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2019 | OriginalPaper | Chapter

What Business Simulations Teach: The Effect of Debriefing

Authors : Richard Teach, James Szot

Published in: Neo-Simulation and Gaming Toward Active Learning

Publisher: Springer Nature Singapore

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Abstract

This is the initial report of a multi-university study of students participating in business simulations. The study’s purpose is an attempt to determine what skills students learn while taking part in business gaming. This study defined a set of 16 primary learning skills that had been previously suggested by a variety of authors. University students were surveyed immediately upon completion of a business simulation that was included in their coursework. The results presented here are limited to US students enrolled in US universities. Future analysis will explore whether the data suggests international students learn the skills differently than US nationals. This study found that debriefing had a substantial and measurable impact on the student’s learning; however, debriefing alone was not the primary variable in learning. It was important only after the student considered the debriefing to be important and their instructor had the ability to facilitate the debriefing.

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previous chapter The Effects of Debriefing on the Performance and Attitude of Austrian University Students and Cultural Differences to Japanese Students
next chapter Gaming Simulation Validation: Matching Participants’ Worldviews with Their Decisions
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Metadata
Title
What Business Simulations Teach: The Effect of Debriefing
Authors
Richard Teach
James Szot
Copyright Year
2019
Publisher
Springer Nature Singapore
Book
Neo-Simulation and Gaming Toward Active Learning

Print ISBN: 978-981-13-8038-9

Electronic ISBN: 978-981-13-8039-6

Copyright Year: 2019

DOI
https://doi.org/10.1007/978-981-13-8039-6_49

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