Davidovitch, L., A. Parush and A. Shtub, Computers & Education, April 2008, Vol. 50, No. 3, 866–880
The results of empirical experiments evaluating the effectiveness and efficiency of the learning–forgetting–relearning process in a dynamic project management simulation environment are reported. Sixty-six graduate engineering students performed repetitive simulation-runs with a break period of several weeks between the runs. The students used a teaching tool called the project management trainer (PMT) that simulates a generic dynamic, stochastic project management environment. In this research, we focused on the effect of history recording mechanism on the learning forgetting process. Manual or automatic history recording mechanisms were used by the experimental group, while the control group did not use any history recording mechanism. The findings indicate that for the initial learning phase, the manual mechanism is better than the automatic mechanism. However, for the relearning phase, the break period length influenced the performance after the break. When the break period is short, the manual history keeping mechanism is better, but for a long period break, there is no significant difference. A comparison between the experimental group and the control group revealed that using any history recording mechanism reduced forgetting. Based on the findings, some practical implications of using simulators to improve the learning–forgetting process are discussed.
learning; Interactive learning environment; Forgetting; Transfer