Article: Student decision-making through classroom simulation-based learning: preference and effectiveness Journal: International Journal of Pluralism and Economics Education (IJPEE) 2024 Vol.15 No.2 pp.125 - 149 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. Inderscience Publishers - linking academia, business and industry through research

Title: Student decision-making through classroom simulation-based learning: preference and effectiveness

Authors: Ibtisam Al Abri

Addresses: Department of Natural Resource Economics, Sultan Qaboos University, Oman

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.

Keywords: simulation-based learning; student preferences; method effectiveness; fisheries economics.

DOI: 10.1504/IJPEE.2024.144135

International Journal of Pluralism and Economics Education, 2024 Vol.15 No.2, pp.125 - 149

Received: 13 Aug 2023
Accepted: 11 Apr 2024
Published online: 28 Jan 2025 *

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Title: Student decision-making through classroom simulation-based learning: preference and effectiveness

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