|M.Sc Student||Hagit Wilder-Hamm|
|Subject||History of Learning Processes in Simulation Based|
Learning: Application in Engineering Education
|Department||Department of Industrial Engineering and Management||Supervisors||Full Professor Shtub Avraham|
|Professor Parush Avi|
Simulations are recognized as an efficient and effective way of teaching and learning complex, dynamic systems. A new concept of simulation-based teaching environment with a built-in learning history recording and inquiry is introduced in some of the simulation-based teaching tools. The user of these systems gets access to past states and decisions and to the consequences of these decisions. The effectiveness and efficiency of the learning history in simulation-based teaching is little explored. In this paper we report the results of a controlled experiment to evaluate the effectiveness and efficiency of a learning process that takes place in a dynamic simulation with and without recording and accessing the history of the learning process, along with the ability to restart the simulation from any point. The experiment was based on the simulation teaching tool called the Operations Trainer (OT) that simulates the order fulfillment process in a manufacturing organization implementing an Enterprise Resource Planning (ERP) system. The findings show that with learning history recording and inqiry available to the users of the OT simulator, there was better performance during the learning process itself. Moreover, the better performance was not extinct after two weeks when the use of the history mechanism was removed and performance was similarly better in a different context than the one used in the original learning with the learning history accessible. The findings are discussed with respect to the self-learning process in simulation-based teaching environments and the practical implications of using simulators in the growing field of Electronic Learning (E-Learning).