 6.7% of the respondents had an issue with their screens being cluttered with too many windows. Computer networking courses faced several issues, particularly associated with the requirement of practical works, large class sizes, plagiarism, and module franchising [64].

4.1.7. Does the Current Status of the Infrastructure (Computer Labs) Make It Easy to Run This Software?

Figure 9 shows that 56.7% agree that the infrastructure makes it easy to run the simulation tool, while 26.7% are neutral, 13.3% strongly agree, and 3.3% disagree. It has also been found that most students use their laptops or desktops to access the simulation tool, while a few use smartphones or tablets. This could be influenced by personal computers’ display capabilities, memory capacity, and hand-held devices (smartphones and tablets) [14].

4.2. Effectiveness

This portion of the questionnaire consisted of seven questions about the simulation tool to enhance learning and benefit the students.

4.2.1. Using the Simulation Tool, Do You Find That This Software Improves Learning and Benefits You?

Figure 10 shows that most respondents (60%) agree that this software improves learning and benefits them, while 33.3% strongly agree and 6.7% are neutral about the software. This is consistent with [61], which indicated that technology is exceptionally reasonable for teaching practical computer networks. Allison et al. (2022) and Dobrilovic et al. (2006) [61,65] support this finding.

4.2.2. Simulation Tool Increased My Learning in the Computer Network Course

Figure 11 shows that 56.7% of the respondents agree that the simulation tool increases their learning when engaged in the computer network course, while 40% strongly agree and 3.3% are neutral. The “simulation software package is suggested to assist a student of a computer network course to have an active learning experience, and students can bring the real networking surroundings into the classroom to create a lot of interactive and effective. Learners tackle hands-on and wondering skills, including knowledge-in-action, procedures, decision-making, and superb communication” [64]. The 3.3% neutral could be because students cannot apply the theory learned in class to particular situations.

4.2.3. I Will Be More Professionally Prepared to Work with Computer Networks after Using the Simulation Tool

Figure 12 shows that 60% of the respondents agree that they will be more professionally prepared for working with computer networks after using the simulation tool, 23.3% strongly agree, 13.3% are neutral, and 3.3% disagree. According to [59,60,65], simulation devices can not include essential functional knowledge for pupils, such as cabling and physical connectivity, and they are a valuable and cost-effective complement to teaching programs.

4.2.4. What Are the Positive Effects of Using the Simulation Tool?

Figure 13 reveals that most respondents (59%) think practical skills have positive effects when using simulation tools, while 19% think the low cost of the software has positive effects, 15% think the information convenience has positive effects, and 7% think the graphic user interface has positive effects. Packet Tracer is an open-source network simulation tool that can be downloaded from the Cisco Network Academy website for free. Packet tracer has a friendly graphical user interface and command line interface which are easy to work with [66]. Simulated learning can be setup at suitable times and locations and repeated regularly. Moreover, it can help improve students’ skills and enable them to learn from errors [64].

4.2.5. What Are the Negative Effects of Using the Simulation Tool?

Figure 14 reveals that 52% of the respondents thought that the negative effects of the simulation tool included it being less efficient, 23% felt that the simulation tool was confusing, 16% said that it resulted in errors, and 10% said that it was inaccessible. The findings from the study by [62,67] indicate that students have difficulty applying the theories they have learned with the actual simulations and find it difficult to detect errors and troubleshoot. Bolarinwa (2015) [58] reported that Cisco Packet Tracer does not yet support all protocols and features available in an enterprise Cisco IOS [61].

4.2.6. What Should Be Improved to Make the Simulation Tool More Effective?

Figure 15 shows that 29% of the respondents think that the user interface can be changed and would improve the simulation tool, 19% think that the physical equipment and IOS features do not require changes, 10% want a speed-increase change, and 5% said that compatibility should be changed. According to [55,60], barriers to simulators cannot offer essential technological capabilities for pupils, such as cabling and physical connectivity.

4.2.7. Do You Find That the Simulation Tool Effectively Enhances Your Understanding of Computer Networking Concepts?

Figure 16 shows that 65.5% of the respondents agree that the simulation tool effectively enhances their understanding of computer networking concepts, while 27.6% strongly agree and 6.9% are neutral. Software simulations are a technique for learning and practice that can be applied to several disciplines. Experimentation with different computer components using simulators enhances student learning [64,66].

4.3. Sustainability

This section consisted of eleven questions on simulation tool sustainability, features, recommendations, and overall skills learned using this simulation tool.

