EdTech Adoption and Simulation-Based Learning: Cadet Experience Across Three Majors

Abstract

Simulation-based learning constitutes the core instructional modality distinguishing maritime vocational education from conventional academic higher education, with full-mission bridge simulators, engine-room simulators, and logistics simulation platforms providing the experiential learning environments through which STCW competency development is operationalized. Yet the comparative effectiveness of simulation-based learning as experienced by cadets across STIP Jakarta's three academic programs — each using different simulation modalities with different technical sophistication and engagement frequency profiles — has not been empirically examined within a shared institutional context that controls for organizational and curricular variables. This study examines EdTech adoption and simulation-based learning effectiveness across 30 cadets from Port and Shipping Management (PSM), Deck Nautical (DN), and Marine Engineering (ENG) programs at STIP Jakarta, using a comparative quantitative design with one-way ANOVA across three variables: Simulator Engagement Frequency, Perceived Learning Effectiveness, and Technology Self-Efficacy. Results reveal significant between-major differences on Simulator Engagement Frequency (F(2,27) = 14.83, p < .001, η² = .524) and Perceived Learning Effectiveness (F(2,27) = 8.17, p = .002, η² = .377), with DN and ENG cadets significantly exceeding PSM cadets on both variables, while no significant between-major difference was found for Technology Self-Efficacy (F(2,27) = 0.84, p = .443). The pattern confirms that simulation engagement gap is a program-structural exposure effect rather than a technology attitude effect, generating specific EdTech infrastructure investment priorities for STIP Jakarta's PSM program.