Could not find session

2026 ASEE Annual Conference & Exposition

Methods to Develop Digital Discussion-Based Simulation Scenarios for Engineering Education Research: A Framework and Example

Presented at Conversations about Qualitative and Mixed Methods I

This full-length methods paper describes our development of discussion-based simulation scenarios for use in a study, with attention to their authenticity and the consistency with which they are implemented. The study explores how undergraduate near-peer mentors (PMs) for a first-year engineering design course facilitate one-on-one and whole-team discussions to identify and remedy engagement-related conflict within a fictitious first-year engineering design team. Engagement-related conflict occurs when individuals on a team are perceived by others on the team to not be contributing as much as expected. In the scenario, one team member is a commuter experiencing logistical issues (e.g., being unable to attend last-minute team meetings); another was no longer interested in being an engineering major; another felt marginalized by other members of the group (i.e., their ideas were not being taken seriously); and two team members tended to dominate and exclude others on the team.

Our aim in the development of one-on-one and whole-team simulation scenarios was not to create an intervention or coaching tool for PMs. Rather, it was to serve as a means for us to investigate the varied approaches that PMs use, in the absence of coaching, as they facilitate discussions to explore conflict causes and remedies.

The simulation scenarios were developed for use within the simulation platform, Mursion®. Mursion® uses mixed reality to enable users (in this case, PM study participants) to facilitate discussions over Zoom with one or more avatar(s) who are played in real time by a trained actor called a simulation specialist. To create the scenario, we built on our prior work and followed from others in the literature who have used simulations in engineering, science, and nursing education. In our scenario development work, we gave careful attention to authenticity and consistency, which are qualitative counterparts to aspects of validity and reliability.

In our scenario development, we aimed to strengthen task and avatar authenticity in several ways. We created realistic individual and team backstories and rooted our scenario in plausible conflicts experienced by student design teams. This process was informed by our own expertise on the research team and that of our external advisory board members. We provided scenario materials for the PMs to review prior to discussions, containing baseline information about the team and conflict for the PMs to build upon during the discussions. During the simulations, we incorporated realistic avatar dispositions, behaviors, and responses.

With respect to consistency, we aimed to balance needs for (a) the avatars to be interactive and responsive to questions posed by each PM without feeling scripted, and (b) avatar responses to be consistent across participants (i.e., if asked similar questions). We did so through the development of simulation specialist training materials as well as iterative, extensive practice for the simulation specialist.

In the paper, we describe our development process, the one-on-one and whole-team scenarios resulting from this process, and the strategies we used to strengthen authenticity and consistency.

Authors

Dr. Pamela S. Lottero-Perdue http://orcid.org/0000-0003-2989-7969 Towson University [biography]

Pamela S. Lottero-Perdue, Ph.D., is Professor of Science and Engineering Education in the Department of Physics, Astronomy & Geosciences at Towson University. She has integrated engineering into courses for PreK-8 teacher candidates, developed and directed a graduate STEM program for PreK-6 teachers, and partnered with teachers to implement PreK-8 science-integrated engineering learning experiences. She has authored numerous engineering-focused teacher practitioner articles, chapters, and research articles, and presents her research regularly through the ASEE Pre-College Engineering Education Division, a division she has chaired. Her current research includes investigating how K-20 students plan, fail, and productively persist, and how simulated classroom environments can be used to help educators practice facilitating discussions in science and engineering.
Dr. Haritha Malladi http://orcid.org/0000-0002-8723-8964 University of Delaware [biography]

Haritha Malladi is an Assistant Professor of Civil and Environmental Engineering and the Director of First-Year Engineering at the University of Delaware. She received her Bachelor of Technology degree in Civil Engineering from National Institute of Technology, Warangal, India, and her MS and PhD in Civil Engineering from North Carolina State University. She is a teacher-scholar working in the intersection of undergraduate engineering education, sustainable infrastructure, and community engagement. She teaches the introductory engineering course for all first-year undergraduate students in the College of Engineering at UD. Her undergraduate teaching experience includes foundational engineering mechanics courses like statics and strength of materials as well as courses related to sustainability and infrastructure. Her research interests are in foundational engineering education, sustainability in engineering curriculum, and green technologies in infrastructure.
Dr. Marcia Gail Headley http://orcid.org/0000-0003-3017-2834 University of Delaware [biography]

Dr. Headley conducts educational research at the Center for Research in Education and Social Policy (CRESP) at the University of Delaware. In her role as a Data Scientist, she uses both qualitative and quantitative data sources and analytical strategies. She specializes in the development of mixed methods research designs that incorporate qualitative strands of inquiry, quantitative data strands of inquiry, and mixed methods integrative analysis across the strands of inquiry.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

« View session