Farm simulation platforms increase undergraduate skills and confidence in decision‐support technologies

Abstract

As agriculture increasingly moves into a digital realm, it is important for future professionals to gain experience with predictive and computer-based technologies. Farm simulation platforms can be efficient tools for crop management and natural resources courses, yet limited research has demonstrated their efficacy in undergraduate education. We implemented a module utilizing a farm simulation platform in a high enrollment undergraduate crop management course. The module included asynchronous video content and four synchronous course periods with activities related to crop planting dates, water cycling with different crop rotations, fertilizer impacts on yield and environment, as well as a competition activity to optimize profit with different management considerations. In our assessments, we found that students increased knowledge and confidence in how to use the software, awareness of related simulation platforms, how to make data-driven crop management decisions as well as how to develop and test hypotheses. Students reported learning a range of skills, including how to utilize the software to understanding the impact of crop management on yield, and specifically noted that these skills would be beneficial for future careers in farming, consulting, business, or policy. Additionally, students reported challenges such as difficulties with data interpretation and software use. For successful implementation of similar modules, we recommend providing students with a step-by-step activity manual, ensuring adequate teaching team support, and developing a supportive classroom environment. Our results demonstrate that farm simulation platforms can be successfully implemented into undergraduate courses to support students in navigating technologies beneficial for future careers.

A Scoping Review on the Impact of Educational Technology in Agricultural Education

“…There was a significant relationship between the two variables, X 2 From the results of the cross-tabulation analysis, we witnessed an increase in simulation/digital games between the years (from four in 2000-2010 to 14 in 2011-2022) and also more diversified educational technology types in the years between 2011 and 2022, including mobile technology, social media, flipped classrooms, and virtual learning. For instance, Basche et al [106] studied the farm simulation platform's effects on students' crop management and natural resource learning and found an increase in students' A cross-tabulation analysis and a Chi-square test were performed to assess the relationship between the year of publication of the identified articles and the educational technology type (Table 3). There was a significant relationship between the two variables, From the results of the cross-tabulation analysis, we witnessed an increase in simulation/digital games between the years (from four in 2000-2010 to 14 in 2011-2022) and also more diversified educational technology types in the years between 2011 and 2022, including mobile technology, social media, flipped classrooms, and virtual learning.…”

“…There was a significant relationship between the two variables, From the results of the cross-tabulation analysis, we witnessed an increase in simulation/digital games between the years (from four in 2000-2010 to 14 in 2011-2022) and also more diversified educational technology types in the years between 2011 and 2022, including mobile technology, social media, flipped classrooms, and virtual learning. For instance, Basche et al [106] studied the farm simulation platform's effects on students' crop management and natural resource learning and found an increase in students' knowledge and confidence in the use of agricultural software and data-driven-decision-making capacity in crop management. Animal science [107,108] and agricultural engineering [109] are the academic/disciplinary areas in which simulations and digital games have increased over the last ten years.…”

“…One trend in the application of educational technology in different subjects is that there are more applications of simulation/digital games in agricultural science and engineering subjects (n = 15) than in the agricultural social sciences fields (n = 3). Among the agricultural science articles, five focused on animal sciences [110,113] and four on plant and soil sciences (e.g., [106,114]). All agricultural engineering articles were implemented in agricultural mechanics focused on welding systems (e.g., [109]).…”

Engaging secondary school students in sustainability assessments through farm nutrient mass balances

“…These challenges are not limited to secondary schools. For example, Basche et al (2021) showed that the most common challenges reported by students using a farm simulation platform in an undergraduate college class (APSIM) were graph and table interpretation, including mathematical calculations and data conversion (34% of responses), as well as software operability (39% of responses).…”

“…Calsamiglia et al (2020) successfully incorporated a virtual dairy herd as a DST to improve students' knowledge of dairy production and management. In general, favorable results of simulation models and computer software include the opportunity to connect theory to real-world applications, incorporate a systemic approach when thinking of farming systems, and gaining practical data and computer software management skills (Basche et al, 2021;Graves et al, 2002;Jabbour et al, 2021;Sami et al, 2020;Soberon et al, 2013). However, exposure of future agriculture workers to DSTs and other ag-tech tools related to agriculture data management and environmental stewardship in farming is limited, particularly in secondary agriculture education (Manning et al, 2022).…”