Decision Making: Tourism and Hospitality Game

Brozik, Dallas; Zapalska, Alina M.

doi:10.2139/ssrn.684403

Cited by 1 publication

(2 citation statements)

References 9 publications

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“…In the present study, some students reported having gained a deeper insight into current educational problems throughout the process of the simulation, while some others realised about their learning more towards the end, in the debriefing. These findings are in line with previous studies by Thompson and Dass (2000), Brozik and Zapalska (2002, 2003); Sottile and Broznik (2004); and Tipton et al, (2016) in that they confirm that participants in a simulation perform better in terms of understanding educational issues than those who only analyse and discuss isolated cases.…”

Section: Discussionsupporting

confidence: 92%

“…When it comes to teacher training, early research provides evidence of participants’ performance in simulation broadly, as for example, student teachers who participate in classroom simulations perform better in terms of self-efficacy than those who only analyse and discuss isolated cases (McCrary & Mazur, 2010; McGarr, 2021; Thompson & Dass, 2000). Brozik and Zapalska (2002, 2003) and Sottile and Broznik (2004) use simulation in their teacher education because of their need to find a didactic approach that replicates real classroom situations, but they do not analyse if all participants can be suitable for simulation-based instruction. The aim of their application of simulation is to explore decision-making techniques.…”

Section: Introductionmentioning

confidence: 99%

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Predictive Factors for Difficulty in Simulation Methodology in Teacher Education

Angelini,

Diamanti,

Aguilar-Moya

2024

Simulation & Gaming

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Background Simulation methodology in teacher education offers a wide range of practice opportunities in a controlled environment. However, even though not much has been written about the benefits of simulation in teacher training, even less has been said about the difficulties perceived by the participants in doing simulation. Method In this study we conducted an exploratory longitudinal study which includes 205 postgraduate participants scattered around the globe who took part in a computer mediated simulation in the years 2019 to 2022 as an assessment tool in a master’s degree for teacher education. Aside from the positive impact on learning, which has already been disseminated (autor1), some recurring difficulties have been identified and presented in this study. A mixed analysis is performed based on the triangulation between qualitative and quantitative approaches. The qualitative data were analysed using a qualitative content analysis method through an open question about participants’ perceptions post-treatment, video recordings and individual final reports. The quantitative data was gathered through a Likert-type questionnaire and analysed using statistical methods. Findings Findings indicate that (1) simulation entails several concerns about task overload and time consumption along with lack of understanding of what the simulation phases involve (learning focus vs performance focus); and (2) simulation can cause uneasiness and anxiety related to the use of technological devices and teamwork. Contributions Thus, these results have several implications for research, theory and practice when it comes to applying simulation as a pedagogical strategy.

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Section: Discussionsupporting

confidence: 92%