Date of Award
Summer 2025
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Michael M. Grant
Abstract
This study investigated the effectiveness of a project management simulation in enhancing non-traditional undergraduate students' project management knowledge, self-efficacy, and perceptions in a project management capstone course. The simulation tool, SimulTrain®, provided an authentic, real-world context to bridge the gap between theoretical knowledge and practical application. Utilizing mixed-methods action research, the study comprehensively evaluated the simulation’s impact on students’ learning. The research was guided by three questions: (1) How does a simulation activity affect non-traditional students’ project management knowledge in a capstone course? (2) To what extent does the simulation impact their self-efficacy? (3) What are students’ perceptions of learning through simulation-based instruction?
Professional Studies students (n= 9) enrolled in a project management capstone course at a mid-sized liberal arts college in the southeast took part in the study. Quantitative data were collected through pre- and postinnovation assessments and surveys to measure changes in knowledge and self-efficacy, as well as a postinnovation survey to measure student perceptions. Qualitative insights were gathered via a focus group to explore students' perceptions and experiences.
The simulation significantly enhanced students’ project management knowledge with the most substantial gains observed in the Processes domain. Although quantitative survey results showed no statistically significant improvement in self-efficacy, qualitative findings suggested that issues such as time constraints and cognitive load influenced students’ confidence and decision-making. Qualitative findings identified two themes describing (a) the simulation’s impact on students’ learning and (b) students’ experiences with the simulation. Students expressed high satisfaction with the simulation, citing its real-world applicability, interactive nature, and reinforcement of project management principles. Challenges included the fast pacing, limited flexibility, and a need for improved communication tools within the simulation. This study highlighted the potential of simulation-based learning to enrich project management education, particularly for non-traditional students. A discussion of the findings, implications for practice and future research, and limitations of the study were also included.
Rights
© 2025, Deborah Marindin
Recommended Citation
Marindin, D.(2025). Impact of Simulation on Project Management Knowledge, Self-Efficacy, and Student Perceptions: An Action Research Study with Non-Traditional Undergraduate Students in a Project Management Capstone Course. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8421