Analyzing Immersive Simulation-based Learning Modules in Remote and In-Person Settings

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.

Presented at the 2024 ASEE Annual Conference and Exposition

Files

Metadata

Work Title Analyzing Immersive Simulation-based Learning Modules in Remote and In-Person Settings
Access
Open Access
Creators
  1. Omar Ashour
  2. Sabahattin Gokhan Ozden
  3. Ashkan Negahban
License CC BY 4.0 (Attribution)
Work Type Conference Proceeding
Acknowledgments
  1. 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 technical support, and Aung Nay Htet Oo, an undergraduate researcher at Penn State University, who assisted in developing the ISBL modules and associated simulation models used in this paper.
Publisher
  1. American Society for Engineering Education (ASEE)
Publication Date 2024
Related URLs
Deposited August 07, 2024

Versions

Analytics

Collections

This resource is currently not in any collection.

Work History

Version 1
published

  • Created
  • Updated
  • Updated Description, Publication Date Show Changes
    Description
    • 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.
    Publication Date
    • 2024
  • Updated Acknowledgments Show Changes
    Acknowledgments
    • 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 technical support, and Aung Nay Htet Oo, an undergraduate researcher at Penn State University, who assisted in developing the ISBL modules and associated simulation models used in this paper.
  • Added Creator Omar Ashour
  • Added Creator Sabahattin Gokhan Ozden
  • Added Creator Ashkan Negahban
  • Added NSF PAR_Remote_vs_In_Person_NSF_Grantees_Session.pdf
  • Updated Publisher, License Show Changes
    Publisher
    • American Society for Engineering Education (ASEE)
    License
    • https://creativecommons.org/licenses/by/4.0/
  • Published
  • Updated
  • Updated Description, Related URLs Show Changes
    Description
    • 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.
    • 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.
    • Presented at the 2024 ASEE Annual Conference and Exposition
    Related URLs
    • https://nemo.asee.org/public/conferences/344/papers/41101/view