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"Economics Study and teaching (Higher) Simulation methods."
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It's All in the Game: A 3D Learning Model for Business Ethics
How can we improve business ethics education for the twenty first century? This study evaluates the effectiveness of a visual case exercise in the form of a 3D immersive game given to undergraduate students at two UK Universities as part of a mandatory business ethics module. We propose that due to evolving learning styles, the immersive nature of interactive games lends itself as a vehicle to make the learning of ethics more 'concrete' and 'personal' and therefore more engaging. To achieve this, we designed and built an immersive 3D simulation game in the style of a visual case. The effectiveness of the game was evaluated using a mixed methods approach measuring recognised and adapted constructs from the technology acceptance model. Results demonstrate that students found the game beneficial to their learning of ethics with the development of knowledge and skills applicable to the real world and that they engaged with the process due to game elements. Findings demonstrate the potential for the development of simulated games to teach ethics at all levels and modes of delivery and the contribution of this type of visual case model as a pedagogic method.
Journal Article
Sustainable Entrepreneurial Intention Among University Students: Synergetic Moderation of Entrepreneurial Fear and Use of Artificial Intelligence in Teaching
Today, the world is facing two major issues: unemployment and environmental degradation. To promote employment, universities and higher educational institutions all over the world are boosting entrepreneurial intentions among students to overcome the challenge of unemployment. Moreover, in higher educational institutions in developed and developing countries, sustainability is being promoted. However, Pakistan is far behind in applying these concepts simultaneously. Hence, the objective of the study is to promote sustainable entrepreneurial intentions among the students. For the said purpose, considering the inconsistent findings in the literature where the theory of planned behavior is used to cater to entrepreneurial intentions, entrepreneurial fear and the use of artificial intelligence are added to the theory of planned behavior as a moderator with the support of protection motivation theory and experiential learning theory. The data have been collected from 384 students studying at higher educational institutions in Pakistan. The developed framework has been evaluated using SMART PLS3. The findings confirmed that personal attitude, perceived behavioral control, and perceived feasibility significantly influence sustainable entrepreneurial intentions. Moreover, the synergistic moderation of entrepreneurial fear, as well as the use of artificial intelligence in teaching, is significant. This study ends up with policy guidelines and limitations along with future directions.
Journal Article
Understanding Economic, Social, and Environmental Sustainability Challenges in the Global South
In an increasingly complex world, students of economics, business, and management must learn how to combine financial objectives with social and environmental aims. To that end, institutions, teachers, and curricula have a growing need for multidisciplinary approaches to reinforce education for sustainable development. This study presents a pilot project consisting of an innovative online simulation designed to help students understand the challenges that countries and companies from the Global South are facing to balance economic, social, and environmental objectives under sustainability criteria. This research uses quantitative and qualitative data provided by the students to assess the effectiveness of the methodology. The results indicate the usefulness of the methodology in helping students comprehend economic complexities in the Global South, as well as to assist them in acquiring key cognitive, skill-based, and affective educational outcomes. The combination of three active-learning methodologies (role-play, collaborative-learning, and inquiry-based learning) proved to be of high value to address sustainability-related issues in higher education and help students develop 21st-century skills.
Journal Article
Is it worth it to consider videogames in accounting education? A comparison of a simulation and a videogame in attributes, motivation and learning outcomes
The objective of this study is to assess the effectiveness of videogames in comparison to simulations in a higher education environment and with regard to their attributes, motivation, and learning outcomes, as three of the main dimensions that play a role in the effectiveness of digital game-based learning. Results demonstrate significant differences between the attributes and motivation dimensions, while no significant differences were found for the learning outcomes. This would imply that although both instructional tools lead students to the desired level of knowledge acquisition, the motivation generated, together with the set of features provided by the games complement each other, leading to a superior learning experience. These results support the inclusion of videogames as a complement to simulations in higher education accounting and business environments and allow us to propose a blended approach that provides the learner with the ‘best of both worlds’.