4.3.1. The Experiences Gained in the Simulation Tool Will Be Useful in the Future

Figure 17 shows that 60% of the respondents agree that the experiences they gained using the simulation tool will be useful in the future. In comparison, 36.7% strongly agree, and 3.3% are neutral about this statement. Simulated learning offers students workplace technical experience, which helps improve students’ prospects in terms of future employment [63,64,66].

4.3.2. What Are the Numerous Time-Saving Features of the Simulation Tool That Should Continue for an Extended Period or without Interruption?

Figure 18 reveals that 40% think that the quick launch is most beneficial time-saving feature of the simulation tool, while 20% were unsure, 15% said that it is the shortcuts, 10% think it is the network design, 10% think all the features, and 5% said the inspect tool. “Compared to the cost and time included in setting up an entire test bed containing multiple networked computers, routers, and data links, network simulators are relatively quick and cheap” [61,63,64].

4.3.3. What Features of the Simulation Tool Should Be Discontinued?

Figure 19 reveals that 56% of the respondents think that none of the features of the simulation tool must be discontinued, while 19% think that the logon screen should be discontinued, 13% think old devices must be removed, and 13% think that a new user interface should be implemented. The user requirements should drive the choice of simulation tool. Developers should consider the advantages and disadvantages of each simulation tool, the level of complexity of the simulation tool, features to include or not include, and other design choices [43].

4.3.4. What Is the Likelihood of You Recommending the Simulation Tool to Others?

The graph in Figure 20 illustrates the respondent responses to the likelihood that they recommend the simulation tool to others: 30% rated eight, 20% rated nine, 10% rated seven, 10% rated six, and, lastly, 10% rated five. This finding agrees with [40], showing the likelihood of recommending a simulation tool.

4.3.5. How Confident Are You with the Skills You Learned Using the Simulation Tool?

Figure 21 shows that 56.7% of the respondents were confident and 23.3% very confident about the skills learned using the simulation tool, while 10% were completely confident, and 10% were a little confident too. Janitor et al. (2010) [68] reported that students showed self-confidence after the simulation experience. The simulation tools allow students to repeatedly practice technical skills until they develop a sense of confidence and they are freely allowed to make mistakes [63].

4.3.6. Please Rate Your Confidence in Your Ability to Do the Following: [Use the Interface Menus to Create My Network]

Figure 22 shows that 40% of the respondents were confident and 30% were a little confident about using the interface menus to create their network. In comparison, 13.3% were very confident, 13.3% were completely confident, and 3.3% were not confident, consistent with observations of [68].

4.3.7. Please Rate How Confident You Feel in Your Ability to Do Each of the Following: [Add Devices and Connect Them via Cables or Wireless]

Figure 23 shows that 40% of the respondents were confident and 26.6% were very confident about adding devices and connecting them via cable or wireless, whereas 16.7% were completely confident, 13.3% were a little confident, and 3.3% were not confident at all. The findings agree with the observations of [63].

4.3.8. Please Rate How Confident You Feel in Your Ability to Do Each of the Following: [Select, Delete, Inspect, Label, and Group Components in My Network]

Figure 24 shows that 43.3% of the respondents were confident and 23.3% were very confident about selecting, deleting, inspecting, labeling and grouping components on the network. In comparison, 20% were a little confident, the other 10% were completely confident, and 3.3% were not confident. This agrees with the observations of [62].

4.3.9. Please Rate Your Confidence in Your Ability to Do the Following: [Configure the Different Devices in My Network]

Figure 25 shows that 56.7% of the respondents were confident and 20% were very confident about configuring the different devices on the network. In comparison, 10% were completely confident, 6.7% were somewhat confident, and 6.7% were not confident. This confirms the observation made by [38].

4.3.10. To What Extent Did This Simulation Tool Help You? [Learning Skills That Can Be Used in Your Future Job]

Figure 26 shows the respondent’s ratings on learned skills that can be used in their future jobs: 44.8% very useful, 24.1% useful, 20.7% quite a bit useful, 6.9% a little useful, and 3.4% not useful. This rating is consistent with [36].

4.3.11. To What Extent Did This Simulation Tool Help You? [Increase Your Value in the Job Market]

Figure 27 shows the respondents’ ratings on how helpful the simulation tool is in the job market: 35.7% very helpful, 32.1% quite a bit helpful, 17.9% helpful, 7.1% a little helpful, and 7.1% not helpful at all. A study conducted by [69] reported that the simulation tool helps enhance students with skills that they are likely to encounter on the job and better prepares them for the transition to the world of work.

