An empirical investigation on factors affecting perceived learning by training through simulations

Abstract

Purpose The purpose of this paper is to make an exploratory investigation of the important factors affecting the students’ perception of learning using simulation. Design/methodology/approach This exploratory research focuses on how collective learning, satisfaction, fun, collaborative communication, and time committed for the simulation affect the learning perceived by the students in a business post graduate course. In all, 157 students in a management course were divided in 26 teams of 6 members each. At the end of the simulation, learners were examined through surveys about their perception of different aspects of the simulation. Findings The findings of this research study showed that only four of these factors (collective learning, satisfaction, collaborative communication, and time) affected the students’ perceived learning. Research limitations/implications The exploratory nature of this study, along with the small sample size and the detail that responses were gathered from a single course, limits the extent to which we can make generalizations from the results. Practical implications The results from this research represent an important contribution to the premise of use of simulation in education, broadening the research of perceived learning through the perspective of simulations and opening a path for further research in this field. Originality/value Preparedness of management students with simulation training is of importance to business organizations and B-schools. Simulations permit learners to solve real-world problems, and they offer an opportunity to test recently attained skills without risk. Simulations can permit learners to visualize, discover, and articulate explanations for phenomena that would otherwise be difficult to observe.

A systematic review of educator interventions in facilitating simulation based learning

“…Whilst authors noted that most simulation vendors provide significant resources to support students in their simulation experience this theme identifies how educators deployed and emphasised those resources to benefit their students. Chaurasia (2017, p. 28) really captured the essence of this theme, saying, “Instructors can help learners to overcome these barriers with proper preparation and approach. The instructors can guide the way to prepare students for it, give them the rationale for its incorporation of simulation in a course, help with technology-related issues and create awareness of the simulation”.…”

Assessing Criteria that Matter to Students' Satisfaction in Private Higher Education

“…It also found that service quality only affected customer satisfaction to a small degree, but found a positive relation between the impact of positive news and the level of satisfaction amongst the students [15]. In Indonesia, a study proved that some factors must be prioritized such as the ability to respond effectively to solve the problems, fairness in providing assistance and attention of the government to higher education [16]. On the other hand, an investigation conducted in India, showed that only four of factors (collective learning, satisfaction, collaborative communication, and time) are considered important to students [17].…”

Trainees’ Behavior, Organizational Interventions and Their Impact on Training Effectiveness: A Case of Public Sector Organization of Khyber Pakhtunkhwa.

“…While Di'xon (2000) is of the point of view that learning is refer to explanation of activities and task one perform in routine activities. Learning environment in organization is more beneficial as it multiply organizational social environment (Chaurasia, 2017). In a nutshell, learning play an important role in individual and organizational growth and sustainable development (Latif, 2012).…”