Lecture vs. Simulation: A Comparative Study of Learning Outcomes and Perceptions among Civil Engineering Students in Occupational Ergonomics

Aim/Purpose: This study compared the effectiveness of simulation-based learning (SBL) and lecture-based learning (LBL) in teaching occupational ergonomics to undergraduate civil engineering students. It also evaluated the effects of these methods on knowledge retention and student satisfaction. Background: Although ergonomics is essential for preventing musculoskeletal disorders in construction, civil engineering curricula often underemphasize it and rely primarily on LBL. This creates a gap in students’ ability to apply ergonomic concepts in practical construction contexts. Methodology: A randomized controlled trial was conducted with 60 third-year undergraduate civil engineering students from an Anna University-affiliated college in Chennai. Participants were randomly assigned to a 60-minute SBL session featuring interactive CATIA V5 scenarios with color-coded biomechanical risk visualizations (n = 30) or a 60-minute LBL session using traditional PowerPoint instruction (n = 30). Outcomes were measured using scenario-based MCQs at three time points: pre-intervention, immediately post-intervention, and three months later, with an additional 10-item satisfaction survey after the intervention. Contribution: This study provides novel empirical evidence through a randomized comparative design evaluating computer-based SBL versus LBL for occupational ergonomics in civil engineering – an underexplored pedagogical context. It supports curriculum planning by identifying a teaching approach associated with stronger post-intervention performance and better follow-up retention outcomes. Findings: At the immediate post-test, the SBL group achieved substantially higher scores than the LBL group (M = 28.53 vs. M = 25.87, Cohen’s d = 1.12). At the three-month follow-up, the SBL group again scored higher than the LBL group, indicating better knowledge retention (M = 26.53 vs. M = 23.13, Cohen’s d = 1.40). Additionally, participants in the SBL group reported significantly higher satisfaction, engagement, and motivation across all survey items. Recommendations for Practitioners: Civil engineering instructors should integrate interactive, simulation-based modules into construction safety and ergonomics teaching to improve engagement and support longer-term retention of ergonomic knowledge, utilizing scenario-driven visualization and guided debriefing rather than relying primarily on passive lectures. Recommendation for Researchers: Future research should evaluate ergonomic competence using performance-based measures, such as field or virtual workplace assessments, rather than relying solely on declarative MCQs. It should replicate findings in larger, multi-institutional samples. Impact on Society: Improving how future engineers learn occupational ergonomics can contribute to safer work practices and healthier construction workplaces, ultimately reducing the human and economic burden of work-related musculoskeletal disorders. Future Research: Subsequent studies should explore SBL modules that model the progression from ergonomic risk factors to actual MSD outcomes, test blended or flipped learning designs, and use multi-site samples with performance-based outcomes to confirm and extend these results.