Student Performance and Perceptions in a Web-Based Competitive Computer Simulation

Abstract

Computer simulations have implications across disciplines and with learners at all levels. By requiring learners to develop and apply knowledge and skills in interactive changing environments, they encourage deeper levels of learning. Additionally, simulations have been shown to be particularly effective at teaching complicated concepts that depend on the ability to understand interrelationships, strategize, make predictions, analyze and evaluate, and engage in multi-faceted decision making.In order to help students gain a deeper understanding of key business concepts, encourage critical thinking and decision making, foster collaboration and critical discourse, and encourage the application of concepts into real world business practices, the University of Maryland Eastern Shore, a minority serving institution, decided in 2004 to introduce a series of competitive webbased simulations at key junctures throughout the curriculum but focused primarily in the course Strategic Management. The simulation selected covers topics such as Strategy & T actics, Policy, Production, Accounting, Marketing, Finance, Quality control, Human resources, Leadership, and T eamwork and involves students competing in teams against other teams.In order to assess the effectiveness of the simulation, a research protocol was introduced that included the administration of student surveys as well as the collection of performance data. The findings indicate that students overwhelmingly felt that the simulation helped them understand the application of key concepts and learn the decision making process that occurs in professional business practice.The examination of student performance data gathered in this study, with consideration given to the strong levels of student satisfaction, encouraged the authors to postulate based on the high success rates of this student population, which traditionally underperforms in more traditional mode of assessments, that simulations may serve as an equalizer that offers all students, from low to high achievers, an opportunity to succeed and that competitive web-based simulations enhance the overall educational and personal development experiences of minority students enrolled in higher education business programs.

Balancing instructional techniques and delivery formats in capstone business strategy courses

“…Students often report enjoyment in learning from the competitive team experience that simulation games create, and the practice of making business decisions prepares participants to make effective strategic choices as the management theories and concepts are applied. Computer simulations have been found to encourage deeper levels of learning, including the ability understand complicated topics, make predictions, evaluate outcomes, engage in multi-faceted decision-making and collaborate with other students in critical discourse (Buzzetto-More and Mitchell, 2009). This instructional technique encourages thoughtful consideration of business management concepts and weighing important decisions.…”

Grit and Persistence: Findings from a Longitudinal Study of Student Performance

“…HBCUs have never abandoned their mission of providing educational opportunities to students who may be otherwise marginalized; however, they are currently facing a number of challenges including declining enrollment numbers and lower-than-average graduation and retention rates (Seymour & Ray, 2015). Nevertheless, HBCUs are found to provide deeply supportive educational environments that are unparalleled elsewhere with black graduates of HBCUs more likely than black graduates of other institutions to be thriving (Buzzetto-More & Mitchell, 2009;Buzzetto-More & Ukoha, 2009;Seymour & Ray, 2015). Additionally, studies have found that choosing to transfer to a Historically Black College or University over a majority serving institution is positively associated with higher GPAs, greater college persistence, and increased rates of degree completion (Umbach, Tuchmayer, Clayton, & Smith, 2018).…”

Business simulation and assurance of learning

“…The findings add to the literature on gender, major and business core course performance as factors related to effective strategic decision-making. As such, simulations foster deep levels of student learning by integrating the functional areas of business (Buzzetto-More and Mitchell, 2009;Stephen et al, 2002) and potentially bridging the learning-doing, theory-practice gap. As stakeholders of business education continue to demand more accountability, including graduates with critical thinking skills that can be applied in organizational settings, simulation learning is crucially important in its own right but also as a complement to lectures and case studies.…”

“…Also, engaging in frequent business decision-making might prepare participants to make better strategic choices. Researchers have found that simulations inspire deeper levels of learning than other pedagogies, including capability to grasp advanced business topics, forecast effectively, assess outcomes, consider multiple dimensions of managerial decision-making and work together with other students using analytical dialogue (Buzzetto-More and Mitchell, 2009). Simulations in business strategy courses have been found to promote complementary understanding of functional and integrative knowledge (Stephen et al, 2002), a significant goal for business education.…”