Why is learning so difficult to measure when “playing” simulations

Richard Teach

Abstract


The link between cognitive learning and success in business simulations has been elusive.  Few research studies have successfully linked cognitive processes to business simulation outcomes with a significant amount of explained variance.  This paper attempts to explain why this may be true and offers some suggestions to obtain better results.

 


Keywords


non-cognitive learning; Grit; The Big Five

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References


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