Investigating the Effect of 3D Simulation Based Learning on the Motivation and Performance of Engineering Students

Abstract

BACKGROUNDSimulation-based Learning (SBL) was used in Machining Technology, a sixtyhour module for second year engineering students, at the School of Engineering at Temasek Polytechnic. The aim of this study was to investigate the effect of SBL on learners' motivation and performance. In assessing students' motivation, we adopted a framework based on the Self-determination Theory (SDT), chosen on account of its comprehensive treatment of the relationship between students' perceived needs satisfaction and their motivation. PURPOSE (HYPOTHESIS)It is hypothesized that SBL, which provides learners with interactive learning experiences, will enhance students' motivation and performance. We explored the effect of SBL on students' perceived psychological needs satisfaction, motivation, and learning, and how SBL affected students' understanding and application of content knowledge. DESIGN/METHODThe intervention procedure involved the incorporation of SBL in Machining Technology, a 60 hour module in the mechanical engineering program. Survey findings and post-intervention assessment outcomes were used to assess the students' perceptions of their basic psychological needs satisfaction, motivation, and performance. RESULTSOur findings suggest that the students perceived their psychological needs to be satisfied and had high levels of self-determined motivation. Students who undertook SBL had higher mean performance test scores, although SBL may have differential effects on learners depending on factors such as gender, educational backgrounds, and IT knowledge. CONCLUSIONSOur findings suggest that the students perceived their basic psychological needs to be met and that SBL can potentially enhance self-determined motivation as well as improve learning in general.

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“…The need for autonomy was fulfilled by giving students independence during the project; the need for competence was realized by guidance and focused definition of the sub-tasks throughout the project; and finally, the need for relatedness was satisfied due to the personal attitude provided by the teaching staff. These results conform to the recent findings of Koh et al [16] who showed that a course that provided the three above mentioned needs improved intrinsic motivation among mechanical engineering students.…”

Engineering Students as Science Teachers: A Case Study on Students' Motivation

“…The abovementioned results conform to the findings by [25][26] that show an improvement in the intrinsic motivation of engineering students who attended courses that have fulfilled these three needs. It is especially interesting to compare the results with those received at a study examining the motivation of engineering students who had demonstrated laboratory experiments at high schools in Brazil [6].…”

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