Abstract:

Simulations which reproduce real-world situations have been shown to lead to good learning outcomes. However, the necessary level of conformity with real-world situations, especially regarding the necessity of including real-world time pressure, is a matter of debate.

The purpose of this paper is to compare engineering students’ learning processes, as reflected by learning time and number of attempts until acceptable answers are given, when using, a construction simulator with time pressure, versus, a simulator without time pressure. The influence of the students’ motivation, ease of simulator use, and students’ perception regarding the necessity to concentrate is shown.

Two versions of a JAVA based construction simulator have been developed and applied to randomly assigned engineering students based on a quasi-experimental post-test design.

The difference of the students’ learning processes was insignificant. However, increased time pressure resulted in more unacceptable answers, which required students to revise their answers, and in an increased motivation to score high, which students tried to reach by an increased mentality of “trial and error”.

Engineering educators and institutions of engineering education may be encouraged to include time pressure in simulations. However, caution is recommended regarding the specific amount of time pressure.

Keywords:

Construction simulation, learning process, time pressure.