Keywords
learning resources
waiting time
resource bottlenecks
discrete-event simulation
applied education
operations management
access efficiency
Abstract
This study applies queueing theory to the management of high-demand learning resources in applied education programs, focusing on how waiting time, service capacity, and peak-use periods affect learning continuity. The study is designed to collect operational data from approximately 30 applied education programs across 10 institutions, including around 16,000 booking requests, 9,200 instructor-appointment records, 7,800 equipment-access logs, 5,500 facility-use records, 3,000 waiting-list records, and 900 learner satisfaction surveys. Key variables include arrival rate of booking requests, service rate, average waiting time, queue length, peak-hour demand, no-show rate, cancellation rate, resource occupancy rate, priority-use frequency, and learner delay experience. The study applies M/M/1, M/M/c, and priority queueing models, discrete-event simulation, sensitivity analysis, and optimization modeling to evaluate how different booking rules, service windows, resource expansion plans, and priority policies affect resource bottlenecks. Model performance is measured by average waiting-time reduction, queue-length decrease, utilization balance, service-capacity improvement, access fairness index, and learner satisfaction change. The innovation of this study lies in introducing an operations-management model into educational resource planning, providing a quantitative method for identifying bottlenecks and designing more efficient access mechanisms for high-demand learning resources.
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