Changing Perceptions of Learning in a Simulated Environment

Abstract

Measures of student attitudes and perceptions have been used in numerous studies attempting to measure learning in a gaming environment (1,2,3,4,5). These have ranged from statements of the most valuable aspect of the game to attitudes toward gaming as a pedagogical technique. However, the writer is not aware of any attempt to measure students’ perceptions of the contribution experiential techniques make toward their acquisition of business knowledge.