Pedagogical positioning and longitudinal learning within a competitive business marketing simulation
by David Scott Baker; Duleep Delpechitre; Alicia Rodriguez de Rubio; James H. Underwood III
International Journal of Teaching and Case Studies (IJTCS), Vol. 4, No. 3, 2013

Abstract: This paper empirically analysed participant engagement and commitment to a competitive business simulation by examining time investment and improvement of performance over a longitudinal period of time. The sample consisted of 517 undergraduate students who were enrolled in an introductory marketing principles class. The results of the study showed that time spent making decisions varied with the challenges, experience, and decision criteria for each quarter. Longitudinally however, participant performance increased over the five quarters. Findings of the study also showed that participant performance for a specific decision period depended on the time the participant spent on that decision period in relation to the performance of the previous decision period. This research helps educators better understand participant dynamics longitudinally through the course of a simulation with multiple decision rounds and also identifies suggestions to assist designers in the development of simulations in order to address specific learning outcomes.

Online publication date: Sat, 28-Jun-2014

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