TEACHING CONSTRUCTION MANAGEMENT THROUGH SIMULATION GAMES: IMPROVING THE LEARNING EXPERIENCE

Computer simulation games have been found to be effective tools for teaching management skills as part of an e-learning exercise. They have been shown to be particularly effective in teaching management and soft skills where traditional teaching approaches have limited success. Simulation also offers a mechanism for experiential learning without the risks of on-the-job training. This is of particular importance in a high risk field like construction or civil engineering.

When using simulation games within a teaching and learning context it is important to ensure that the challenge faced by the students is both relevant to their ability and to the required learning outcomes. It is also important to monitor the students’ progress in order to provide appropriate support and also to employ suitable assessment methods.

E-learning through simulation games has been the principal source of learning on an innovative teaching module, Applied Construction Project Management, within the department of Civil Engineering at the University of Nottingham. The module has been offered to Master’s level students since 2005 and has been found to be both a popular and an effective teaching exercise. Feedback and research identified a number of areas in which to improve the teaching experience offered through the combination of enhancements to the simulation games and additional teaching elements.

The two simulation games used in teaching, the Muck Game and the Canal Game, are described. The paper then focuses on the work done in extending these games, in particular to include additional challenges to students in the form of a range of project scenarios for each game rather than the single scenario previously available. Feedback on these changes is provided along with results obtained from monitoring student performance and activity throughout the exercise. This is compared with results collected prior to the changes.

A brief description of the additional teaching elements added as part of this work is also discussed. These included the introduction of group presentations, peer assessment and focus group based revision exercises. Feedback on these changes from students and teaching staff is provided along with assessment of their efficacy based on student performance and results.