4.3.12. To What Extent Did This Simulation Tool Help You? [Further Your Education]

Figure 28 shows the respondent’s ratings on how helpful the simulation tool is in furthering their studies: 51.7% very helpful, 20.7% helpful, 17.2% quite a bit helpful, 6.9% a little helpful, and 3.4% not helpful. This is consistent with the observation made in [45].

5. Discussion

5.1. Context Evaluation

The context evaluation highlighted students’ significant challenges at a historically disadvantaged institution. The lack of physical infrastructure, such as adequate computer labs and networking equipment, necessitates innovative solutions to provide practical learning experiences. The introduction of networking simulation tools addresses the need for accessible, practical training in computer networking. This is particularly crucial in a rural-based higher education context with limited resources. The students’ demographic data indicate a predominantly male African cohort with proficiency in English and comfort with using laptops, underscoring the importance of accessible and user-friendly simulation tools [40].

5.2. Input Evaluation

The input evaluation focused on the resources available to achieve the program’s goals. The primary tool assessed was Cisco Packet Tracer, chosen for its extensive capabilities in simulating real-world networking environments. The tool’s features, such as multi-user real-time laboratory training and the ability to practice critical networking skills, align with the educational objectives [47,48,55]. However, limitations such as software crashes, compatibility issues, and restricted functionalities were noted. These drawbacks highlight the need for continuous improvement and support for the simulation tool to meet educational demands fully.

5.3. Process Evaluation

The process evaluation examined the implementation of the simulation tools in the curriculum. The study revealed that most students found the simulation tool to be beneficial in learning practical skills for configuring and troubleshooting network devices. The tool’s ability to provide a realistic, interactive learning environment was positively received. However, challenges, such as following step-by-step instructions without fully understanding the underlying concepts, were identified. This indicates a need for more integrated instructional approaches that effectively combine theoretical and practical learning. The process evaluation assessed how effectively Cisco Packet Tracer was integrated into the curriculum and used by students. The results indicated that most students found the tool to be user-friendly and beneficial in regard to understanding complex networking concepts [48].

5.4. Product Evaluation

The product evaluation assessed the outcomes of using the simulation tool. The findings indicated that most students agreed that the tool enhanced their practical skills, improved their understanding of theoretical concepts, and prepared them for professional work in computer networking. The tool’s effectiveness in providing a cost-effective and accessible alternative to physical lab equipment was also noted. Despite some negative feedback regarding its efficiency and occasional confusion, the overall impact on students’ learning outcomes was positive [48]. The product evaluation focused on the outcomes of using the simulation tool. The data showed that students’ understanding of computer networking concepts significantly improved and that they felt more prepared for professional work [70].

5.5. Impact Evaluation

Impact evaluation assesses and judges to what extent the individuals and groups served are compatible with the intended beneficiaries of the program [47,71]. In this study, the impact evaluation is used to obtain students’ perspectives on how the network simulation tool impacts learning and the degree to which the tool affects students’ ability to learn the principles of computer networking and configuration commands. The results indicate that most respondents agree that the simulation tool helps them learn practical skills required to configure network devices, and they also acknowledge that they can apply the concepts discussed in class using the simulation tool. Furthermore, most learners understand the importance of simulation tools in learning practical skills. Still, some of them cannot perform their configurations without the assistance of a lecturer or peers. As a result, they cannot resolve issues when they become stuck.

5.6. Effectiveness Evaluation

According to [46], effectiveness evaluation tracks and measures the consistency and relevance of the results [48]. It also engages in goal-free evaluation to determine what the program was doing and define the full range of positive and negative effects, intended and unintended. In line with the study’s intent, this portion is used from the student’s perspective to assess the positive and negative impact of the network simulation tool. Based on the findings, the students responded to questions on effectiveness. Generally, students found Cisco Packet Tracer to be a useful tool in regard to enhancing their learning of computer networking skills [63,72]. In addition, most students felt that they would be more professionally prepared to work with computer network devices after using the simulation tools [61,63]. However, some students thought the simulation tool could be more effective if the user interface could be changed to align with what the students would experience with physical equipment. This suggests that simulation tools should not be used as a replacement for physical equipment; instead, they should be used as a supplementary mechanism. The findings in this section indicate that the simulation tool does improve learning in the computer network course.

