Enhancing Student Engagement and Success in Operating Systems through Simulation based Learning and Formative Assessments

Abstract

Operating Systems is often perceived as a challenging course for many undergraduate IT students because the concepts are abstract, algorithm-heavy, and difficult to visualize. This makes it harder for learners to build strong conceptual connections using traditional lecture-based teaching alone. The gap becomes more visible when students struggle to apply theoretical ideas to real-world scenarios, especially in topics such as CPU scheduling, memory management, and disk operations. To address these limitations, this study implemented a blended instructional approach combining simulation-based learning, module-wise formative quizzes, and problem-driven tutorials for 60 second-semester B.Tech IT students during the 2024–25 academic year. Students designed and experimented with simulators for scheduling, paging, and disk algorithms, while continuous assessments encouraged steady learning throughout the semester. The intervention led to notable improvements in academic performance, including a complete 100% pass rate, higher average marks compared with the previous cohort, and a marked reduction in the number of low-performing students. Student feedback further indicated that simulations made complex algorithms easier to understand, and the regular quizzes helped them stay engaged with the course material. Overall, these findings show that the blended approach not only enhanced understanding but also fostered deeper participation and confidence in learning OS concepts. This study highlights the potential of integrating simulations and formative assessments to strengthen student learning outcomes in algorithm-intensive courses and offers a practical model that can be scaled to similar engineering subjects.