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Investigating the Effect of 3D Simulation Based Learning on the Motivation and Performance of Engineering Students
Author(s) -
Koh Caroline,
Tan Hock Soon,
Tan Kim Cheng,
Fang Linda,
Fong Fook Meng,
Kan Dominic,
Lye Sau Lin,
Wee May Lin
Publication year - 2010
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.2010.tb01059.x
Subject(s) - psychology , perception , test (biology) , intrinsic motivation , intervention (counseling) , mathematics education , motivation to learn , applied psychology , social psychology , paleontology , neuroscience , psychiatry , biology
B ackground Simulation‐based Learning (SBL) was used in Machining Technology, a sixty‐hour 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. P urpose (H ypothesis ) 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. D esign /M ethod The 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. R esults Our 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. C onclusions Our 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.