Beyond Multiple Choice: Measuring Troubleshooting Skills in Networking Courses Using Packet Tracer
Open accessAbstract
Troubleshooting is a critical skill for network engineers, yet traditional assessments often fail to capture students’ ability to diagnose and resolve faults in realistic scenarios. This study explores the use of Cisco Packet Tracer as a platform for skill-based assessment of troubleshooting competence. An intermediate network topology was developed with five deliberately injected errors, covering VRRP misconfiguration, routing protocol mismatch, ACL filtering, VTP domain inconsistency, and RBAC privilege restriction. Undergraduate students in a networking course attempted to identify and resolve all connectivity issues within Packet Tracer. Student performance was evaluated using the simulation’s automatic scoring engine and structured observation of troubleshooting strategies. Results indicated that while most students eventually restored full functionality, many relied on trial and error, whereas those who used systematic diagnostic methods were more efficient and accurate. Student feedback confirmed that the activity was both challenging and authentic, and most participants supported its inclusion. in future courses. The study concludes that Packet Tracer provides a valid, scalable, and engaging means of assessing troubleshooting skills, while also highlighting the pedagogical importance of emphasizing structured diagnostic frameworks in network education.
AI snapshot
Written from the paper’s full text.
TL;DR
This study designed and evaluated a Cisco Packet Tracer troubleshooting assessment with five injected network faults for 30 undergraduate networking students. It reports that most restored connectivity and that systematic diagnostic approaches were associated with greater efficiency and higher scores, while many students relied on trial and error.
Key findings
- Of 30 participants, 26 (86.7%) completed the troubleshooting within the allotted time; the average Packet Tracer score was 81% (SD = 10), with scores ranging from 55% to 98%.
- Students who used structured troubleshooting methods—beginning with verification and followed by protocol-level analysis—tended to finish faster and achieve higher Packet Tracer scores; many others relied on trial-and-error adjustments and struggled to escalate to protocol-level checks or verify after changes.
- Student feedback from all 30 participants confirmed the activity was challenging and authentic, and most participants supported its inclusion in future courses; the paper concludes Packet Tracer provides a valid, scalable, and engaging means of assessing troubleshooting skills.
- Five deliberate errors were injected: VRRP misconfiguration, routing protocol mismatch, ACL filtering, VTP domain inconsistency, and RBAC privilege restriction; error-specific success rates are referenced in Table 1 but not reported in the supplied text.
Methods
- Action research classroom intervention: a Packet Tracer Activity (PTA) using a medium-sized enterprise topology with three branches, four routers, two multi-layer switches, multiple VLANs, and a WAN link, containing five deliberately injected errors.
- Participants were 30 undergraduate students enrolled in the IP Switching (ITT652) course at Universiti Teknologi MARA Shah Alam, semester 6 of a degree level.
- Data and analysis: Packet Tracer’s automatic scoring engine measured scores, completion rates, and error-specific success rates; instructor observation captured troubleshooting strategies; a post-activity survey and open-ended feedback collected student perceptions; results were triangulated across quantitative and qualitative data. No inferential statistics are stated.
Limitations
- The paper states the study was limited to a single course with a relatively small sample size; future research should explore longitudinal skill retention and benchmark Packet Tracer against alternatives such as GNS3 or real lab environments.
- Evident from the text: no control or comparison group is described, and results rely on one cohort plus instructor observation.
- Evident from the supplied text: Table 1 (error-specific performance) and Table 2 (student feedback) are referenced but their contents are not included, so per-error success rates and item-level survey results cannot be verified.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
1 of 10 cited sources checked · 0 supported · 0 flagged · accuracy not yet measured
- Findingown data
Most students achieved above the passing threshold.
“Most students achieved above the passing threshold, indicating competence in identifying and resolving at least some of the injected faults.”
Quote in the paperNot a substantial claim - Findingown data
Most participants supported the inclusion of the activity in future courses.
“Student feedback confirmed that the activity was both challenging and authentic, and most participants supported its inclusion International Journal on e-Learning and Higher EducationVolume 21, Number 1, Jan 2026 in future courses.”
Quote in the paperNot a substantial claim - Findingown data
Overall, 86.7% of students restored full connectivity across all network segments.
“Overall, 86.7% of students restored full connectivity across all network segments.”
Quote in the paperNot a substantial claim - Findingown data
Out of 30 participants, 26 (86.7%) completed the troubleshooting within the allotted time.
“Out of 30 participants, 26 (86.7%) completed the troubleshooting within the allotted time.”
Quote in the paperNot a substantial claim - Premisecitation
Within computer networking, troubleshooting requires diagnostic reasoning and problem-solving beyond procedural skills.
