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Autor/inn/enPeng, Jacob; Abdullah, Ira
TitelBuilding a Market Simulation to Teach Business Process Analysis: Effects of Realism on Engaged Learning
QuelleIn: Accounting Education, 27 (2018) 2, S.208-222 (15 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0963-9284
DOI10.1080/09639284.2017.1407248
SchlagwörterBusiness Administration Education; Simulation; Computer Uses in Education; Accounting; Student Attitudes; Realism; Learner Engagement; Synchronous Communication; Online Courses; Gender Differences; Computer Literacy; Computer Simulation; Reflection; Undergraduate Students; College Instruction; Instructional Effectiveness; Statistical Analysis
AbstractThe emphases of student involvement and meaningful engagement in the learner-centered education model have created a new paradigm in an effort to generate a more engaging learning environment. This study examines the success of using different simulation platforms in creating a market simulation to teach business processes in the accounting information systems course. Specifically, this paper details the use of virtual world simulation using Second Life[TM], Blackboard[TM] discussion board simulation, and face-to-face simulation to test the relationship among students' perception of realism, computer efficacy, and student-learning reflections. Results indicate perceived realism and computer efficacy positively contribute to learning reflections in the simulations. In addition, simulations in online course provide positive learning reflections when compared to face-to-face simulation in a traditional course setting. Additional analyses indicate that gender affects learning in online courses using simulations, but this effect goes away if students are more efficacious in using computers. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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