This paper presents an innovative instructional module for undergraduate Consumer Behavior courses, based on its implementation at a regional Midwestern university for the past three years. The proposed Market Interaction Modeling (MIM) project fills the void in experiential methods, information technology integration, and real world relevance that has been repeatedly called for in the marketing education literature. The MIM module blends the necessary cognitive choice theory with poignant digital market connectivity themes, while also providing experiential learning opportunities that exceed the traditional sufficiency level for the Consumer Behavior course.
This study examines an original dramaturgical method for creating virtual world experience called virtual world drama. The instructional focus is improving students aptitude for analyzing ethnic identity by instilling both conceptual and multicultural competency. An exploratory research method is used, relying on observation (disguised and non-disguised) and survey information collected from a student sample spanning four academic quarters. Findings suggest that virtual world drama deepens the specificity of ethnic culture analysis and broadens the spectrum of ethnic culture awareness. In addition learning outcomes are evaluated based on improvements in ethnic aptitude collaboration, competence, and community.
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