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The perceived relationship between pedagogies and obtaining objectives in a business policy course

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... Affective learning is associated with participants' perceptions, attitudes, and values regarding the topic of the business simulation and the applied pedagogical method (Parasuraman, 1980). The analysis of students' perception regarding various pedagogical tools such as lectures, cases and business simulations (Anderson and Lawton, 2009;Anderson and Woodhouse, 1984;Blythe and Gosenpud, 1981;Miles et al., 1986) indicated a more positive attitude and acceptability towards simulations in comparison with other teaching approaches. Behavioural learning can be described as a change in 45 participants' behaviour determined by the improved capacity to understand and apply business concepts and models in real-life competitive situations (Wellington et al., 1995). ...
Thesis
Advancements in Information Technology and Communication have brought about a new connectivity between the digital world and the real world. Emerging Technologies such as Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) and their combination as Extended Reality (XR), Artificial Intelligence (AI), the Internet of Things (IoT) and Blockchain Technology are changing the way we view our world and have already begun to impact many aspects of daily life. There are now connections between millions of devices from mobile phones to wearables, through wireless networks, creating smart environments and smart cities. It is predicted that over 50 billion devices will be connected by 2020. Virtual design and digital technologies enhance these smart environments to create new immersive experiences. These developments have resulted in many industries seeking new ways to adapt and evolve to take advantage of the opportunities presented by these emerging technologies. Innovators, researchers, technologists, businesses and manufacturers are leading the way to developing and implementing emerging technologies to create smarter, more efficient homes and cities, connecting individuals, communities and operations to allow for optimisation of resources, modification and personalisation. This thesis focuses on the opportunities presented by these technologies for developing and designing immersive smart learning environments for Higher Education and puts forward a framework for further research into how these technologies can improve engagement and enrich the learning experience. An experiment was conducted using two simulators that reinforce learning concepts. A computer based simulator and a virtual reality simulator were used. The results of the research which was conducted with Higher Education students from two universities in the United Kingdom showed an improvement in engagement levels and in the learning experience when students used an immersive smart learning environment.
... A substantial share of the early research on simulations focused on the attitudes (affective domain) of participants exposed to the pedagogy. Much of this initial research focused on comparing the general perceptions of students regarding cases, lectures, and simulations (e.g., Anderson & Woodhouse, 1984;Blythe & Gosenpud, 1981;Fritzsche, 1974;Mancuso, 1975;Wolfe, 1975). Subsequent research expanded into attempting to assess what is learned from participating in a simulation, rather than simply the perception of whether learning occurred. ...
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Studies on students' perceptions of learning in business simulations often suggest that students like simulations and view them more positively than both lectures and case discussions. However, research on the actual learning outcomes deriving from participating in business simulations still needs to be pursued. Consequently, the purpose of this case-study article is to examine how a business simulation game contributes to the cognitive learning of novices in business studies. We describe the use of a clock-driven business simulation for teaching 133 novices in business studies at the University of Turku, Finland. The students' cognitive learning was evaluated based on data generated by pre- and post-game concept map tests designed to illustrate the formation and change of mental models during the simulation course. The results of this study suggest that simulation games can provide a solid basis for novice learning. They help to increase comprehension of the complexity of business organizations and the various processes, transactions, and operations involved.
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While generally defined in opposition to each other, both Case Studies and Business Games are reported in the litera- ture as being participant-centered learning methods. This paper, a review of literature, considers the challenge of sequencing in tandem both methods in order to explore the potential synergy generated from their combined use. While Case Studies encourage learning based on analysis and discussion of past examples from "real life" and position students as active readers of realistic stories, Business Games promote experiential and anticipatory learning based on "trial and error" decision-making where players are protagonists in managerial roles. Combining both methods may bring about a journey over time starting in the past and evolving "back to the future".
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Can international business (IB) simulation games play a significant role in filling the need for students who understand lB concepts? This article reviews the gaming literature to identify gaming's strengths and weaknesses to determine the roles that stimulations can play in lB pedagogy. It then reviews the existing IB simulation games to determine what each game can or cannot contribute to the teaching of international business. Potential adopters can then select the simulation that best fulfills their course requirements.
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