A Critical Examination of the “Experiential” Premise Underlying Business Simulation Usage

Abstract

The concept that the learning that results from simulations is experiential in nature is apparently an unquestioned assumption. However, this paper in fact does question this assumption and asserts that the learning value of simulations comes from the use of enrichment techniques does not necessarily need to be described as experiential in nature. Past research has not proven or demonstrated that performance in simulations is a measure or indicator of learning. The major learning value of simulations should not be considered to be experiential but rather the learning value of simulations should be considered as coming from the knowledge and direct involvement of the teacher .