Simulation-based learning (SBL) has been widely used and accepted in the industry (think aircraft simulation for example). In education, computer simulations have been used in a wide variety of context, ranging from collaborative learning and skill needs learning to supporting differentiated learning. This study investigates the outcome of using SBL in Machining Technology, an engineering based subject at the polytechnic level by looking at two aspects: student learning and their motivation to learn. It is hypothesised that SBL, which provides learners with interactive experiences, will enhance student learning and motivation in content-heavy subjects. In the study, students in the control group received conventional instructions and workshop practice while the experimental group had conventional instructions, SBL sessions, followed by workshop practice. Both groups receive an equal amount of time on the subject. A post intervention test followed by a survey based on a framework of self-determination theory (SDT) was administered at the end of the study. Although the equal variance t-test indicates that students using SBL as an augmentation tool obtain better results, it was found that the students themselves were mostly exhibiting introjected regulatory behaviour.
