2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education
Packet Tracer Simulation Tool as Pedagogy to
Enhance Learning of Computer Network
Concepts
Vijayalakshmi M., Padmashree Desai, Meenaxi M. Raikar
Department of Computer Science and Engineering
viju11@bvb.edu, padmashri@bvb.edu, mmraikar@bvb.edu
I. INTRODUCTION
AbstractThe technological rebellion has made
current generations to depend more on the digital world
in their day to day life. The effectiveness of the digital
world has changed the learner’s perceptive towards the
education system. The impulsive growth of technology has
increased the popularity of Information and
Communication Technology which has created a research
scope in Computer network domain thus Computer
network course in the curriculum of Computer Science
and Engineering plays an important role. It is always a
challenge to teach Computer Networks course to students
as the course requires a practical exposure more than the
chalk and talk. It is very hard for students to envision the
concepts of computer networks, protocols formats and
understanding packets flow during teaching in classroom.
To overcome above said challenge, pedagogical practice
such as active learning through simulation tool is
identified in delivery of the course. This paper discusses
the effective use of a Packet Tracer (PT) simulation tool in
the teaching of computer network concepts. A structured
learning approach is introduced by using packet tracer
tool in teaching network concepts and series of exercises
are designed and developed to give the visualization of
each layer functionality. These practical exercises helped
in active learning to use the packet tracer to simulate
campus network. This pedagogy practice encouraged the
students’ to build the clarity on the physical devices like
router, access points, switch and their configurations. The
troubleshooting skills were practiced by introducing the
errors deliberately and how to resolve is learnt through
the tool. Computer network simulation activity include
the concepts of NAT, Subnetting, V-LAN setting, services
of TCP/UDP, packet format details, application layer
protocol like DNS, DHCP,E-Mail,FTP and HTTP.
Activity is evaluated through demos, presentation and
quizzes. Rubrics based assessment is followed to ensure
uniformity and transparency in the evaluation. The
average marks obtained in quiz by students before using
PT tool is 65% and after using tool is 85%, it shows
significant improvement of 20% in learning the
fundamental concepts of computer network course.
Today’s computing needs typically make extensive use
of network services and facilities. In recent years this
has grown to the point where networks pervade nearly
all aspects of computing. Because of this, a working
knowledge of networking is essential to computer
science graduates - an opinion put forth in the Computer
Engineering Curricula 2016-ACM guidelines.
In the teaching and learning process of computer
network where the imagination level of students should
be of very high. This can be supported by practical
learning approach. This brings in a challenge to course
teachers to design lab experiments and activities
covering each layer of TCP/IP model. In this paper we
are presenting the features of Packet Tracer simulation
tool used to simulate wired and wireless networks.
Tool supports the use of images, animation and graphics
to enhance learning of wired and wireless networks.
Also authors have discussed the activity that help
student to understand the computer network concepts in
real time scenario.
A. The Characteristics of Computer Network Course
Computer network is a core and compulsory
professional course in Computer Science &
Engineering B.E programme. Computer network has
become the main infrastructure of the emerging
information technology with the introduction of new
technologies such as Big Data, Internet of things, Cloud
computing ,web programming, information security and
related technologies. These advancements have created
an importance for computer network course in
knowledge building for professionals and students. The
content of the computer network course includes the
principles, technology and applications related to
computer networks. Its purpose is to help students to
develop the knowledge of computer network
architecture, reference model, and basic principles and
data communication technology covering the physical
layer, its working principle. The data link layer protocol
in order to get the proficiency in building LAN, WAN.
Keywords- packet tracer, simulation, network, protocol
978-1-5090-1062-2/16 $31.00 © 2016 IEEE
DOI 10.1109/MITE.2016.16
71
Network interconnection and the operation mechanism
of IP protocol, services of transport layer and TCP/UDP
protocol. The application layer protocols, working
principle of network services, and the architecture
method used in building the application system. It also
makes the students understand the frontier technology
of the development of computer network technology,
which lay a solid foundation for cultivating students’
abilities in computer network system planning and
construction and the establishment and development of
network application system. As course on computer
network consists of lots of theortical concepts the
learning of students is to an abstract level. The
computer network has following Course Outcomes
(COs):
are stated and teacher’s experience of using the
visualization tool is been shared.
In [6], data traffic of the internet is filtered using
access control list (ACL) a feature in packet tracer.
