Using Concept Mapping to Develop a Logic Model and Articulate a Program Theory: A Case Example

Yampolskaya, Svetlana; Nesman, Teresa M.; Hernandez, Mario; Koch, Diane

doi:10.1177/109821400402500204

Cited by 64 publications

(19 citation statements)

References 30 publications

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“…In any case, determining a logic model not only requires reviewing empirical and theoretical knowledge on gaming simulations, but also most often involves interaction with the game's developers and/or users. Although useful techniques for supporting this process and for resolving possible problems are described in Chen (1990), Leeuw (2003), Weiss (2000), or Yampolskaya et al (2004), the second half of this article will demonstrate how these were applied to an actual evaluation. …”

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confidence: 99%

Putting Theory-Oriented Evaluation Into Practice

Hense

Kriz

Wolfe³

2008

Simulation & Gaming

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Evaluations of gaming simulations and business games as teaching devices are typically end-state driven. This emphasis fails to detect how the simulation being evaluated does or does not bring about its desired consequences. This paper advances the use of a logic model approach, which possesses a holistic perspective that aims at including all elements associated with the situation created by a game. The use of the logic model approach is illustrated as applied to SIMGAME, a board game created for secondary school level business education in six European Union countries. Keywords: business games; evaluation methods; logic model; secondary educationO ne can look back at a very long history of gaming simulations and their use for educational purposes. The history of efforts to study and prove their effectiveness and efficiency as a learning tool for business education purposes is also long (Wolfe & Crookall, 1998) and has been accompanied by changes in what has been accepted as valid evaluation criteria and methodologies (Feinstein & Cannon, 2002). Accordingly, a frequent critique in the gaming simulation literature concerns the conduct and results of its evaluation activities. It has been argued that past evaluations have been based on anecdotal evidence (Greenblat, 1989), lacked methodological rigor (Dorn, 1989;Remus, 1981), failed to use valid outcome criteria (Anderson & Lawton, 1992;Feinstein & Cannon, 2002;Wolfe, 1990), or used psychometrically unproven measurement techniques (Gosen & Washbush, 2004;Spector, 2000;Spector, Christensen, Sioutine, & McCormack, 2001).Even when the picture is confined to research considered methodologically sound, traditional evaluation shortcomings become apparent. These failings have resulted in widely varying appraisals of the value of games and simulations for teaching business subjects. This can be exemplified by reviews conducted by those (2001), Gosen and Washbush (2004), Keys and Wolfe (1990), Wolfe (1997), and Greenlaw and Wyman (1973). Although the overall picture suggests gaming simulation is an effective learning tool, the results of the relevant studies are far from ambiguous and are often contradictory.Such heterogeneous results indicate that mediating factors may exist, and that these factors exert an important influence on what makes for an effective experiential learning environment. For practitioners, such as simulation designers and trainers who use them, it would be of value to learn more about these influences. However, because most studies concentrate on showing whether simulations are effective as compared with an alternative teaching method (Wolfe, 1997), they fall short of divulging the specific conditions and factors that must be met to make simulation an effective learning tool. Thus, the problem of knowing whether an educational method such as simulation gaming works is relevant only if we also know how it works. Despite the considerable efforts that have been spent on evaluating the simulation gaming method, too little attention has been paid to gene...

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confidence: 99%

Putting Theory-Oriented Evaluation Into Practice

Hense

Kriz

Wolfe³

2008

Simulation & Gaming

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“…Los mapas conceptuales han sido aplicados de diferentes maneras (Rosas, 2005), contribuyendo al desarrollo de modelos lógicos (Anderson et al 2006;Yampolskaya, et al 2004) y el establecimiento de criterios (Barth 2004). Además, en la literatura de evaluación se ha resaltado la importancia de la integración de las perspectivas de los actores mediante su participación en los procesos de construcción de mapas (Fine et al2000;Huebner 2000).…”

Section: Metodologíaunclassified

“…El stress es una medida de la bondad del ajuste para la solución del escalamiento multidimensional. La distancia entre los puntos refleja el grado de similitud entre ellos, unas distancias más pequeñas corresponden a más similitud y las distancias más grandes corresponden a menos similitud (Yampolskaya et al 2004). Trochim (1993) comprueba que los estudios que utilizaban mapas conceptuales los valores de stress se encontraban entre un mínimo de 0.15526 y un máximo de 0.35201.…”

Section: Graficounclassified

Antecedents of institutional process

Castro¹,

Martín²,

Sánchez³

2015

cuadernosgestion

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“…More concretely, the group concept mapping process produces a non-technological intermediate artifact, or a group representation, that is a concept map of its "internal model" or cognitive system (Trochim & Cabrera, 2005). This artifact can be restructured as a logic model for strategy design implementation with well-defined inputs, activities, outputs, outcomes, and impacts (markers for assessment) (Kagan et al, 2009;Yampolskaya et al, 2004).…”

Section: Rejuvenating the Cider Route In Quebec: An Action Design Resmentioning

confidence: 99%