Board 195: A Comparison of an Integrated Nonlinear Storytelling and Simulation-Based Learning Game Module Assigned Outside-the-Classroom versus Inside-the-Classroom

This study investigates the contrasting effects of an outside-the-classroom format and an inside-the-classroom assessment format of an interactive nonlinear storytelling and 3D simulation-based learning game module. The pedagogical approach of integrating relatable story narratives within realistic simulation environments has shown to be an effective method for students to apply knowledge learned in a traditional classroom setting. Based on the findings of previous work, such applications encourage critical thinking beyond the classroom which better prepares students for their futures in the industry since most careers require increased application-based and critical thinking. For this experiment, two groups of students were introduced to the same nonlinear storytelling and simulation-based learning game module to assess their knowledge of inventory policies and queueing models. One group completed the assignment outside the classroom through a “flipped classroom” format, which was self-paced with no restriction on reference materials or time. In contrast, the second group completed the assignment inside the classroom as an assessment format, which included a time limit and restriction on reference materials being that students were not to communicate with one another or use resources outside their class notes and/or textbook. Upon completion of the assignment, both groups of students analyzed the same issues in the 3D manufacturing simulation while solving the same problems and proposing qualitative solutions to improve the overall system. Data was collected for the outside-the-classroom and inside-the-classroom groups in Fall 2021 and Fall 2022, respectively. The results of this study indicated no statistically significant difference in motivation, module usability score, engineering identity, self-assessment, or performance between the two groups.