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Board 195: A Comparison of an Integrated Nonlinear Storytelling and Simulation-Based Learning Game Module Assigned Outside-the-Classroom versus Inside-the-Classroom

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Conference

2023 ASEE Annual Conference & Exposition

Location

Baltimore , Maryland

Publication Date

June 25, 2023

Start Date

June 25, 2023

End Date

June 28, 2023

Conference Session

NSF Grantees Poster Session

Tagged Topics

Diversity and NSF Grantees Poster Session

Page Count

13

DOI

10.18260/1-2--42589

Permanent URL

https://peer.asee.org/42589

Download Count

139

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Paper Authors

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Ashley Seamon

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Marcus James

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Zoe Mouchantaf

biography

Omar Ashour Pennsylvania State University, Behrend Orcid 16x16 orcid.org/0000-0003-3775-6445

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Dr. Omar Ashour is an Associate Professor of Industrial Engineering at Pennsylvania State University, The Behrend College. Dr. Ashour received the B.S. degree in Industrial Engineering/Manufacturing Engineering and the M.S. degree in Industrial Engineering from Jordan University of Science and Technology (JUST) in 2005 and 2007, respectively. He received his M.Eng. degree in Industrial Engineering/Human Factors and Ergonomics and a Ph.D. degree in Industrial Engineering and Operations Research from The Pennsylvania State University (PSU) in 2010 and 2012, respectively. Dr. Ashour was the inaugural recipient of William and Wendy Korb Early Career Professorship in Industrial Engineering in 2016. Dr. Ashour’s research areas include data-driven decision-making, modeling and simulation, data analytics, immersive technologies, and process improvement. He contributed to research directed to improve design and engineering education.

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Abstract

This study investigates the contrasting effects of an outside-the-classroom format and an inside-the-classroom assessment format of an interactive nonlinear storytelling and 3D simulation-based learning game module. The pedagogical approach of integrating relatable story narratives within realistic simulation environments has shown to be an effective method for students to apply knowledge learned in a traditional classroom setting. Based on the findings of previous work, such applications encourage critical thinking beyond the classroom which better prepares students for their futures in the industry since most careers require increased application-based and critical thinking. For this experiment, two groups of students were introduced to the same nonlinear storytelling and simulation-based learning game module to assess their knowledge of inventory policies and queueing models. One group completed the assignment outside the classroom through a “flipped classroom” format, which was self-paced with no restriction on reference materials or time. In contrast, the second group completed the assignment inside the classroom as an assessment format, which included a time limit and restriction on reference materials being that students were not to communicate with one another or use resources outside their class notes and/or textbook. Upon completion of the assignment, both groups of students analyzed the same issues in the 3D manufacturing simulation while solving the same problems and proposing qualitative solutions to improve the overall system. Data was collected for the outside-the-classroom and inside-the-classroom groups in Fall 2021 and Fall 2022, respectively. The results of this study indicated no statistically significant difference in motivation, module usability score, engineering identity, self-assessment, or performance between the two groups.

Seamon, A., & James, M., & Mouchantaf, Z., & Ashour, O. (2023, June), Board 195: A Comparison of an Integrated Nonlinear Storytelling and Simulation-Based Learning Game Module Assigned Outside-the-Classroom versus Inside-the-Classroom Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42589

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