Total enterprise simulation performance and participant learning

Abstract

Total enterprise simulations are often used and included as graded elements by instructors in business degree capstone "policy courses" under the assumption that their use enriches the learning experience. This suggests a belief that people who perform best in simulations have learned how to play the game better. The studies reported on here attempt to determine and evaluate the relationship between learning and simulation performance. These studies have consistently found that, while simulationrelated learning does occur, there appears to be no direct, positive relationship between the two variables. Suggestions for further research are proposed.

The effects of computer‐simulation game training on participants' opinions on leadership styles

“…They also showed that the students thought the simulation game was superior to a lecture‐centred approach. Washbush and Gosen's () study, in which they compared the before and after scenarios following an enterprise simulation game played by teams of undergraduate business students, showed that students improved their exam score after the simulation. The effectiveness of the simulation game in teaching operations management was demonstrated in Olhager and Persson's () study.…”

Contributors to hospitality students' knowledge enhancement

“…The fact that, as a result of the learning experience, knowledge enhancement had a direct impact on ability enhancement is a very favourable result (cf. Tan & Laswad, 2008) as Washbush and Gosen (1998) did not find such a relationship, although they did note that students in poorer performing teams showed greater learning enhancement whilst Gopinath and Sawyer (1999) linked poor team performance to inconsistency between the strategy and action taken within a simulation. The flip side is that it may be appropriate to consider a supplementary approach to learning for those students who have higher perceived self-efficacy.…”

“…Avramenko (2012) revealed within his United Kingdom (UK) case study of university students that simulations are valuable tools to enhance students' knowledge and therewith abilities for the real-life industry environment; however, at the same time, they require profound planning, preparation and university commitment. Although Washbush and Gosen (1998) found no direct relationship between learning and simulation performance, they demonstrated that students in poor performing teams showed greater learning enhancement. Subsequently, Gopinath and Sawyer (1999) explained how participants understood the importance of a long-term strategic focus; students who performed poorly could link poor performance to an inconsistency between the strategy and action taken within a simulation.…”

“…Influence of self-efficacy on knowledge enhancement Bandura (1986) explained that enhancing knowledge by building meaning between past and present is consistent with self-efficacy theory. Following exposure to business simulations, students' performance outcomes have been measured by self-reporting, and by group and individual assessments (Adobor & Daneshfar, 2006;Gopinath & Sawyer, 1999;Washbush & Gosen, 1998). Both Tompson and Dass (2000) and Kendall and Harrington (2003) adopted control groups and, using case study simulations, the former showed that over time students' self-efficacy improved (Tompson & Dass, 2000) and, in turn, facilitated greater educational development (Kendall & Harrington, 2003).…”

Exploring Learning Experience in a Total Enterprise Simulation Based on Means-End Theory

“…It seems like that [students often say in the course] "we made it, it just happened, but we don"t know exactly why/how we got to the end". On the other hand, some explained that performers who struggled a lot learned more than high performers who struggled less (Washbush and Gosenpud, 1993;Wolfe and Chanin, 1993;Washbush and Gosen, 2001). From a pragmatic point of view this can be put another way: given simulation learning in a university setting is a means of attaining grades, the grade-seeking motivation, e.g.…”