Benefits of using ACL are listed; traffic could be
inbound or outbound. Different types of ACL
mentioned are numbered ACL, named ACL, standard
ACL and extended ACL. In [7] the author has taken
generic hybrid multifunctional topology to illustrate
RIP (Routing information protocol), Dynamic Host
Configuration Protocol (DHCP) and Domain Name
Service (DNS) concepts using packet tracer. The hybrid
topology example includes tree, star and bus topology
regions as a sub network.
In [8], describe the advantages of using NAT
(Network Address Translation) and PAT (Port Address
Translation). The steps to configure the network
devices for adhoc mode using packet tracer are listed.
The authors in [9] apply the packet tracer for simulation
of a wireless network scenario including IBSS
(Independent Basic Service Set), BSS (Basic Service
Set) and ESS (Extended Service Set). The configuration
of the wireless access point to provide security using
WEP and WPA is illustrated.
At the end of the course the student should be able to:
1. Demonstrate the network scenario using different
networking commands.
2. Simulate a given network topology and analyze the
performance for different network parameters.
3. Analyze the behaviour of application layer
protocols using the analysis tool.
4. Develop client server applications using TCP/UDP
for wired/wireless devices.
III. IMPLEMENTATION
In this paper we are discussing the attainment of course
outcome 2 through the activity and the quiz.
From the past experience of teaching and learning
computer networks course, it is evident that the course
includes electronics devices, software concepts and
communication technology. As most of the students are
visual learner their leaning can been improved by
giving practical exposure rather than just a classroom
teaching. In literature [5] we found that the packet
tracer is useful in understanding the basic network
concepts and students can design a complex /large
networks which are not possible with physical
hardware. The CCNA academy provides this tool free
for students; it is intended by CISCO to be used as
learning aid. So we have chosen Cisco Packet Tracer
tool to provide more visibility to the computer network
concepts and there by proposing model called activity
based learning model, where the laboratory experiments
were designed by the integration of theory concepts.
Pedagogy practices were used for content delivery and
the experiments were conducted using the packet tracer
simulation tool and finally an activity was designed to
test the learning of the concepts taught which is as
shown in figure 1. Packet Tracer provides simulated
switch, router, server, networking protocol resources
and workstation for students and teachers to create
complex and diverse networking scenarios providing
practical and pedagogical experience in a network
simulation environment. Packet Tracer activities are
goal based, giving students attainable milestones. The
inbuilt multiuser functionality allows students and
Organization of Paper: The rest of the paper is organized
as follows. Section II literature survey, implementation
details are given in section III, assessment in section IV
and finally conclusion is summarized.
II.
LITERATURE SURVEY
In [1], the opinion of eight CCNA lecturers is
presented, which states the use of packet tracer as a tool
in teaching the Switching and Routing course. In [2] the
packet tracer is used to study the performance of the
various routing protocols based on the parameters like
network convergence, routing traffic and Ethernet
delay. Comparison between distance vector and link
state characteristics is presented. The authors in [3]
present the study of different topology such as bus, star
and mesh with the help of packet tracer. In [4] the
authors state the drawback of teaching the computer
network course without using a visualization tool. The
mini projects are formed based on the application layer
services such as Domain Name Service. The different
layers of the OSI model and various protocol packet
formats are discussed using the packet tracer. In [5] the
authors describe the following 1) Workspace: logical
and physical 2) Mode: Real and simulation 3)
Networking devices and 4) Connections with regard to
the packet tracer. The advantages of using packet tracer
72
C. The list of experiments:
Experiment 1: Demonstration of network commands
and Cisco Packet Tracer tool.
Objective: To realize the existing network with the help
of simple commands and learn the tool to build different
topology.
This experiment has been designed with the intention of
making students to create the simple network diagrams
by investigating the client network, creating the
inventory list and creating the logical topology of the
diagram. In the process of creating network diagram we
made students to explore the different LAN switch
options accordingly determining the various types of
cables used to connect the devices to the switch, adding
appropriate modules to the routers and switches.
Students could explore the internetworking devices, ISR
and router options available. Students understood device
configuration and verification with respect to IP
addressing.
Outcome of this experiment resulted in visualization of
physical layer components, connectivity and IP
addressing.
teachers to create environments that support network
infrastructure. The tool helps the students to create
different topologies and complete an activity of their
choice in real time or simulation mode.
