ABSTRACT
Today, construction programs are incorporating a wide variety of active learning methods in their curricula to improve student learning outcomes and induce a more knowledge retention rate. Simulations and educational games are one of the fast growing and effective active learning methods that have been implemented in many programs.
However, there are few instances of such learning methods applied in construction programs and a limited number of research projects have been conducted to investigate short-term and long-term outcomes of these methods and applications.
This paper presents construction students’ perceptions of tested simulations with regards to the features, knowledge gained, level interest, and important aspects of simulations in integrating simulations in construction program curricula. Two construction management simulation applications were designed, developed, and tested with students with limited or no previous construction knowledge at University of Nebraska-Lincoln.
Based on Dale’s Cone of Learning instructional model, this study aims to investigate the same sample group’s perception regarding their experience with simulations after a two-year intervention, when they were juniors or seniors. Construction engineering and management students were selected for this study and a self-evaluation survey was utilized to determine their perceived knowledge and identify the effectiveness of the method. Results indicate the students’ responses in various areas have similar patterns in their corresponding areas right after playing the simulations.
BACKGROUND
Simulations emerged in education in the late 1950s. However, the growth lasted a decade and did not show an increasing trend (Harper, Squires, & Mcdougall, 2000). The advent of new technological tools in multimedia with new featured graphical software provided a platform to use contemporary learning ideas in education.
Processes that are long (e.g. population growth) or short (e.g. force analysis in 3-D environments) are considered as suitable subjects for simulation (Harper, Squires, & Mcdougall, 2000). In addition to time, other important factors for choosing simulated environments in education included cost, level of task difficulty, and risk. Although the use of simulation for education encompasses a broad range of fields, the frequency of simulation application and related research is used more in high-risk fields such as aviation and medical science.
METHODOLOGY
The main objective of this study is to investigate the effects of active learning on students’ perception. It is shown that integrating experimental learning (active learning) and traditional methods can achieve better educational results in academia. The core concept of this study is designed based on the Dale’s Cone of Learning that proposes higher retention rate for learning by doing.
Simulation applications are a part of active learning that have been illustrated to be effective and engaging. Two simulation applications are designed, developed, and tested in the Durham School of Architectural Engineering and Construction at the University of Nebraska-Lincoln between the academic year of 2013-2014. These two simulation applications were project-based pedagogical models that utilized construction management concepts to enhance the quality of education and empower construction students.
These applications transformed traditional subject-based lectures of construction management in construction programs to project-based, virtual, interactive simulations. The main objective for using construction simulation applications was to investigate if the addition of a simulation is effective in learning construction management contents and engaging students in learning process.
RESULTS
Table 1 Related Samples Wilcoxon Signed Rank Test for 4 Subject Areas.
A related samples Wilcoxon signed rank test at a significance level of 0.05 was used to determine if a significant difference exists between the means of each pair in four areas. As shown in Table 1, there was a statistically significant difference between pre-and post-situations in all four areas.
Table 2 Positive Effect of VICE on Participants’ Interest.
Participants were also asked to rate if they believe their interest had increased after playing the simulation in six areas. As shown in Table 2, Construction and Project Management had highest average weight. The results of this table were consistent with the corresponding table derived from self-evaluation survey.
Figure 2: Percentages of Sources of Impact.
Participant were also asked to specify the impact of different sources on their performance while playing simulation. Possible sources, and the percentage of each agreement level are shown in Figure 2. “Learning from mistakes while playing” was rated as the most important factor. This was also consistent with previous results, emphasizing this unique feature of simulation compared with other educational tools.
Table 3 Students’ Opinions about Using Simulation in Construction Programs.
Table 3 shows the percentage of each agreement level. Both statements indicated above average agreement. The result was also consistent with what they previously stated on use of simulation in construction programs.
Table 4 Students’ Agreement about Different Features of Simulation.
Ability to see application of construction theories and contents in a simulated problem. These features (i.e. F1 to F8) are stated with corresponding percentage of each agreement level in Table 4.
CONCLUSION & DISCUSSION
Presently, new educational advancements are being encompassed by construction departments. Integrated curriculum, engage learning, experimental learning, and active learning are instances of new approaches. Simulation and educational games are rich tools that can be effectively incorporated in construction programs. Although construction has a lag in embracing simulation applications in its curriculum compared to other educational fields, a few developed construction simulations have shown their effectiveness and engagements.
According to Dale Cone of Learning, active learning methods such as simulations can have higher rate of retention. This study aimed to show determine the perception of students to active learning method through simulation and how Cone of Learning model can be applied in construction programs. Preliminary results of this study show simulation applications can be effective and increase the retention by converting passive learning methods to active ones. However, generalization of the results is limited because of the number of students who participated in the survey.
Lack of control group is another limitation in this study, although it is a prevalent issue in educational experiments. In addition, there is no standardized method for assessment. To justify the finding of this study, designing more simulation applications, focusing different construction topics, and more longitudinal experiments will be considered as extension of this study.
Source: University of Nebraska
Authors: Saeed Rokooei | James Dean Goedert | Asregedew Woldesenbet