“Within computer networking, troubleshooting requires diagnostic reasoning and problem-solving beyond procedural skills, aligning closely with competencybased approaches in engineering education (Garay-Rondero et al., 2024).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Garay-Rondero et al., 2024 source
- Interpretationown data
Most students achieving above the passing threshold indicates competence in identifying and resolving at least some of the injected faults.
“Most students achieved above the passing threshold, indicating competence in identifying and resolving at least some of the injected faults.”
Quote in the paperSubstantial claim - Interpretationown data
Packet Tracer provides a scalable means of assessing troubleshooting skills.
“The study concludes that Packet Tracer provides a valid, scalable, and engaging means of assessing troubleshooting skills, while also highlighting the pedagogical importance of emphasising structured diagnostic frameworks in network education.”
Quote in the paperSubstantial claim- Rests on an assumption: Packet Tracer provides features that allow instructors to intentionally introduce errors, track student actions, and evaluate whether students successfully restore functionality.
- Interpretationown data
This study demonstrates that Cisco Packet Tracer can be effectively leveraged to design skill-based assessments focused on troubleshooting.
“This study demonstrates that Cisco Packet Tracer can be effectively leveraged to design skill-based assessments focused on troubleshooting.”
Quote in the paperSubstantial claim- Rests on an assumption: Packet Tracer provides features that allow instructors to intentionally introduce errors, track student actions, and evaluate whether students successfully restore functionality.
- Interpretationown data
Such assessments measure technical competence.
“The results indicate that such assessments not only measure technical competence but also encourage the development of critical thinking and diagnostic reasoning.”
Quote in the paperSubstantial claim - Interpretationown data
Packet Tracer provides an engaging means of assessing troubleshooting skills.
“The study concludes that Packet Tracer provides a valid, scalable, and engaging means of assessing troubleshooting skills, while also highlighting the pedagogical importance of emphasising structured diagnostic frameworks in network education.”
Quote in the paperSubstantial claim - Study design and conductreasoning
The combination of quantitative and qualitative data allowed triangulation of results.
“This combination of quantitative and qualitative data allowed triangulation of results, providing both measurable outcomes (e.g., success rates, scores) and insights into student perceptions and behaviours.”
Quote in the paperNot a substantial claim - Interpretationown data
Packet Tracer provides a valid means of assessing troubleshooting skills.
“The study concludes that Packet Tracer provides a valid, scalable, and engaging means of assessing troubleshooting skills, while also highlighting the pedagogical importance of emphasising structured diagnostic frameworks in network education.”
Quote in the paperSubstantial claim- Rests on an assumption: Packet Tracer provides features that allow instructors to intentionally introduce errors, track student actions, and evaluate whether students successfully restore functionality.
- Interpretationown data
Such assessments encourage the development of critical thinking and diagnostic reasoning.
“The results indicate that such assessments not only measure technical competence but also encourage the development of critical thinking and diagnostic reasoning.”
Quote in the paperSubstantial claim
- Classified as probably not a substantial claim. 11
- May combine two claims. 13
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationCisco Packet Tracer has been extensively integrated into networking curricula as both a teaching and assessment tool.
“Cisco Packet Tracer has been extensively integrated into networking curricula as both a teaching and assessment tool.”
Quote in the paperNot a substantial claim1 of 3 sources checked- cites Zainol et al., 2024 source
The Introduction describes Packet Tracer as a tool for teaching networking and documents its use in a skill-based assessment for a course offered at three UiTM campuses. The paper does not establish that it has been extensively integrated into networking curricula more broadly. Page numbers are unavailable in our copy. (LLM, conf=0.86)
Experimental — accuracy not yet measured - cites Allison, 2022
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Mwansa et al., 2024
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
Findingown dataStudent feedback confirmed that the activity was both challenging and authentic.
“Student feedback confirmed that the activity was both challenging and authentic, and most participants supported its inclusion International Journal on e-Learning and Higher EducationVolume 21, Number 1, Jan 2026 in future courses.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataThe standard deviation indicates moderate variation in scores; most students scored within ±10 points of the mean (i.e., between roughly 71% and 91%).
“The standard deviation (SD) indicates moderate variation in scores; most students scored within ±10 points of the mean (i.e., between roughly 71% and 91%).”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataCommonly, students initiated simple connectivity tests but struggled to escalate to protocol-level checks or overlooked verification steps after changes.
“Commonly, students initiated simple connectivity tests but struggled to escalate to protocollevel checks or overlooked verification steps after changes.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataThe average score recorded by the Packet Tracer scoring engine was 81% (SD = 10), with scores ranging from 55% to 98%.
