An Assessment of the Effectiveness of an in-Class Game on Marketing Students’ Perceptions and Learning Outcomes

Drea, John T.; Tripp, Carolyn; Stuenkel, Kathleen

doi:10.1080/10528008.2005.11488887

Cited by 48 publications

(27 citation statements)

References 9 publications

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“…Kaplan et al 2010, p. 52). Other educators have observed that experiential learning also provides students with an opportunity to transform theory into practice, raise their motivational levels (Dabbour 1997;Garcia and Pintrich 1996;Karns 2005), improve class performance (Drea, Tripp, and Stuenkel 2005;Hamer 2000;Lawson 1995;Perry et al 1996), and increase their overall enjoyment of learning (O'Hara and Shaffer 1995).…”

Section: Course Content and Activitiesmentioning

confidence: 99%

Developing a Social Media and Marketing Course

Faulds

Mangold

2014

Marketing Education Review

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This paper describes the process used and experiences gained in developing a social media and marketing course. As the first known paper on this topic appearing in the marketing education literature, the paper provides educators with a framework for developing similar courses. The course was developed using a sound instructional design model, the Kemp Instructional Model, and was continuously improved over a four-year cycle. The course concept entailed four distinguishing characteristics: an experiential-learning approach, a nontraditional class format, a practitioner orientation that focused on the use of social media in marketing, and the integration of a Learning Community (LC) that consisted of multiple participants with different professional perspectives and areas of expertise. Based on quantitative and qualitative evaluations collected over a four-year period from all members of the LC, the course was found to be highly successful in achieving all course objectives.

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Section: Course Content and Activitiesmentioning

confidence: 99%

Developing a Social Media and Marketing Course

Faulds

Mangold

2014

Marketing Education Review

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“…They may also seek innovative teaching methods to increase the levels of student engagement in the classroom (Vander Schee, 2012). Active-learning techniques are believed to link more positively with student learning than the more traditional lecture approach (Shanahan, Hermans, & Haytko, 2006) and have been shown to increase levels of class participation, student motivation, and student performance (Drea, Tripp, & Stuenkel, 2005).…”

Section: Motivationmentioning

confidence: 99%

Illustrating Business Marketing Concepts Through the Value Chain Game

Liao-Troth

Thomas

Webb

2015

Marketing Education Review

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“…Enthusiasm for the principles of marketing course is built through active student participation in the learning process. Active learning, allowing students to engage in course content via practical activities, can include a variety of approaches such as games (Vander Shee 2011), role-playing (Drea, Tripp, and Stuenkel 2005), and projection techniques (Colakoglu and Littlefield 2011) such as autodriving (Heisley and Levy 1991) and photovoice (Chio and Fandt 2007). The objectives of the assignment outlined in this paper include enhancement of student learning and understanding of the marketing field through increased awareness of marketing misperceptions and clarification of marketing misunderstandings.…”

Section: A Picture Is Worth a 1000 Words: Using Collage To Explore Smentioning

confidence: 99%

A Picture is Worth a 1,000 Words: Using Collage to Explore Students Beliefs and Feelings about Marketing

Swanson

Wald

2013

Marketing Education Review

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This paper describes a simple creative exercise that utilizes collage as a tool for student expression of feelings and impressions as well as reflection and understanding of the question "What is marketing?" This engaging activity can enhance student learning and understanding of the marketing field by identifying and clarifying marketing misunderstandings, encouraging class participation, and building enthusiasm for the principles of marketing course. The project also has the potential to guide pedagogical action. As a learning tool, this imaginative exercise can be applied and adapted to a variety of additional contexts or courses.

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An Assessment of the Effectiveness of an in-Class Game on Marketing Students’ Perceptions and Learning Outcomes

Cited by 48 publications

References 9 publications

Developing a Social Media and Marketing Course

Developing a Social Media and Marketing Course

Illustrating Business Marketing Concepts Through the Value Chain Game

A Picture is Worth a 1,000 Words: Using Collage to Explore Students Beliefs and Feelings about Marketing

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