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.