In the context of constructivism, problem-based learning (PBL) introduces a constructive change in the role of teachers from transferring knowledge to facilitating the learning process of students students. Furthermore, the PBL approach encourages dealing with realistic situations/problems (Kolmos, 2006). However, realistic situations/problems are most likely associated with some levels of complexity, especially in areas related to engineering and sustainability. The benefits of PBL in T&L in dealing with complex situations are identified by the Higher Education Academy (Tomkinson et al., 2008). Following the PBL approach, simulation plays a significant role in enabling students to broaden their knowledge by practicing complex and realistic situations within the concept of constructivism. Examination of open literature demonstrates that simulations are known as an effective way to teach and learn complex situations/problems (Hsieh and Yeehsieh, 2004; Deliktas, 2011; Ormsby et al.,