This paper presents a study on the impact of class delivery mode (remote vs. in-person) on students’ learning experience when Immersive Simulation-Based Learning (ISBL) modules are used as course assignments. ISBL involves problem-based learning via a 3-dimensional (3D) simulated environment that mimics real-life applications such as manufacturing and healthcare systems, airports, and other service systems. Within the simulated environment, students can observe the corresponding system, collect data, understand relationships between the system components, make changes to the model and observe the impact of those changes, and learn by doing. ISBL is advantageous when access to real-world facilities is difficult or impossible due to geographical barriers or safety concerns as well as in remote and online learning due to geographically dispersed students. This study compares two groups of students. Both groups are taught by the same instructor and use the same course material, including the ISBL modules. The only difference between the two groups is the course delivery mode, where one group is taught remotely through synchronous online sessions, and the other is taught in person in a traditional classroom setting. We collect data on demographics, prior preparation, motivation, experiential learning, usability scale, and self-assessment of learning objectives based on Bloom’s taxonomy. We then perform statistical comparisons to investigate the impact of delivery mode when ISBL modules are used. We use the comparison results to test the hypothesis that ISBL modules will help maintain remote students’ motivation and learning outcomes compared to in-person students. The results show no statistically significant difference between the two groups on any measure, suggesting that ISBL is equally effective in the two delivery modes.
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An Assessment of Simulation-Based Learning Modules in an Undergraduate Engineering Economy Course
We propose and assess the effectiveness of novel immersive simulation-based learning (ISBL) modules for teaching and learning engineering economy concepts. The proposed intervention involves technology-enhanced problem-based learning where the problem context is represented via a three-dimensional (3D), animated discrete-event simulation model that resembles a real-world system or situation that students may encounter in future professional settings. Students can navigate the simulated environment in both low- and high-immersion modes (i.e., on a typical personal computer or via a virtual reality headset). The simulation helps contextualize and visualize the problem setting, allowing students to observe and understand the underlying dynamics, collect relevant data/information, evaluate the effect of changes on the system, and learn by doing. The proposed ISBL approach is supported by multiple pedagogical and psychological theories, namely the information processing approach to learning theory, constructivism theory, self-determination theory, and adult learning theory. We design and implement a set of ISBL modules in an introductory undergraduate engineering economy class. The research experiments involve two groups of students: a control group and an intervention group. Students in the control group complete a set of traditional assignments, while the intervention group uses ISBL modules. We use well-established survey instruments to collect data on demographics, prior preparation, motivation, experiential learning, engineering identity, and self-assessment of learning objectives based on Bloom’s taxonomy. Statistical analysis of the results suggests that ISBL enhances certain dimensions related to motivation and experiential learning, namely relevance, confidence, and utility. We also provide a qualitative assessment of the proposed intervention based on detailed, one-on-one user testing and evaluation interviews.
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- Award ID(s):
- 2000599
- PAR ID:
- 10328375
- Date Published:
- Journal Name:
- ASEE annual conference
- ISSN:
- 0190-1052
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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