5.7. Sustainability Evaluation

Sustainability is another aspect that needs to be measured, accounting for how long/durable the benefits have been [55]. This study evaluates whether the students support the continuation of the simulation tool, as well as whether there is a need for continuity or demand and a compelling case for the sustainability of the network simulation tool services. Most students agree that the experiences they gained using the simulation tool will be useful in the future [36]. The study also found that students easily use and navigate simulation tools. Forty percent (40.0%) think the quick launch is a time-saving feature of the simulation tool. Fifty-six percent (56.0%) think none of the features of the simulation tool must be discontinued. Ninety percent (90.0%) are confident about the skills learned using the simulation tool [14]. Sixty-seven percent (66.6%) are confident about using the interface menus to create their network. Eighty-three percent (83.3%) are confident about adding devices and connecting them via cable or wireless. Seventy-seven percent (76.6%) are confident about selecting, deleting, inspecting, labeling, and grouping components on the network. Eighty-seven percent (86.7%) are confident about configuring the different devices on the network. Ninety-six (96.5%) of respondents believe that the learned skills they have obtained could be used in their future jobs. Ninety-three (92.8%) of respondents rated the simulation tool as being helpful in increasing their value in the job market. Additionally, 96.5% of the respondents rated how helpful the simulation tool is in furthering their studies [12]. The findings in this section indicate that the simulation tool will be useful in future.

5.8. Wider Implications of the Use of ICT and Simulations in Higher Education

The findings of this study, which highlight the effectiveness of Cisco Packet Tracer in enhancing practical skills and understanding of computer networking concepts, contribute to a wider discussion about the role of information and communication technology (ICT) and simulations in higher education. The use of ICT, particularly in resource-constrained settings such as rural or historically disadvantaged institutions, is critical to bridging the gap between theory and practice. This study shows that simulation tools can mitigate some of the challenges faced by these institutions, such as limited access to physical network equipment, by providing an accessible and scalable solution for hands-on learning.

In the context of higher education transformation, the use of ICT has been recognized as a key driver for improving learning outcomes and promoting inclusivity. The use of simulations such as Cisco Packet Tracer enables students to access learning resources outside of traditional laboratory settings and provides them with the opportunity for independent, self-directed learning. This is particularly beneficial in environments where physical infrastructure is inadequate, as it allows students to acquire the necessary skills without having to rely on expensive equipment. The literature suggests that ICT in education also plays a role in developing 21st century skills such as problem solving, critical thinking and adaptability—skills that are essential for learners to succeed in an increasingly digital economy.

However, this study also highlights the limitations of using ICT in resource-constrained environments, such as issues with software compatibility, the limited features of simulation tools compared to real-world devices, and challenges related to infrastructure, such as access to reliable devices and internet connectivity. These findings are consistent with the problems described in the literature and suggest that the effective use of ICT in education requires continuous support, adequate infrastructure and training for learners and teachers.

5.9. Comparison and Contrast with Previous Studies

5.9.1. Effects

The results of the study indicate that Cisco Packet Tracer has a positive impact on students’ practical skills and their understanding of theoretical concepts in computer networking. These results are consistent with previous studies that have shown that simulations can significantly improve students’ ability to apply theoretical knowledge in practice. Previous research, such as the studies conducted by [10], have shown that simulation tools such as Cisco Packet Tracer are effective in helping students to understand complex networking protocols and processes, which is consistent with the findings of this study. However, the lack of qualitative data in this study limits a deeper investigation into how students conceptualize and apply these skills in different contexts.

5.9.2. Effectiveness

In terms of effectiveness, the study found that the use of Cisco Packet Tracer is a viable alternative to physical lab equipment that allows students to practice networking skills in a virtual environment. This finding is consistent with the literature discussing the role of virtual labs in solving infrastructure problems, particularly in resource-constrained settings. Studies, such as those by [14,33], have highlighted how simulations provide cost-effective, flexible learning opportunities that can enhance practical skills when physical resources are unavailable. However, the current study also identified issues such as limited software capacity and occasional technical challenges, which contrasts with some previous studies that only emphasized the benefits without acknowledging the limitations of these tools. These findings suggest that, while simulations are effective, they are not yet a complete substitute for physical lab experiences, especially when it comes to acquiring practical skills such as connecting hardware.

