Factors affecting perceived learning of engineering students in problem based learning supported by business simulation

Abstract

Although literature about problem based learning (PBL) is not scarce, there is little research on experiences about learning methodologies that combine PBL and the use of simulation tools. This lack of studies is even more notable in the case of engineering courses. The motivation for this study is to show how such a combination of PBL and simulation has been designed in a group work course for engineers and to analyze how the underlying factors of this methodology are related to perceived learning. This exploratory study focuses on how perceived enjoyment, interaction, collaborative learning, perceived satisfaction, and time dedicated to the course affect the learning perceived by the students in an engineer's degree course. The outcomes of this pilot study show that only three of these factors (satisfaction, time dedication, and collaborative learning) affect the students' perceived learning. Despite the high ratings obtained for interaction and perceived enjoyment, no significant relation between these factors and perceived learning was found. The reasons behind these findings are discussed.

Keywords:

• business simulation
• group work
• higher education
• perceived learning
• problem based learning

Notes

Where b ₀ represents the expected value of the dependent variable when all the independent variables are set to zero and b _i (i > 0) represent the average amount the dependent increases when the independent increases one unit and the rest of the independents are held constant.

The original model result was Y =  −0.756 + 0.3X ₁ + 0.477X ₄ + 0.320X ₅.