A study of the relationship between student final exam performance and simulation game participation

Whiteley, T. Richard; Faria, A. J.

doi:10.1016/b978-0-08-037115-3.50024-9

Cited by 10 publications

(12 citation statements)

References 6 publications

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“…The reported shortcomings of computer business simulations include the lack of suitability for gaining theoretical knowledge (Whiteley and Faria, 1989), the requirement for other traditional teaching required in combination (Doyle and Brown, 2000), the risk that an oversimplified or unrealistic simulation may result in some participants 'switching off' (Adobor and Daneshfar, 2006;Curry and Moutinho, 1992), team conflict and freeloading of some participants (Adobor and Daneshfar, 2006;Jehn and Mannix ,2001), a lack of flexibility (Morgan 2009), and a lack of effectiveness in general (Anderson and Lawton, 2009). …”

Section: Business Simulations In Higher Educationmentioning

confidence: 99%

The impact of critical thinking disposition on learning using business simulations

Bell

Loon

2015

The International Journal of Management Education

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This research seeks to determine the relationship between students' critical thinking disposition and their learning while engaging in a business simulation at a UK higher education institution (HEI). The research informs educators making decisions about the use of simulations as to the value of considering critical thinking dispositions. Previous research has found that simulations are an effective way for students to engage actively in learning, bridging the gap between theory and practice. It has also been found that such simulations can develop students' critical thinking skills. However, hitherto no research has been undertaken into the role that existing critical thinking disposition has on the learning of students, as measured by the degree to which students perceived that they met the module's intended learning outcomes. This research offers insights into the role and importance of critical thinking disposition and its component dimensions and how this impacts student learning. The results indicate that the level of critical thinking disposition is positively related to the students' learning. The implications of the research suggest educators should target business simulations at specific cohorts of students. The relative importance of the critical thinking disposition constructs and the practical educational implications of these findings are discussed.

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Section: Business Simulations In Higher Educationmentioning

confidence: 99%

The impact of critical thinking disposition on learning using business simulations

Bell

Loon

2015

The International Journal of Management Education

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“…Additionally, simulation games encourage decision making and team-working (King and Newman 2009). It is also effective in improving the quantitative skills of students (Whitely and Faria 1989). Because business simulation is designed to replicate real economic, market and business related problems, they can develop problem solving and analytical skills of students (Clarke 2009).…”

Section: Simulation As a Pedagogic Toolmentioning

confidence: 99%

A Review Of The Use Of Business Simulation To Enhance Students" Employability (WIP)

2017

Summer Computer Simulation Conference (SCSC)

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This paper investigates the potential use of business simulation games in enhancing employability skills of undergraduate business students in UK higher education institutions. It identifies the meaning of employability to different stakeholders in order to generate a list of skills that are considered important to various stakeholders as employers, government and academics. The benefits and learning outcomes as well as perceived limitations of business simulation games are then defined. Employability skills that can be improved using business simulation games and the importance of mapping and testing employability skills developments in simulation business environment are recognised.

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“…Se, por um lado, a simulação de negócios não é considerada apropriada para ensinar terminologias, aplicações específicas, conceitos básicos e princípios (Whiteley & Faria, 1989, Anderson & Lawton, 2009) -que poderiam ser mais bem ensinados através de aulas expositivas e/ ou estudo de casos (Anderson & Lawton, 2009 ( Ben-Zvi & Carton, 2008, Dias et al, 2013, Garris et al, 2002, Keys & Wolfe,1990. Essa associação seria capaz de construir uma ponte entre a ação e o conhecimento, prática e teoria, eventualmente com resultados superiores ao método de estudo de casos para o aprendizado em cursos de gestão estratégica (Keys & Wolfe, 1990).…”

Section: Efetividade Da Esunclassified

The understanding of strategy in a business simulation by students of business administration

Araújo

Correia

Brito

et al. 2017

RECADM

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The understanding of strategy in a business simulation by students of administrationPalavras chaves: Ensino de administração; Ensino de estratégia; Simulação de negócios.A simulação de negócios é uma interessante técnica de aprendizagem experiencial empregada em cursos de administração, com intuito básico de aproximar teoria e prática, inclusive de conhecimentos de estratégia. A pesquisa investigou essa capacidade, como estudo de caso, abordando-a sob um ponto de vista mais construtivista, o que a distinguiu entre os trabalhos voltados à análise da efetividade de tais jogos empresariais. Impondo-se a coerência entre o seu propósito e a sua visão epistemológica da aprendizagem como um esforço mental e ao mesmo tempo social e pessoal, o trabalho teve como objetivo revelar quais seriam os conceitos de estratégia coligidos pelos alunos após sua vivência na disciplina Empresa Simulada. Foi usada como método a análise de conteúdo de textos que os alunos produziram ao longo da atividade. Os resultados, ao mesmo tempo em que evidenciaram as possibilidades de problemas de agência na disciplina, levaram os responsáveis pela pesquisa a concluir que os alunos constroem dimensões parciais de estratégia, intuídas como: construção em comum, administração de erros, curso de ação, intenção, path dependence e lições aprendidas, compondo-se ao final um possível discurso coletivo constituído de fragmentos individuais.

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A study of the relationship between student final exam performance and simulation game participation

Cited by 10 publications

References 6 publications

The impact of critical thinking disposition on learning using business simulations

The impact of critical thinking disposition on learning using business simulations

A Review Of The Use Of Business Simulation To Enhance Students" Employability (WIP)

The understanding of strategy in a business simulation by students of business administration

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