Experiential Learning: A Study of Simulations as a Pedagogical Tool

Autor/inn/en	Laverie, Debra A.; Hass, Ashley; Mitchell, Corky
Titel	Experiential Learning: A Study of Simulations as a Pedagogical Tool
Quelle	In: Marketing Education Review, 32 (2022) 1, S.3-17 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-8008
DOI	10.1080/10528008.2020.1843360
Schlagwörter	Experiential Learning; Simulation; Teaching Methods; Outcomes of Education; Instructional Effectiveness; Student Satisfaction; College Students; Marketing + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Simulation program; Simulationsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Unterrichtserfolg; Collegestudent
Abstract	Experiential learning is an effective way to involve students in learning by doing. By using marketing simulations, a dynamic learning experience is created where students develop rich knowledge and skills. While there is strong anecdotal evidence simulations develop knowledge and that involvement in simulations is important, the empirical evidence is mixed. This article presents two studies examining the use of simulations as a pedagogical tool. In the first study, we explore how involvement is related to a positive learning experience, the achievement of course student learning outcomes, effectiveness as a learning tool, and student satisfaction with the simulation. With the knowledge that students perceive the simulation as a positive and effective learning experience, we explore the marketing content knowledge students develop from the simulation in the second study. Knowledge frameworks constructed from the qualitative data provide evidence that students gain marketing content knowledge and cognitively engage with marketing content through higher-order thinking. Students moved beyond conceptual knowledge to gain marketing content knowledge at the procedural and metacognitive levels. The findings of study two suggest that using a marketing simulation helps students develop marketing content knowledge and develop higher-order thinking skills. Additionally, our results demonstrate that involvement positively influences several student outcomes when using a simulation as a pedagogical tool. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01