Examining the Effects of and Students’ Perception toward the Simulation-Based Learning

Abstract

Teaching computer networking concepts is difficult for its abstract concepts and complex, dynamic process among various devices and protocols. To improve students’ understanding, instructors seek the facilitation of technology. Among computer-assisted pedagogical methods, simulation-based learning (SBL) tool is regarded as a highly flexible and effective computer instruction application. While most previous studies mainly addressed the functionalities and design pattern of SBL tools, little attention has been devoted in examining what learner’s perceptions of the SBL are and its relationships with learner’s individual differences. However, teaching is an interactive process, how learners perceive the novel instruction tools be may further influence their usage of instruction tool and learning outcome subsequently. This study seeks to fill the literature gap by investigating students’ perception toward the SBL and its relationships with students’ learning outcome. Data were gathered through a survey conducted in two classes of a university in Northern Taiwan. Results suggest that simulation tool’s appeals to student (positive perceptions) are highly associated with their learning outcome as well as sophisticated learning conception. Meanwhile, students with higher learning outcome tend to engage with simulation tool more and possess more cohesive learning conception than those with lower learning outcome do. Implications of results are also discussed in this study.