Resumo:
Improving the development of education and learning requires in-depth study, especially when it
comes to the learning of undergraduate Production Engineering students. The use of active
teaching methodologies is the main interest of this work, which aims to evaluate the results from
Simulation Based Learning (SBL) on the transfer of learning. In this thesis, the use of “Discrete
Events Simulation" and "Virtual Reality" was investigated to improve the teaching of
chronoanalysis in the Production Engineering course disciplines.
Discrete Event Simulation, combined with Virtual Reality, was used to reinforce learning by
replacing a real production line with virtual environments, thus connecting theory to practice. The
research method used was the Experimental Research with the use of a control group and an
experimental group of students.
To verify the efficiency of the Simulation in conjunction with Virtual Reality, a comparative
analysis was made between the results in teaching using SBL Interactive and Immersive with the
traditional teaching method. The results revealed that learning with the use of Simulation in
conjunction with Virtual Reality could improve the overall quality of learning and increase
student understanding, in addition to increasing their confidence.
The results showed that the students demonstrated a positive perception about the proposed
methodology. The study's findings supported the Discrete Events Simulation together with
Virtual Reality as having the potential to strengthen the development of undergraduate students
in Production Engineering, preparing them to meet the industry's demands for more prepared
engineers.