Theory:
Design of course
content
Integration of
Theory and
lab
Classroom:
Content delivery
using pedagogy
Laboratory:
Design of
Experiments
Laboratory:
Simulation of
networks concepts
using Packet tracer
Activity:
Simulate the
campus network by
applying the
Figure 1: Activity based learning model.
Experiment 2: Interpreting Ping and traceroute
output
Objective: Distinguish the difference between
successful and unsuccessful ping and traceroute
attempts.
The outcomes of this experiment help the students to
test end-to-end connectivity, using ping and traceroute
and we will be able to distinguish the difference
between successful and unsuccessful ping and traceroute
attempts. Students understood the services of Internet
Control Message Protocol (ICMP) protocol.
In the proposed model the role of course teacher and
student are defined as shown in figure 2.
• Course Design
• Content delivery
using pedagogy
• Design of
Experiments by
integrating theory
using packet Tracer
• Fundamental concepts
understanding
• Visualization of
Networks concepts
using Packet Tracer.
• Activity based learning
Students
Course Teacher
Figure 2: Role of teacher and student
Experiment 3: Troubleshooting and resolving
Network Issues.
Objective: Diagnose a network connectivity issue and
implement a proposed solution to restore network
connectivity.
Outcome of the experiment is to check the connectivity
using ping and traceroute commands. If connectivity
problem arises students were asked to diagnose and
troubleshoot the problem and test for the identified
solution to restore the network connectivity.
Transport
Layer
Network
Layer
Data Link
Layer
Physical
Layer
TCP
Internet
IP
Ethernet
Network
Interface
Fiber
Optic
DHCP
HTTP
DNS
FTP
Application
Layer
E-mail
(SMTP,
POP3)
B. Categorization of lab experiments
The lab experiments are designed as demonstration,
exercises and open ended (Activity). Lab experiments
are designed to map the theory concepts layer wise
which is shown in figure 3.
Experiment 4: Examine the functionality of TCP,
UDP protocols and demonstration of application layer
protocols.
Objectives: Generate Network Traffic in Simulation
Mode and Real time Mode, examine the Functionality of
the TCP and UDP Protocols and demonstrate the
application layer protocols like HTTP, FTP, DNS,
DHCP and E-mail.
This experiment has provided the opportunity to explore
the functionality of the TCP and UDP protocols,
UDP
ARP
ICMP
Frame Formats
Wireless
NAT
VLA
N
Twisted pair
Figure 3: Layer wise Network Concepts mapped in laboratory
experiments
73
multiplexing and the function of port numbers in
determining which local application requested the data
or is sending the data.
Students have demonstrated the application layer
protocols by creating two topologies, one topology with
different servers for each application layer protocol to
provide its services. Another topology is created with
single server performing multiple services of application
layer protocol.
Students understood the configuration of protocols
DHCP, DNS, FTP, HTTP, and E-mail. They observed
the functioning of these protocols in both simulation and
Real time mode.
To enhance the knowledge of understanding of
network concepts to the higher cognitive level an open
ended activity is designed.
Figure 4: B.V.B college campus network diagram
Activity: To Design and Simulate the BVB College
Campus Network.
Objective: Investigate the identified department
network, create a logical topology and demonstrate the
simulation in real time mode.
Guidelines to complete the activity
Step1: Identify one of the departments in BVB Campus.
Step2: Draw the sketch of the network topology of
identified department in an A0 size paper.
Step3: Create the topology using CISCO packet tracer.
Do the following things but not limited to these
• Investigate the identified department network.
• Create a network inventory list.
• IP Addressing
• Configuring Default Routes and Static
• Planning Firewalls based on Network
• Configuring and Troubleshooting a Switched
Network
• Troubleshooting DHCP and NAT
• Applying Routing Table Principles
Step4:
• Create different services of application layer
(include at least 2)
• Create services of TCP and UDP.
Step5:
• Test the network for its functionality in a
simulation and real time mode
• Record the results
• Take the snapshot of a scenario of a task in a
simulation (for example when ping is successful)
• Show the simulation window details along with
some important inbound and outbound packet
details.
Conclusion: Indicating the learning experience in doing
this work
Figure 5: Instrumentation Department network topology
As the outcome of this activity the student teams have
simulated network topology of various department of
B.V.B. College of engineering and technology campus
as shown in figure 4. A sample topology implemented
for IT department is shown in figure5.
