Abstract
Globalization and advances in information technology have prompted a change in the
credentials of the engineers today. Industry needs engineers who can work in a
distributed, multifunctional, cross-cultural and multidisciplinary avenue. Unfortunately,
the engineering academia has not successfully responded to this change. There is a need
to change the traditional lecture based passive learning methodology to an active
technology-enabled multi-sensory experiential learning methodology using simulation
games.
To fill this critical gap we propose a motivation-based multi-source active learning
methodology, which meets the expectations and demand from the industry as well as
creates a technology-enabled virtual learning experience. The proposed learning
methodology encompasses constructivist learning by the use of simulation game,
objectivist instructor led learning and collaborative learning through peer-to-peer
interaction. A state-of-the-art survey of simulation games application in education with
detailed analysis of applications in engineering education and professional organization
dealing with educational simulation games is conducted. The similarities, differences and
advantages of simulation games compared with problem-based learning are stated
explicitly. The classification of the existing simulation games application in engineering
indicates that there is need for integrated all-encompassing simulation game applications
in engineering. Two surveys conducted to assess the need of simulation games in
education and production planning and control education methodology are explained.
The first survey conducted indicates that the student favor the use of computer simulation
games over the traditional classroom method. The second survey suggests that the use of
simulation games and computer based software packages is not prevalent in today’s
production planning and control education. Specifications of the iPPC online simulation
game with a specific implementation case study on a Minivan Production Planning
project are described. Finally we conclude that the proposed methodology has a potential
to uplift and revamp the engineering education by addressing the long-faced issues and
incorporating modern technological tools to make learning process more effective.
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