Simulation Performance and Learning Revisited
Abstract
Learning scores were developed for consecutive classes of undergraduate business-policy course students participating in simulations. One-way analysis of variance performed on learning scores between subjects finishing in the top and bottom of their industries indicated a strong, significant tendency for bottom performers to learn more in the first study, but not in the replication. Learning score data were also analyzed using top-middle-bottom classifications. No significant results occurred, but throughout there was a tendency for poorer simulation performers to learn more. These studies strongly suggest that simulation performance and learning do not co-vary, and they argue for continuing research.Downloads
Published
2014-03-06
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Articles