Emotional Engagement and Active Learning in a Marketing Simulation: A Review and Exploratory Study

Abstract

Abstract-This paper considers the role of emotional engagement during the use of a simulation. This is placed in the context of learning about marketing. The literature highlights questions of engagement and interactivity that are entailed in the use of these simulations. It is observed here that both the anticipation of and the process of engagement with the simulation generate emotional responses. The evidence of emotional anticipation was collected through the use of vignettes and a short survey. The production of negative emotions before and after the activity was observed and considered. The particular occurrence of these emotions on the development of understanding is then discussed. There is general evidence for the mundane reality of such simulations that support learning and group engagement. The connection with activity theory was explored and proposed as a potential theoretical fit with the evidence.

Sistemática pedagógica para desenvolvimento de ambiente de simulação computacional na perspectiva da teoria da atividade

“…Ao abordar as sistemáticas da aprendizagem dos estudantes, duas perspectivas são estabelecidas, uma voltada para as ações individuais e a outra cujo resultado depende do trabalho coletivo colaborativo. Sem esse engajamento pode haver a perda de foco e desapontamento ou falta de motivação com a simulação ou até mesmo distração durante as aulas (ANDREW; ROBIN, 2015). No aspecto cognitivo, é necessário o estudo dos conteúdos curriculares pré e pós realização das vivências simuladas, aplicação dos conceitos na simulação, identificação dos fatos ocorridos, resolução de problemas, levantamento e análise de dados, elaboração de relatórios e desenvolvimento de planos de ação que manifestem um resumo de melhorias a serem implantadas (NESTEL; BEARMAN, 2015).…”

International Masters’ student perspectives of team business simulations

“…Negative teamwork experiences and outcomes are rarely reported (Neu, 2012) although Kear and Bown (2015) Those trained in team practices usually perform more professionally and those with management skills are more likely to stabilise and unify the team (Kennedy and Dull, 2008). Hromek and Roffey (2009) list numerous student benefits including: improved learning outcomes; conflict resolution; heightened self-esteem; criticality; motivation; empathy; and perceptions of learning.…”

“…Students may display emotional responses to the anticipation of, and engagement with, simulations (Kear and Bown, 2015). Anticipatory emotions complement extrinsic student motivations to engage, capturing the desire for good grades and driving students to superior efforts to achieve desired learning outcomes (Hinck and Ahmed, 2015).…”