Comparing the Simulation with the Case Approach: Again! But This Time Using Criteria Appropriate for the Simulation

Abstract

The purposes of this study were to identify academic learning tasks best accomplished with a simulation and compare class sections using a simulation with those not using one as to the accomplishment of those learning tasks. The learning task chosen was financial data analysis, including diagnosis and manipulation. Students exposed to class sections of Business Policy with a simulation learned these tasks better than students exposed to sections without a simulation.