Simulation Performance, Learning and Struggle

Authors

  • John Washbush
  • Jerry Gosenpud

Abstract

The purpose of this study was to continue a line of research intended to evaluate learning and simulation performance. Using instructor designed instrumentation, learning scores were developed for three classes of undergraduate business-policy course students participating in simulations. One-way analysis of variance was performed on learning scores using top-middle-bottom simulation performance classifications. Consistent with previous findings by the researchers, analysis of these data found that simulation performance and learning did not co-vary. Using a series of questionnaires, the researchers also evaluated the concept that learning and the struggle to perform well in the simulation might be positively related. While this study did not find definitive proof of such an association, results indicated that this research should continue.

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Published

1995-03-06