TY - JOUR
T1 - An Assessment of Simulation-Based Learning Modules in an Undergraduate Engineering Economy Course
AU - Nowparvar, Mahgol
AU - Ashour, Omar
AU - Ozden, Sabahattin Gokhan
AU - Knight, Daniel
AU - Delgoshaei, Parhum
AU - Negahban, Ashkan
N1 - Funding Information:
Dr. Sabahattin Gokhan Ozden is an Assistant Professor of Information Sciences and Technology at Penn State Abington. He holds a Ph.D. in Industrial and Systems Engineering from Auburn University. He graduated from MISE program in Auburn University Industrial and Systems Engineering Department in 2012. He has a Bachelor of Science in Software Engineering and a Double Major in Industrial Systems Engineering from Izmir University of Economics. He is a two times recipient of the Material Handling Education Foundation, Inc. Scholarship. His research has been awarded by National Science Foundation, Penn State Strategic Initiative Seed Grant, Penn State Social Science Research Institute, Penn State Justice Center for Research, and Penn State Abington Chancellor’s grant. His research interests include facility logistics, heuristic optimization, sequencing and scheduling, simulation, model driven engineering, and engineering education.
Funding Information:
This material is based upon work supported by the National Science Foundation under Grant No. 2000599 (ECR program). Any opinions, findings, and conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. The preliminary stages of this work were supported by funds from the Office of the Executive Vice President and Provost at The Pennsylvania State University as part of the university's strategic seed grant program related to transforming education. We would also like to thank David Sturrock, Senior Fellow at Simio LLC, for valuable conversations, and Yihang Hua, an undergraduate researcher at Penn State University, who assisted in developing the ISBL modules and associated simulation models used in this paper.
Funding Information:
This material is based upon work supported by the National Science Foundation under Grant No. 2000599 (ECR program). Any opinions, findings, and conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. The preliminary stages of this work were supported by funds from the Office of the Executive Vice President and Provost at The Pennsylvania State University as part of the university’s strategic seed grant program related to transforming education. We would also like to thank David Sturrock, Senior Fellow at Simio LLC, for valuable conversations, and Yihang Hua, an undergraduate researcher at Penn State University, who assisted in developing the ISBL modules and associated simulation models used in this paper.
Publisher Copyright:
© American Society for Engineering Education, 2022.
PY - 2022/8/23
Y1 - 2022/8/23
N2 - 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.
AB - 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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M3 - Conference article
AN - SCOPUS:85138272641
SN - 2153-5965
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
T2 - 129th ASEE Annual Conference and Exposition: Excellence Through Diversity, ASEE 2022
Y2 - 26 June 2022 through 29 June 2022
ER -