5.9.3. Sustainability

The results regarding the sustainability of the use of simulation tools show that most students believe that the skills acquired through the use of Cisco Packet Tracer will be useful in their future careers. This supports previous research findings that suggest that simulation tools not only facilitate immediate learning but also help build skills that are transferable to real work settings. Studies by [12,63] emphasize that simulations help to bridge the gap between theoretical knowledge and practical application and improve the employability of learners. However, this study also points to the challenges associated with maintaining learner engagement with the tool over time, as some learners find it difficult to fully grasp complex network tasks using a simulation. This is in contrast to some previous findings which suggest that simulations are inherently engaging and sufficient for skill development.

To summarize, while the findings of this study are consistent with much of the literature in terms of the positive impact and effectiveness of simulation tools, they also highlight some limitations and challenges that have not always been considered in previous studies. This emphasizes the need for a balanced approach that recognizes both the benefits and limitations of using ICT and simulations in higher education, particularly in resource-constrained environments. Future research should explore these aspects further and include more qualitative data to gain a deeper understanding of how simulation tools can be optimized for different learning contexts.

6. Conclusions

The study’s objective was to assess the efficacy of network simulation tools in teaching computer networks so that students could improve their understanding of the simulation with the unavailability of the actual equipment. This study can conclude that using a simulation method to learn basic and essential computer network principles, which can be complicated to understand technically, has numerous advantages and benefits. However, the simulation tools effectively enhanced the learning of computer networking skills and concepts. Furthermore, the study revealed that simulation tools are useful in learning computer networks courses for several reasons, including the low cost of the software and convenience to students, as simulation tools can be setup at suitable times and locations. In addition, most students think that the knowledge and experience gained from the simulation tool will help improve future employment prospects.

However, despite the benefits that come with the use of simulation tools in teaching, some challenges were identified by this study, such as computers frequently crashing, files not being compatible with the version of a simulation tool, IOSs only supporting a small subset of features from Cisco devices, the limited number of saves when using a guest account, and screens being cluttered with too many windows. This calls for constant software version updates and considering the use of alternative tools rather than depending on one.

This study has certain methodological limitations that should be considered when interpreting the results. Although the sample size of 30 learners is appropriate for an exploratory study, it limits the generalizability of the results. A larger sample size across multiple institutions would allow for a more comprehensive understanding of the impact of simulation tools in different educational settings. In addition, the use of a single data collection tool, a questionnaire, limits the depth of analysis and the possibility of triangulation. The inclusion of qualitative data through interviews or focus groups would allow for a deeper insight into learners’ experiences and improve the validity of the results. Future research should consider a mixed methods approach to address these limitations and gain a more nuanced understanding of the effectiveness of simulation tools.

To overcome some of the limitations identified in this study, several practical recommendations can be made regarding the use of Cisco Packet Tracer:

• Improve access to physical devices: While Cisco Packet Tracer is an effective tool for simulating network scenarios, it should be supplemented with access to physical network devices where possible. This can help learners bridge the gap between virtual simulations and real-world applications, particularly when developing practical skills such as cabling and configuring physical devices.
• Ongoing training for instructors: To maximize the benefits of Cisco Packet Tracer, ongoing instructor training is essential. Instructors should be equipped with both technical knowledge and pedagogical skills to effectively integrate the simulation tools into their classes. This would help to design engaging lab activities that balance theoretical knowledge with practical applications.
• Incorporate blended learning approaches: Cisco Packet Tracer could be better utilized in a blended learning model where theoretical lessons are immediately followed by practical activities using the simulation tool. This sequential approach can help to reinforce learning and provide context for practical exercises, improving overall skill acquisition.

Future research could explore different ways to address the gaps identified in this study and further contribute to the literature on the use of simulation tools in education:

• Longitudinal studies: Conducting longitudinal studies would be valuable to assess the long-term impact of Cisco Packet Tracer on learners’ skills and their ability to apply these skills in real-world scenarios. This would provide insight into the sustainability of learning gains over time and help determine whether simulation-based training can be effectively transferred to the professional world.
• Mixed methods: Future studies should consider a mixed methods approach that combines both quantitative and qualitative data.
• Comparative studies: Comparative studies with different simulation tools or a comparison of simulation-based learning with traditional laboratory-based learning would provide deeper insights into the relative effectiveness of the different teaching methods. This could help to identify the specific strengths and weaknesses of each approach and provide recommendations for integrating these methods to optimize learning outcomes.

It is hoped that the pedagogical potential of simulation tools such as Cisco Packet Tracer can be further optimized to improve computer networking learning outcomes, particularly in resource-limited environments. If these limitations are addressed, the practical recommendations can be implemented and future research opportunities can be explored.