Simulation as an Aid to Learning: How Does Participation Influence the Process?

Abstract

This paper investigates the manner in which participation in simulation games influences learning. The 92 members of an introductory marketing class were surveyed about their responses to the simulation, the lectures, and the textbook at the conclusion of the course. The findings were mixed. Lectures and textbook seemed to influence content learning more than did the simulation. Some evidence supports the notion that the simulation influenced process learning more than the other learning tools swayed it. Students perceived that they were relatively more involved in the simulation experience, although this finding was not substantiated by indirect measures. Finally, some data suggested that student involvement had a bearing on their content learning.