Measuring Student Learning Using Business Simulations: A Theory Based Perspective

Authors

  • Paul K. McDevitt

Abstract

Many experiential educators believe that computer simulations are an effective pedagogical tool for enhancing student learning. Proving this belief has been difficult because of a number of difficult conceptual issues as well as some notoriously challenging measurement issues. This paper addresses the subject of measuring student learning using business simulations in the classroom. The broader justification for this research is the ongoing effort to investigate the relationship, if any, between student learning and simulation performance. Beginning with established learning theory, the author proposes a means and a process for measuring student learning using computer simulations.

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Published

1997-03-06