The use of virtual simulations in a laptop-based university

Abstract

Traditional teaching-and-learning environments often do not address the learning needs of today's “millennial” generation of students who prefer team work, experiential activities, structure and the use of technology. In fact, millennial students view technology as a necessity, both in life and in learning and highly regard “doing rather than knowing”, making interactive, experiential learning, a necessity for their educational success. Recently, there has been a push on the development of interactive simulations for educational and training purposes and such simulations are being incorporated into a large number of curriculums. To develop effective simulations that meet the needs of both millennial students, and educators, end users’ views and perceptions of simulation use in the classroom must be assessed and accounted for. We must develop an understanding of the sentiments and demand for simulations in teaching and learning. Such information provides valuable input into the development of simulations and ensures their use and integration within the classroom. In order to assess this, a single institution, survey study consisting of a two part survey (one geared towards students and the other to faculty) was developed and conducted at the University of Ontario Institute of Technology (UOIT), a laptop-based university, that prides itself on the use of technology in the classroom, to gauge users perceptions of virtual simulations. Results indicate that students and faculty alike do appreciate the use of virtual simulations but care should be taken to ensure that the simulations are relevant to the course material and that educators are familiar with the use of the simulations to assist students should any problems arise.