The Relative Influence of Several Factors on Simulation Performance

Gosenpud, Jerry; Miesing, Paul

doi:10.1177/1046878192233004

Cited by 10 publications

(10 citation statements)

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“…We know from experimental and observational work that several factors can influence what is learned or remembered from an experience. For example, interest, confidence and motivation were amongst 44 important factors seen to influence performance in a study of simulation conducted in business students 46 . These same factors influence learning or recall 47‐49 .…”

Section: Factors That Contribute To the Myth Of Surprise‐induced Learmentioning

confidence: 99%

Aha! Taking on the myth that simulation‐derived surprise enhances learning

Monteiro

Sibbald

2020

Medical Education

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Objectives: This paper aims to discuss the recurring education-related issue of the highfidelity simulation myth. In the current instantiation, educators erroneously believe that trainees benefit from authentic uncertainty and surprise in simulation-based training. Methods:We explore the origins of this myth within the experiential learning and social constructivism theories and propose an evidence-based solution of transparent and guided instruction in simulation. Results:Constructivist theories highlight meaning making as the benefit of inquiry and discovery learning strategies. Inappropriate translation of this epistemology into an element of curriculum design creates unfortunate unintended consequences. Conclusions:We propose that the translation of constructivist theories of learning within simulation-based education has resulted in a pervasive myth, which decrees that scenarios must introduce realistic tension or surprises to encourage exploration and insightful problem solving. We argue that this myth is masquerading as experiential learning. In this narrative review, we interpret our experiences and observations of simulation-based education through our expertise in education science and curriculum design. We offer anecdotal evidence along with a review of selected literature to establish the presence of this previously undetected myth.How to cite this article: Monteiro S, Sibbald M. Aha! Taking on the myth that simulation-derived surprise enhances learning.

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Section: Factors That Contribute To the Myth Of Surprise‐induced Learmentioning

confidence: 99%

Aha! Taking on the myth that simulation‐derived surprise enhances learning

Monteiro

Sibbald

2020

Medical Education

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“…These were taken from Gosenpud and Miesing's (1992) study that examined the impact of group cohesion and formalization (among other factors) on simulation performance outcomes. For group cohesion, participants were asked on the post-experience questionnaire the extent to which:…”

Section: Group Experiencementioning

confidence: 99%

“…Group Formalization was measured using four items taken from Gosenpud and Miesing (1992) that measured the extent to which participants felt their team:…”

Section: Acquisition Of Strategic Skillsmentioning

confidence: 99%

Facilitating the acquisition of strategic skills

Parente

Stephan

Brown

2012

Management Research Review

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Access to this document was granted through an Emerald subscription provided by emerald-srm:403714 [] For AuthorsIf you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to investigate whether managers can acquire strategic skills using management education methods in lieu of experience. It demonstrates that experienced-based pedagogical methods can be effective in developing traditional skills or "hard" skills and "soft" skills such as interpersonal communication, which then facilitate the acquisition of strategic skills. Design/methodology/approach -The paper uses data from questionnaires and achievement scores from capstone classes to determine whether exposure to an experiential technique called large-scale simulation can lead students to acquire traditional, soft and strategic managerial skill sets. Findings -The results show that soft and traditional skills are complementary and together lead to better acquisition of strategic skills and also imply that mastering soft skills may enhance the mastery of traditional skills. Research limitations/implications -A limitation of the research stems from the use of students as research subjects. While this limits generalizability, it is important to remember that many such students go on to be successful managers in large and small organizations, partly due to their educational background. Replicating these findings with graduate and executive students is required. Practical implications -A key practical implication is that organizations may be able to effectively supplement their own experienced-based developmental efforts for their managerial personnel with course-based learning. Originality/value -The paper's findings support an option for many firms, although this has not received much direct empirical support. Additionally, the results support the increasing emphasis placed on soft skills, suggesting that development of strategic skills may help managers grasp the bigger-picture implications.

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“…However, a large body of literature has developed to help explain performance. The factors that influence performance on simulations are numerous, and the relationships among these factors are complex (Gosenpud and Miesing 1992). Interactions among major, grade point average, and gender have been considered in explaining performance (Hornaday and Wheatley 1986;Norris and Neibuhr 1980).…”

Section: Related Literaturementioning

confidence: 99%

“…Motivation, background, and cohesion variables have been used to help explain performance (Gosenpud 1989). Motivation and interest influence performance (Gosenpud and Miesing 1992). A major conclusion from this body of literature is that students who are interested and skilled in decision-making processes will generally outperform others on economic simulations.…”

Section: Related Literaturementioning

confidence: 99%

Student Learning on a Multistage Market Simulation

White

1998

Agric. resour. econ. rev.

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Simulations are widely used to teach economic principles and to provide students experience in decision making. This paper describes and evaluates a simulation exercise that helps students understand public policy impacts in a multistage market. Student teams of producers, marketers, and processors use information on costs and demand in negotiations to determine prices and quantities. Selected public policies such as marketing orders with price discrimination are implemented and analyzed. The simulation exercise improved student understanding of marketing orders and policy impacts on prices, quantities, and profits in a multistage market. Financial outcomes in the simulation were related to student learning as evidenced by exam scores.Developing effective instructional techniques to help students clearly understand public policy issues is both important and challenging. Techniques that place the responsibility for learning on students and engage them in the learning process can produce an enjoyable learning experience and enhance learning (Velenchik 1995). One such technique is economic simulation: student understanding of public policy issues can be improved by actively involving learners in simulated markets with regulations.The objective of this article is to report the development, implementation, and evaluation of a multistage market simulation exercise that is used to teach economic analysis of public policies. Student teams managing hypothetical firms make choices on technologies, prices, and quantities in a market that involves producers, marketers, and processors. Prices and quantities are determined through negotiations. Marketing orders with price discrimination and other government policies are simulated, and their impacts analyzed.The multistage market simulation involves several economic principles related to quantity and price determination, profit determination, price discrimination, and government policies. This study addresses several aspects of student learning related to these economic principles, Student survey questionnaires are used to describe perceived understanding of the concepts. Exam scores are related to the survey responses in order to compare

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The Relative Influence of Several Factors on Simulation Performance

Cited by 10 publications

References 39 publications

Aha! Taking on the myth that simulation‐derived surprise enhances learning

Aha! Taking on the myth that simulation‐derived surprise enhances learning

Facilitating the acquisition of strategic skills

Student Learning on a Multistage Market Simulation

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