FALSE: Factors Affecting Learning in Smart Environments: A Case Study

In response to the emergence of Generation Z into the higher education sector there is a significant need for research into their learning needs. Immersive learning environments are widely recognised throughout the pedagogical literature for their ability to positively impact the student learning experience. Smart learning environments are designed to be effective, efficient, and engaging environments for students and lecturers (Spector, 2014; Spector and Merrill, 2008). Within these environments different kinds of technology can be incorporated to improve student learning outcomes. This growing body of literature typically examines day-to-day learning, but very little research considers the use of these environments for formative and summative assessments.

This paper focuses on an innovative crisis simulation which took place in a unique smart learning environment at the University of South Wales. This simulation suite contains a variety of technologies which provide students and lecturers with the best possible learning outcomes, equipping student with key skills identified as deficits in the contemporary graduate market (Riebe et al., 2016; Britton et al. 2017). Specifically, we investigate how SLEs can be used to conduct successful real time simulations for summative assessment.

Using a case study approach and PLS SEM methodology this research demonstrates that the psychological factors of social support and career relatedness show significant positive effects upon perceived learning in these environments. Surprisingly, the perceived ease of use of the technology does not significantly impact upon perceived learning. This research contributes a valuable understanding of simulation learning within SLEs, and its relationship to positive outcomes in student perceived learning. Implications for both academics and practitioners are discussed, and suggestions for future research are given.