Does Student Preparation Matter in A Simulation? A Comparison of Pedagogical Styles

Abstract

Even though the simulation is an experiential form of learning, and presumably valued for that, the method by which it is introduced is often a traditional classroom discussion. A comparison of that approach with one that integrates the simulation into the course and includes practice sessions shows that the latter approach increased student confidence in their ability to do well on the simulation and the amount of effort they expected to put into it. Higher levels of confidence were, in turn, associated with the degree of importance they placed on succeeding in the simulation and the level of effort. Greater effort and confidence were associated with the perception of being effective. Their perception of their effectiveness, along with a sense of team cohesion, were significant in predicting whether they perceived the simulation to be a valuable learning experience.