Instead, adaptation of the technology is usually limited to small groups of students (e.g., Li & Zhu, 2013) and used with established curricula, externally predetermined learning goals, and learning assessment.
Such simulations are multidimensional and their unfolding nature can be somewhat unpredictable, irrespective of predetermined learning objectives.
Meanwhile, individuals can access these resources voluntarily without any predetermined learning objectives in mind, while individuals can customize them according to individuals' learning needs (Huang & Oh, 2016).
RQ2.2: How did the improvised design improve students' learning path?
Learning path (lessons) comprised a complete module that included the presentation and corresponding movies.
After the final jury presentation, students usually are excited about the learning path they went through.
Instead of the educational process, OBE looks upon education with an emphasis on predetermined learning outcomes, which superintend decisions about the curricula, teaching-learning strategies and the assessment of students [ 2].
These artefacts may include learning goals, plans, learning paths, learning activities, level of competence, learning performance and reflection, etc.
The experience is a constant learning path.
The learning path is unique for every student.
Students also received a compact disc that contained the learning path of each session.