IV. ASSESSMENT
The main objective of using simulation activity was to
enhance the learning of students by giving the
visualization of network concepts. Laboratory
experiments are designed to map to layer wise network
concepts. Now we need to discuss on how the learning
has been assessed. The students have been assessed in
theory and laboratory through CIE and SEE
examinations. In this paper we are considering the
assessment of open ended activity and Quiz to measure
the learning of the concepts. The open ended activity
and the quiz are mapped to course outcome 2 as given
in section II.
74
V. CONCLUSION
Effectiveness of the simulation activity is measured by
conducting Quiz before and after the activity. The result
of quiz before activity and after the activity is shown in
figure 6; the graph shows that the understanding of
fundamental concepts has been improved significantly.
The overall attainment of course outcome through
various experiments conducted using simulator is
shown in figure 7, the graph shown the attainment of
course outcomes which above the target set. The figure
8 shows the attainment of the programme outcome
1(apply the knowledge of computer science and
engineering), 5(Use of modern tools) and 10(team
work) through the simulation activity done in computer
networks laboratory. The activity is evaluated using
assessment rubrics given in table 1.
Wireless and wired networks are very important in day
to day life. So it is very essential to have clarity on the
networks concepts for computer science students. The
simulation tool gives the better visualization to the
visual learner, even students with other learning style
can also learn better. The active learning model
proposed helped the students to visualize each layer
functionality , physical components , routing concepts ,
data transfer from one node to another , packet details ,
port number allocation and many network concepts
through the simulation tool. The attainment of course
outcome 2 is 85%. CISCO packet tracer tool is
considered to be one of the effective tool in teachinglearning process. The authors recommend the use of
CISCO Packet Tracer tool in teaching the course on
computer network and also wireless networks. It is
proved that the use of a simulator is beneficial to
student learning.
REFERENCES
[1]
Mohd Syahrizad Elias, , Ahmad Zamzuri Mohamad Ali,”Survey
on the Challenges Faced by the Lecturers in Using Packet
Tracer Simulation in Computer Networking Course”, Procedia Social and Behavioral Sciences, Volume 131, 15 May 2014,
Pages 11–15
[2] N.Nazumudeen, C.Mahendran, “Performance Analysis of
Dynamic Routing Protocols Using Packet Tracer”, International
Journal of Innovative Research in Science, Engineering and
Technology, Volume 3, Special Issue 1, February 2014.
[3] Garima Jain, Nasreen noorani, Nisha kiran, Sourabh sharma ,
“Designing & Simulation of Topology Network using Packet
Tracer”, International Research Journal of Engineering and
Technology (IRJET) Volume: 02 Issue: 02 | May-2015.
[4] Yongbin Zhang et al. “Teaching innovation in computer
network course for undergraduate students with packet tracer”,
IERI Procedia vol 2 , pg 504 – 510, 2012.
[5] Sheikh Raashid Javid, ”Role of Packet Tracer in learning
Computer Networks”, International Journal of Advanced
Research in Computer and Communication Engineering,Vol. 3,
Issue 5, May 2014
[6] Shipra Suman, Er. Aditi Agrawal ,”IP Traffic Management
With Access Control List Using Cisco Packet Tracer “,
International Journal of Science, Engineering and Technology
Research (IJSETR) Volume 5, Issue 5, May 2016
[7] Manoj
Sindhwani,
Pritesh
Kumar
Jain,
Shippu
Sachdeva,”Implementation of Heterogeneous Hybrid MultiFunctional Topology in Cisco Packet Tracer”, International
Journal of Advanced Research in Computer Science and
Software Engineering
Volume 4, Issue 12, December 2014.
[8] Mohamed E. Khedr, Mohamed S. Zaghloul and Mohamed I. ElDesouky,”ADHOC MOBILE WIRELESS NETWORK
ENHANCEMENT BASED ON CISCO DEVICES”,
International
Journal
of
Computer
Networks
&
Communications (IJCNC) Vol.7, No.1, January 2015.
[9] Priyang Bhatt Brijesh Patel, “Wireless Networks Simulation
with Assessment in PT Software”, International Journal on
Recent and Innovation Trends in Computing and
Communication Volume: 1 Issue: 12 870 – 875, December
2013.
[10] David R. Surma, “Lab Exercises and Learning Activities for
Courses in Computer Networks”, 33__ ASEE/IEEE Frontiers in
Education Conference, November 5–8, 2003, Boulder, CO.
