The Effects of Simulation-based Learning on Engineering Workshop Practice

This qualitative study on the effects of Simulation-based learning (SBL) on Machining Technology workshop practice involved two workshop groups that had SBL infused into their curriculum and two workshop groups that received normal instruction. The research question was "How did SBL help to prepare participants for workshop practice?" The sub-questions were as follows: i. Were the SBL workshop groups more familiar with the workshop tasks? ii. Were they more responsive to their instructor's questions? iii. Were they able to work more independently? iv. Were they able to work faster? v. Were they easier to teach? Each workshop group was observed thrice. In addition to the data collected using the Practice Observation Toolkit for Groups, there were observation notes and staff interviews. Personal data of 16 SBL and 18 non-SBL participants, usage of SBL modules and written comments from the SBL participants were also collected. While the SBL participants seemed more prepared for workshop practice, were able to visualize machine parts, worked faster and were easier to teach, the positive effects of SBL varied from strong to marginal.