Combining the flipped classroom and simulation games in engineering education: a methodological survey

In recent times, there has been a considerable shift in the way engineering education is approached, with increased demands for active learning and methodologies that emphasize soft skills, such as ability to communicate effectively, identify and solve problems, and function on multidisciplinary teams.
Within this scope, two methods have particularly been of interest in recent years: the flipped classroom and simulation learning. Ample evidence exists pertaining to the efficiency of the flipped classroom methodology. Similarly, extended state-of-the-art review suggests that proper application of simulation games in engineering education has the potential to maximize the learning outcome and transferability of academic knowledge to the industry. However, combining the flipped classroom with other active learning methodologies is a more recent development which has huge potential.
This paper aims at examining to what extent simulations and the flipped classroom can be used in conjunction to support students’ motivation, engagement and learning outcomes. It will present findings based on a scoping review of research incorporating both methods. This review highlights how combination of simulation and the flipped classroom ranks higher than either of these methods alone. It makes an argument towards the use of meaningful gamification to enhance this combined model towards a more efficient holistic learning experience.