Digital Simulation‐Based Learning for Reaction Engineering: Activity Design and Student Metacognition

ABSTRACT This study investigates the integration of digital simulation‐based learning (DSBL) with Legitimation Code Theory (LCT) and problem‐based learning (PBL) for a first‐year undergraduate chemical engineering course on reaction engineering. The DSBL activity was designed to facilitate semantic shifts across the axes of semantic gravity and semantic density, enabling students to move between abstract concepts and simulation‐based applications of varying complexity. Novel to this study is the coupling of DSBL with LCT to create a dynamic learning environment that promotes critical thinking and problem‐solving skills. Student reflection, collected through a survey and processed through reflexive thematic analysis, reveals the positive impact of the DSBL activity on level of understanding, critical thinking, and student confidence in reaction engineering concepts. This triangulation of pedagogical learning theory, DSBL activity design, and student metacognition addresses an important implementation gap offering practical implications for engineering educators.