Figure 6: CO2 attainment through Quiz before and after the activity
Figure 7: The attainment of course outcome
Figure 8: The attainment of programme outcome
75
Table 1: Assessment Rubrics for campus network activity
Parameters
Presentation
(5M)
Creation of
topology
(5M)
Functionalities
(5M)
Excellent(5 M)
The student speaks
loudly, and clearly
using good grammar
and professional tone.
The presentation is well
organized and materials
effectively support the
presentation. Responds
to questions well.
Excellent(5 M)
Good (4M)
The student speaks
using good grammar.
The presentation is
organized and the
materials support the
presentation.
Responds
to
questions.
Average(3M)
The student speaks
using good grammar.
The presentation can
be improved through
reorganization and/or
improved materials.
Poor(2M)
The student doesn’t speak
well. The materials are
distracting and/or largely
non supportive of the
presentation.
Very poor(1M)
The student doesn’t
speak
well.
The
materials are distracting
and/or
largely
non
supportive
of
the
presentation.
Good (4M)
Average(3M)
Poor(2M)
Very poor(1M)
• Draw the department
network topology.
• Identifying
the
proper Devices and
making connections
using proper cables.
• Draw
the
department
network topology.
• Identifying
the
proper
Devices
and
making
connections using
proper cables.
• Drawn the department
network topology but
failed to consider all the
features.
• Failed to Identify proper
devices
• Used cables without the
clarity of cable types/
purpose of its usage.
Excellent(5 M)
• Created the network
topology of the
department
including
the
services used in the
department.
9 Implementing an IP
Addressing Scheme
9 Configuring
Static
and Default Routers
9 Planning Networkbased Firewalls
9 Configuring
and
Troubleshooting
a
Switched Network
9 Troubleshooting
DHCP and NAT
9 Applying
Routing
Table Principles
• Demonstrated all the
services
of
application
layer
protocol
with
relevant theory and
used services of
TCP
and
UDP
appropriately.
• Shown
the
connectivity to the
Central
DHCP
server.
• Test the network for
its functionality in a
simulation and real
mode
Good (4M)
• Created
the
network topology
of the department
including
the
services used in
the department.
9 Implementing an
IP
Addressing
Scheme
9 Configuring Static
and
Default
Routers
9 Planning Networkbased Firewalls
9 Configuring and
Troubleshooting a
Switched Network
9 Troubleshooting
DHCP
9 Applying Routing
Table Principles
• Demonstrated all
the services of
application layer
protocol
with
relevant
theory
and used services
of TCP and UDP
appropriately.
• Shown
the
connectivity
to
the Central DHCP
server.
• Test the network
its
for
functionality in a
simulation
and
real mode
• Drawn
the
department
network topology
but failed to
consider all the
features.
• Identifying
the
proper Devices
and
making
connections using
proper cables.
Average(3M)
• Created
the
network topology
of the department
including
the
services used in
the department.
9 Implementing an
IP
Addressing
Scheme
9 Configuring Static
and
Default
Routers
9 Planning Networkbased Firewalls
9 Configuring and
Troubleshooting a
Switched Network
9 Troubleshooting
DHCP
9 Applying Routing
Table Principles
• Demonstrated all
the services of
application layer
protocol
with
relevant
theory
and used services
of TCP and UDP
appropriately.
• Shown
the
connectivity
to
the Central DHCP
server.
• Test the network
for
its
functionality in a
simulation mode.
76
Poor(2M)
• Created the network
topology
of
the
department including
the services used in the
department.
9 Implementing an IP
Addressing Scheme
9 Configuring Static and
Default Routers
9 Troubleshooting DHCP
9 Applying Routing Table
Principles
• Demonstrated all the
services of application
layer protocol with
relevant theory and
used services of TCP
and UDP appropriately.
• Shown the connectivity
to the Central DHCP
server.
• Test the network for its
functionality
in
a
simulation mode.
•
Drawn
the
department network
topology but failed
to consider all the
features.
• Failed to Identify
proper devices
• Used cables without
the clarity of cable
types/ purpose of its
usage.
Very poor(1M)
• Created the network
topology of the
department
the
including
services used in the
department.
9 Implementing an IP
Addressing Scheme
9 Configuring
Static
and Default Routers
9 Troubleshooting
DHCP
9 Applying
Routing
Table Principles
• Demonstrated all the
services
of
application
layer
protocol
with
relevant theory and
used services of TCP
and
UDP
appropriately.
• Shown
the
connectivity to the
Central
DHCP
server.
• Test the network for
its functionality in a
simulation mode.