Gender differences in learning preferences among participants of serious business games

Garber, Lawrence L.; Hyatt, Eva M.; Boya, Ünal Ö.

doi:10.1016/j.ijme.2017.02.001

Cited by 25 publications

(28 citation statements)

References 41 publications

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“…Gender is not a significant factor, in this particular finding the research results are consistent, and it thus strengthens the validity of Martín-García (2003) research. However, a discrepancy can be found with the research (Garber et al, 2017), which was focused on factors affecting the learning styles when using a marketing game. After playing it, the learning styles that students preferred were analysed.…”

Section: Discussionmentioning

confidence: 92%

“…There are many studies (e.g. Allen et al, 2013;Espinoza-Poves et al, 2019;Garber et al, 2017;Holtbrügge & Mohr, 2010;Karns, 2006) studying variables affecting learning styles. The gender of students is a common factor in research.…”

Section: Introductionmentioning

confidence: 99%

“…However, surveys examining the impact of this internal independent variable with an impact on the teaching style of university students do not present the same outcome in many studies. Gender differences in learning styles were examined in the student research at the university in subjects focused on marketing and business (Garber et al, 2017). The marketing business game was used for this purpose with 22 university students.…”

Section: Introductionmentioning

confidence: 99%

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Learning Style Preferences of University and College Students

Berková

Borůvková

Kuncová

et al. 2020

PEC

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Knowledge of the appropriate learning styles in which students approach the study supports the effectiveness of the teaching process. There is international research that explores the factors that influence student learning styles or students' preferences. The results of some research based on the similar methodologies are inconsistent. The aim of this research under the conditions of Czech tertiary education was to verify what factors students´ learning style preferences in the subject Marketing depend on. The method of questioning based on quantitative research was used. 132 students of University of Economics, Prague and of College of Polytechnics Jihlava were involved in the research. The questions were formulated in a way to be able to define the learning style and whether students were aware of their sensory preferences. The model was based on the VARK model and the learning style according to motivation and intent. A chi-square test of independence was used for verification. The preferences of a deep problem-based learning style prevail. Learning styles preferences depend on factors related to the practical preparation of the students and the difficulty of the subject. Keywords: learning style, VARK model, deep problem-based learning style, Czech tertiary education, subject Marketing.

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Section: Discussionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Learning Style Preferences of University and College Students

Berková

Borůvková

Kuncová

et al. 2020

PEC

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“…McGraw-Hill Education [53]; Rogowski et al [54]; Vagg et al [55]; Severiens and Ten Dam [56]; Keri [57]; Francis [58]; Alkhasawneh et al [59]; Demirbas and Demirkan [60]; Sarabi-Asiabar et al [61]; Al-Saud [62]; Cetin and Erel [63]; Dalmolin et al [64]; Othman et al [65]; Demirkan [66]; Matthews [67]; Garber [68]; Yousef [69]; Gappi [70]; Kolb [71]; Felder and Soloman [72].…”

Section: Studies On Online Learning and Knowledge-based Educational Environmentmentioning

confidence: 99%

“…The recent literature on addressing business students' learning preferences is scarce. Garber et al discuss "the gender differences in learning style revealed by attitudinal response to participation in serious business games" [68] and conclude that "female partic-ipants show themselves to be concrete experiencers (CE), viewing themselves as learners who are accepting, feeling and receptive graspers of experience, while male participants are abstract conceptualizers (AC), viewing themselves as learners who are logical, analytical and present-oriented graspers of experience" [68]. There is no relevant difference in learning style preferences by gender among statistics students according to Youssef [69] and Gappi [70] when measuring the specific four dimensions defined by Kolb [71] and Felder and Soloman [72]: active/reflective, sensing/intuitive, visual/verbal and sequential/global.…”

Section: Studies On Digitally Driven Student Transformationmentioning

confidence: 99%

Integrating Business Students’ E-Learning Preferences into Knowledge Management of Universities after the COVID-19 Pandemic

2021

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The COVID-19 pandemic forced many universities to close doors and keep students completely online—a phenomenon that raised unprecedented challenges with lessons learned that should be integrated into future educational knowledge management strategies and practices. Special attention should be given to students’ learning habits. This paper presents the results of a semi-systematic literature review on the research problem and a survey of a sample of business students regarding their learning habits and preferences. Learnings of the research can be useful for the transition to an entirely online distance education, integrated in the framework of knowledge management strategies regarding e-learning in universities. The primary quantitative research was conducted before the start of the lockdown, and the results give useful insights that can be translated into mandatory elements for any strategy designed to assure a smooth and effective passage from in-class education to online teaching and learning. Students’ pre-epidemic learning habits, their use of communication tools and their preferences for solutions usable in distance education, with a special focus on gender and education level, have been investigated. Results are correlated in the paper with possible knowledge management strategies in universities as part of an approach with both academic and practical implications.

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