Besides its use as a powerful systems analysis tool, simulation has also been used for decades in educational settings as a teaching and learning method. Simulation can replace or augment real-world inquiry-based experiences by providing learners with a low-cost and risk-free experimentation platform to develop knowledge and skills in a simulated environment. This paper presents an overview of current applications and the ongoing transition from physical experimentation to digital simulations and immersive simulated learning environments in engineering education. The paper highlights major implementation and research gaps related to simulation-based learning and immersive simulated learning environments, namely, lack of integration with learning theories and limited formal assessments of effectiveness. Potential implementation approaches and important areas for future educational research are discussed and exemplified in response to the identified gaps. The discussions presented are intended for simulationists, educational researchers, and instructors who are interested in designing and/or utilizing engineering education interventions involving simulated learning environments and immersive technologies in their teaching and educational research. In particular, the Immersive Simulation-Based Learning (ISBL) approach discussed in the paper provides a framework for simulationists to reuse the models developed as part of their simulation projects for educational purposes.
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Redesigning Learning Spaces and Credentials for 21st-Century Emerging Tech Careers
With the rise of “Do-It-Yourself" approach, a shift to new paradigms in accessing education has spread out and disrupt the strict linear higher education pathway. Internet and digital technologies changed the approach to learning and teaching. From digital learning to competency- based education, 21st century learners acquire knowledge, skills, and abilities in new ways to meet tomorrow’s workforce needs, in particular in the area of emerging technologies. Additionally, with the influx of nontraditional adult students, these educational innovations can best prepare learners for EmTech careers and provide them a more affordable, convenient, and practical-oriented education without sacrificing quality learning. This paper discusses educational pathways, both informal and formal, to gain knowledge and skills in EmTech as well as addresses the continuous reshaping of higher education to take into consideration various experiences of learning so learners can further their education with credit programs.
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- Award ID(s):
- 1953431
- PAR ID:
- 10183415
- Date Published:
- Journal Name:
- Proceedings of Society for Information Technology & Teacher Education International Conference
- Page Range / eLocation ID:
- 985-990
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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