This paper presents novel immersive simulation-based learning (I-SBL) modules as an alternative active-learning method for teaching and learning fundamental concepts related to database design. I-SBL involves a 3-dimensional simulated environment that resembles a real-world system. Students can navigate through the simulated environment (in low- and high-immersion modes), observe and understand the underlying dynamics, evaluate the effect of the changes on the system, and learn by doing. The use of such modules is especially important when access to the real system is limited or impossible due to geographical barriers and/or regulations and safety considerations. We assess the impact of the proposed approach by implementing a sample I-SBL module in an undergraduate database class. The study involves two groups of students: control and test groups. Students in the control group complete a traditional problem-based learning (PBL) assignment, while the test group uses the I-SBL version of the same assignment. The assessment data collected include demographics, prior preparation, motivation, usability tests, and pre/post quizzes to measure knowledge gain. Statistical analysis of the results suggests that I-SBL performs at least as well as PBL. The results also provide important insights into the effective design and implementation of I-SBL.
|Original language||English (US)|
|Journal||ASEE Annual Conference and Exposition, Conference Proceedings|
|State||Published - Jun 22 2020|
|Event||2020 ASEE Virtual Annual Conference, ASEE 2020 - Virtual, Online|
Duration: Jun 22 2020 → Jun 26 2020
All Science Journal Classification (ASJC) codes