“The average score recorded by the Packet Tracer scoring engine was 81% (SD = 10), with scores ranging from 55% to 98%.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataStudents who applied structured troubleshooting methods-beginning with verification, followed by protocol-level analysis-tended to finish faster and achieve higher Packet Tracer scores.
“Students who applied structured troubleshooting methodsbeginning with verification, followed by protocol-level analysis-tended to finish faster and achieve higher Packet Tracer scores.”
- Also stated in: § 4.3 OBSERVATIONAL FINDINGS · hedged
“A smaller subset applied structured strategies-such as verifying IP addressing, reviewing routing tables, and isolating faults in sequence-and these students typically completed the task more efficiently and achieved higher scores.”
Quote in the paperSubstantial claim- Also stated in: § 4.3 OBSERVATIONAL FINDINGS · hedged
May combine two claims.
Findingown dataWhile most students were able to restore connectivity, many relied heavily on trial-and-error adjustments rather than systematic diagnostic reasoning.
“While most students were able to restore connectivity, many relied heavily on trialand-error adjustments rather than systematic diagnostic reasoning.”
Quote in the paperSubstantial claimMay combine two claims.
Interpretationown dataThe findings suggest that Packet Tracer-based troubleshooting assessments provide a valid and effective measure of student diagnostic skills.
“The findings suggest that Packet Tracer-based troubleshooting assessments provide a valid and effective measure of student diagnostic skills.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductnone givenThe exam was conducted under a fixed time limit, allowing results to be interpreted consistently across the cohort.
“The exam was conducted under a fixed time limit, allowing results to be interpreted consistently across the cohort.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationProblem-based, project-based, and case-based learning methods enhance student motivation and engagement.
“Additionally, recent educational psychology meta-analyses show that problembased, project-based, and case-based learning methods enhance student motivation and engagement, reinforcing the pedagogical value of skill-based, authentic assessments (Lavado-Anguera et al., 2024).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Lavado-Anguera et al., 2024
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S2 (checkable).
InterpretationreasoningThe findings suggest that conceptual understanding of routing protocols and administrative configurations remains an area for further instructional reinforcement.
“The findings suggest that conceptual understanding of routing protocols and administrative configurations remains an area for further instructional reinforcement.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Study design and conductnone givenThe Packet Tracer scoring engine automatically checked whether connectivity was restored based on a predefined answer file, ensuring objectivity in grading.
“Packet Tracer Scoring Engine -This automatically checked whether connectivity was restored based on a predefined answer file, ensuring objectivity in grading.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationPacket Tracer supports both constructionist learning and diagnostic exercises.
“More recently, Mwansa et al. (2024) and Asadi et al. (2024) provide evidence that Packet Tracer supports both constructionist learning and diagnostic exercises, confirming its role as a valuable assessment platform.”
Quote in the paperNot a substantial claim0 of 2 sources checked- cites Mwansa et al., 2024
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Asadi et al., 2024
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S4 (based).
Premisenone givenTraditional assessments often fail to capture students' ability to diagnose and resolve faults in realistic scenarios.
“yet traditional assessments often fail to capture students' ability to diagnose and resolve faults in realistic scenarios.”
Quote in the paperNot a substantial claim- Rests on an assumption: Multiple-choice tests can only measure recall of concepts.
- Rests on an assumption: Configuration labs typically emphasise building from scratch rather than diagnosing faulty systems.
Probably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationPacket Tracer is effective in improving practical skills in resource-constrained contexts.
“Empirical studies also confirm its effectiveness in improving practical skills in resource-constrained contexts, while acknowledging challenges such as software crashes and compatibility issues (Mwansa et al., 2024).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Mwansa et al., 2024
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
InterpretationreasoningThe activity revealed common weaknesses (e.g., protocol-level errors) while reinforcing the value of systematic troubleshooting.
“The activity revealed common weaknesses (e.g., protocol-level errors) while reinforcing the value of systematic troubleshooting.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductnone givenThe study was limited to a single course with a relatively small sample size.
“The study was limited to a single course with a relatively small sample size.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationCisco Packet Tracer remains the most widely adopted simulation platform, offering flexibility and strong educational acceptance.
“Recent systematic reviews emphasise that Cisco Packet Tracer remains the most widely adopted simulation platform, offering flexibility and strong educational acceptance (Asadi et al., 2024).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Asadi et al., 2024
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
PremisecitationTroubleshooting in engineering education has not been studied holistically, with limited focus on assessment practices.
“Recent reviews highlight that troubleshooting in engineering education has not been studied holistically, with limited focus on assessment practices (Romeo & Olewnik, 2025).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Romeo & Olewnik, 2025
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).
