The use and impact of simulations in management education

Lean, Jonathan; Moizer, Jonathan; Warren, Matthew

doi:10.1016/j.ijme.2015.11.001

Cited by 7 publications

(6 citation statements)

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“…However, whilst the benefits of SBLEs are often discussed in the literature, evidence regarding the impact of their utilisation remains limited (Lean et al, 2015). Furthermore, a need exists for more research addressing how the learning potential of such environments might be enhanced (Davidsen & Spector, 2015).…”

Section: Simulator Transparency and Instructional Guidancementioning

confidence: 99%

Optimising the Learning Potential of Simulations Through Structural Transparency and Exploratory Guidance

Capelo

Silva

2020

Simulation & Gaming

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Background. Simulation-based learning environments are used extensively to support learning in complex business systems. Nevertheless, studies have identified problems and limitations due to cognitive processing difficulties. In particular, previous research has addressed some aspects of model transparency and instructional strategy and produced inconclusive results. Aim. This study investigates the learning effects of using transparent simulations (that is, showing users the internal structure of models) and exploratory guidance (that is, guiding learners so they are able to explore the simulation by themselves, supported by specific cognitive aids) from a mental models perspective. Method. A test based on a simulation experiment with a system dynamics model, representing a supply chain system, was performed. Participants are required to use the simulator to investigate some issues related to the bullwhip effect and other supply chain coordination concepts. Results. Participants provided with the more transparent strategy and offered the more exploratory guidance demonstrated better understanding of the structure and behaviour of the underlying model. However, our results suggest that while exploratory guidance is a beneficial method for understanding both model structure and behaviour, making only the model transparent is more limited in its effect.

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Section: Simulator Transparency and Instructional Guidancementioning

confidence: 99%

Optimising the Learning Potential of Simulations Through Structural Transparency and Exploratory Guidance

Capelo

Silva

2020

Simulation & Gaming

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“…As has been previously explored by this institution, the involvement of practitioners is something which the literature recognises as beneficial for the subject and serves to create links between theory and practice in developing students ready for employment (Wells et al, 2009;Sanchez, Agoglia & Brown, 2012). Lean, Moizer, Warren (2015) contend that whilst there is a range of literature discussing the benefits of simulations, there is limited research evidencing the impact of their use. Earlier studies have focussed specifically on the link between simulation on experiential learning theories (Kachra and Schneitz, 2008;Hughes and Scholtz, 2015;Blackford and Shi, 2015).…”

Section: Literaturementioning

confidence: 99%

Simulation – is it all worth it? The impact of simulation from the perspective of accounting students

Burdon

Munro

2017

The International Journal of Management Education

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“…Simulations and games have become increasingly popular methods of teaching and learning within the Higher Education sector over recent years (Lean, Moizer, & Warren, 2015;Moizer & Lean, 2010). They have been used in subject areas as diverse as entrepreneurship (Newbery, Lean, Moizer, & Haddoud, 2018), history (McCall, 2016) and nursing (Koivisto et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Real World Learning: Simulation and Gaming

Lean

Moizer

Derham

et al. 2020

Applied Pedagogies for Higher Education

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Simulations and games are being used across a variety of subject areas as a means to provide insight into real world situations within a classroom setting; they offer many of the benefits of real world learning but without some of the associated risks and costs. Lean, Moizer, Derham, Strachan and Bhuiyan aim to evaluate the role of simulations and games in real world learning. The nature of simulations and games is discussed with reference to a variety of examples in Higher Education. Their role in real world learning is evaluated with reference to the benefits and challenges of their use for teaching and learning in Higher Education. Three case studies from diverse subject contexts are reported to illustrate the use of simulations and games and some of the associated issues.

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The use and impact of simulations in management education

Cited by 7 publications

References 1 publication

Optimising the Learning Potential of Simulations Through Structural Transparency and Exploratory Guidance

Optimising the Learning Potential of Simulations Through Structural Transparency and Exploratory Guidance

Simulation – is it all worth it? The impact of simulation from the perspective of accounting students

Real World Learning: Simulation and Gaming

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