Do Simulations Enhance Student Learning? An Empirical Evaluation of an IR Simulation

Shellman, Stephen M.; Turan, Kürşad

doi:10.1080/15512160500484168

Cited by 240 publications

(164 citation statements)

References 20 publications

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“…Simulations involve participants in making decisions when circumstances are not directly under their control; these are one-ofa-kind learning opportunities, dependent on the interplay between the participants and the conditions of the simulation (Anderson & Lawton, 1997). As a result, simulations are often grouped with higher order thinking skills activities (Shellman & Turan, 2006). Simulations as training paradigms are used in many different fields including aviation, business, corrections, education, health care, and medicine.…”

Section: Definition Of Simulation Learningmentioning

confidence: 99%

The Poverty Simulation: Increasing Teacher Sensitivity for Students Living in Poverty

Rice

McCall

Ogden

2017

nyarj

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Section: Definition Of Simulation Learningmentioning

confidence: 99%

The Poverty Simulation: Increasing Teacher Sensitivity for Students Living in Poverty

Rice

McCall

Ogden

2017

nyarj

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“…Stud ent m otivation, and as a consequence stu d ent engagem ent, are often reported to be high w hen sim ulations are em ployed (e.g., Shellm an & Turan, 2006;6 Chang, et al, 2010). H ow ever, this d oes not necessarily translate into better learning (Stouten et al, 2012;Ad obor & Daneshfar, 2006).…”

Section: Micro-worlds As Learning Toolsmentioning

confidence: 99%

A problem shared is learning doubled: Deliberative processing in dyads improves learning in complex dynamic decision-making tasks

Beckmann

Birney

et al. 2015

Computers in Human Behavior

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(2015) 'A problem shared is learning doubled : deliberative processing in dyads improves learning in complex dynamic decision-making tasks.', Computers in human behaviour., 48 . pp. 654-662. Further information on publisher's website:http://dx.doi.org/10. 1016/j.chb.2015.01.052 Publisher's copyright statement: NOTICE: this is the author's version of a work that was accepted for publication in Computers in Human Behavior. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be re ected in this document. Changes may have been made to this work since it was submitted for publication. A de nitive version was subsequently published in Computers in Human Behavior, 48, July 2015, 10.1016/j.chb.2015.01.052. Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. This article has been accepted for publication and undergone full peer review but has not been through the copyediting, typesetting and proofreading process, which might lead to differences between this version and the version of record.Beckmann, N., Beckmann, J. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 Abstract Whilst m icro-w orld s or sim ulations have increasingly been used in higher ed ucation settings, stud ents d o not alw ays benefit as expected from these learning opportunities. By using an experim ental-control group d esign w e tested the effectiveness of structu ring the task environment so as to encourage learners to approach sim ulations m ore system atically. Seventy -one professionals w ho participated in a postgrad uate-level m anagem ent program w orked on a m anagem ent sim ulation either ind ivid ually (n = 35) or in d yad s (n = 36) w hile exploring the sim ulation (exploration phase). Peer interactions in the shared learning cond ition w ere structured so that learners w ere encouraged to em ploy hypothesis-testing strategies. All participants then com pleted the sim ulation again ind ivid ually so as to d em onstrate w hat they had learned (perform ance phase). Baseline m easures of cognitive ability and personality w ere also collected . Learners w ho explored the sim ulation in the shared learning cond ition outperform ed their co unterparts w ho explored the sim ulation ind ivid ually. A sim p le m anipulation of th...

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“…well as the ability to analyze and think critically about the information they have received in class (Shellman and Turan 2006).…”

Section: The Benefits Of Active Learning Techniquesmentioning

confidence: 99%

Service Learning and Simulations

Jenkins

2010

APSC

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Both service learning and simulations have been shown to positively impact student outcomes, but they are not often used together. This article examines how to effectively combine these active learning styles to reap the benefits of both. After examining a case in which the two were combined and the impact this approach had on student evaluations and learning outcomes, I discuss how such projects can be successfully executed in a variety of other classes.

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Do Simulations Enhance Student Learning? An Empirical Evaluation of an IR Simulation

Cited by 240 publications

References 20 publications

The Poverty Simulation: Increasing Teacher Sensitivity for Students Living in Poverty

The Poverty Simulation: Increasing Teacher Sensitivity for Students Living in Poverty

A problem shared is learning doubled: Deliberative processing in dyads improves learning in complex dynamic decision-making tasks

Service Learning and Simulations

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