InterpretationreasoningPedagogically, this approach bridges the gap between theoretical knowledge and real-world practice.
“Pedagogically, this approach bridges the gap between theoretical knowledge and real-world practice.”
Quote in the paperNot a substantial claim
The paper relies on this without support.
Troubleshooting is a critical skill for network engineers.
“Troubleshooting is a critical skill for network engineers, yet traditional assessments often fail to capture students' ability to diagnose and resolve faults in realistic scenarios.”
The paper relies on this without support.
Multiple-choice tests can only measure recall of concepts.
“Multiplechoice tests can only measure recall of concepts, while configuration labs typically emphasise”
The paper relies on this without support.
Configuration labs typically emphasise building from scratch rather than diagnosing faulty systems.
“while configuration labs typically emphasise”
The paper relies on this without support.
Educators face a persistent challenge in determining how to teach and assess troubleshooting skills effectively within academic environments.
“As a result, educators face a persistent challenge: determining how to teach and assess troubleshooting skills effectively within academic environments.”
The paper relies on this without support.
Packet Tracer provides features that allow instructors to intentionally introduce errors, track student actions, and evaluate whether students successfully restore functionality.
“Packet Tracer provides features that allow instructors to intentionally introduce errors, track student actions, and evaluate whether students successfully restore functionality.”
The paper relies on this without support.
Skill-based assessments evaluate learners' ability to apply knowledge in authentic scenarios rather than recall facts.
“Skill-based assessments evaluate learners' ability to apply knowledge in authentic scenarios rather than recall facts.”
The paper relies on this without support.
Simulation tools are widely used in STEM education to provide cost-effective, safe, and scalable alternatives to physical laboratories.
“Simulation tools are widely used in STEM education to provide cost-effective, safe, and scalable alternatives to physical laboratories.”
The paper relies on this without support.
In networking education, simulators replicate complex scenarios that would otherwise require significant hardware investment.
“In networking education, simulators replicate complex scenarios that would otherwise require significant hardware investment.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Two injected errors are assigned the same network layer
MinorThe paper says each error targeted a different network layer, but it labels both the VRRP and routing-protocol errors as Layer 3.
“Each error targeted a different network layer and concept relevant to the course learning outcomes:”
“a. VRRP Misconfiguration (Layer 3) -On routers D1 and D2, inconsistent virtual gateway IP addresses were configured, causing intermittent gateway failure for internal hosts.b.Routing Protocol Mismatch (Layer 3)”
Section 6 is not the survey instrument
MinorThe introduction says Section 6 presents the survey instrument, whereas the section numbered 6 presents suggestions for future research.
“Section 6 presents the survey instrument used to collect qualitative feedback from students.”
“## 6. SUGGESTIONS The study was limited to a single course with a relatively small sample size.”
Cites
The publisher hasn’t deposited this paper’s reference list.
Research works printed but not linked: 1
- Lavado-Anguera, R., Morán, J., Sánchez-Martín, J., & Fernández-Sánchez, M. (2024). The effects of problem-based, project-based, and case-based learning on student motivation: A meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09765-9 · DOI
Cited by
Sorted by citations
A Network Troubleshooting Training Support System with Automatic Fault Generation
Yoshihara, K., Watanabe, K., & Iguchi, N. (2026) · Lecture notes on data engineering and communications technologies · doi:10.1007/978-3-032-30573-2_27
- Authors
- Zainol, Z., Ahmad, S. A., Harun, N., & Endut, N. A.
- Affiliations
- Universiti Teknologi MARA System (MY)
- Universiti Teknologi MARA (MY)
- Venue
- International Journal on e-Learning and Higher Education
- Published
- 2026-01-31
- Volume
- 21
- Issue
- 1
- Pages
- 140-152
- ISSN
- 2229-8223 (ISSN-L)
- 3030-6663
- OpenAlex
- W7131362703
- Cited by
- 1
- References
- 0
- Citations by year
- 2026: 1
- FWCI
- 3.04
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- International Journal on e-Learning and Higher Education (publishedVersion)
- UiTM Institutional Repositories (Universiti Teknologi MARA) (acceptedVersion)
- Funders
- Universiti Teknologi MARA
- Division of Mathematical Sciences
- Topics
- Physical Sciences › Engineering › Media Technology › Experimental Learning in Engineering
- Physical Sciences › Computer Science › Computer Networks and Communications › Technology and Education Systems
- Physical Sciences › Computer Science › Information Systems › Educational Technology and Assessment
- Keywords
- network troubleshooting, Cisco Packet Tracer, skill-based assessment, network engineering education, diagnostic approach, access control lists, simulation-based assessment, student feedback
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