Student decision-making through classroom simulation-based learning: preference and effectiveness
by Ibtisam Al Abri
International Journal of Pluralism and Economics Education (IJPEE), Vol. 15, No. 2, 2024

Abstract: Non-traditional teaching methods like classroom experiments have increasingly gained attention as new means of teaching undergraduate courses to boost active learning. This paper has three objectives: 1) to describe a classroom simulation that allows students to accomplish a specific learning objective by choosing actions based on a simulated environment; 2) to discuss students' preference toward four teaching methods (simulation-based, simulation with direct instruction, interactive video, and interactive video with direct instruction); 3) to investigate the factors that may influence the preference for simulation-based learning. Eight factors have been considered: overall academic performance, gender, language proficiency, previous learning methods, coyness, favouring the course, number of friends, and number of active social media accounts. Most interestingly, post-simulation analysis reveals a discrepancy between students' preference for learning methods and the effectiveness of these learning methods. Findings disclose that interactive learning methods are effective; however, students prefer learning through a combination of interactive and traditional teaching methods. This is attributed to two main factors: past learning experience and the cultural aspect of Arabian counties. Findings reveal that academic performance and previous experience have a positive influence, while coyness and English proficiency negatively impact preferences for simulation-based learning.

Online publication date: Tue, 28-Jan-2025

The full text of this article is only available to individual subscribers or to users at subscribing institutions.

 
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.

Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.

Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Pluralism and Economics Education (IJPEE):
Login with your Inderscience username and password:

Username:        Password:          Forgotten your password?

Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.

If you still need assistance, please email subs@inderscience.com