El objetivo de este estudio es evaluar la eficacia de los videojuegos en comparación con las simulaciones en un ambiente de educación superior por lo que respecta a sus atributos, motivación y resultados de aprendizaje como 3 de las principales dimensiones que desempeñan un papel clave en la eficacia del aprendizaje basado en juegos digitales. Los resultados revelan diferencias significativas entre los atributos y las dimensiones de la motivación, si bien no se encontraron diferencias para los resultados de aprendizaje. Esto implicaría que, aunque ambas herramientas instructivas dirigen a los estudiantes al nivel deseado de adquisición de conocimientos, la motivación generada junto con las características que facilitan los juegos se complementan entre sí, lo que permite una experiencia de aprendizaje superior. Estos resultados respaldan la inclusión de los videojuegos como un complemento a las simulaciones en estudios superiores de contabilidad y entornos empresariales y permiten que se proponga un enfoque mixto que provee al aprendiz con «lo mejor de ambos mundos».
Journal Article
Evaluating students’ preferences for university brands through conjoint analysis and market simulation
Purpose
In recent times, many universities have been pressured to become heavily involved in university branding. The purpose of this paper is to investigate students’ perceptions of different international universities (brands) in terms of important university attributes, including the country in which the university’s main campus is located and educational programs are designed (COD) and the method by which the educational services are distributed internationally (DM).
Design/methodology/approach
Using a conjoint simulation procedure, this paper predicts the impact that university attributes have on Malaysian and Chinese students’ preferences for international universities.
Findings
The results suggest that, although COD and DM are important factors, the extent to which these factors dominate student preference differs significantly across students according to nationality.
Research limitations/implications
The simulation suggests how international universities can improve their branding strategies, and highlights the need to understand students’ preferences when developing marketing strategies.
Originality/value
Past research has compared the importance of university attributes across countries from the perspective of students, but failed to assess this issue in the light of existing university brands (at an institutional or country level). Such knowledge can provide an indication of student preferences and competitive performance, which are of great interest to education marketers. The present study predicts the impact of various university attributes on Malaysian and Chinese students’ preferences for specific international universities (brands) in four different countries, and changes in preference that occur when the style of delivery or course suitability is altered.
Journal Article
Learner-Centered Approaches in an International Nurse Training Program
This study examines the appropriateness of using learner-centered teaching approaches with international nurses in New Zealand. A 12-week international nurse training program was designed by a large tertiary institution in New Zealand in response to the request of Shenzhen local hospital officials in China. Three groups of 30 Chinese nurses attended this program.
Responses from program participants were garnered through an online survey and a focus group interview. All qualitative data were analyzed using a thematic approach.
The study results highlighted that a positive aspect of the program was the collaborative decision making invited by the program coordinator about the learning goals, topics, and content. Participants reported how the shift in power from a teacher-directed program to a learner-centric approach helped them to engage more fully in the program and achieve greater, more successful individual outcomes.
This project demonstrated the feasibility of implementing an international nursing training program using a culturally appropriate learner-centric teaching approach. The findings suggest that a learner-centric teaching style effectively addresses the diverse professional needs and cultural backgrounds of international nursing practitioners. [J Contin Educ Nurs. 2019;50(4):183-188.].
Journal Article
Evaluation of Teaching the IS-LM Model through a Simulation Program
The IS-ML model is a basic tool used in the teaching of short-term macroeconomics. Teaching is essentially done through the use of graphs. However, the way these graphs are traditionally taught does not allow the learner to easily visualise changes in the curves. The IS-LM simulation program overcomes difficulties encountered in understanding the curves used in the model because, through it, the students can visualise the changes in these curves when the model's parameter values are modified. The IS-LM simulation program is presented and the effectiveness of its application to a group of macroeconomics students at the University of Seville during the 2009/10 academic year is evaluated. Analysis of variance (ANOVA) of all students' scores and some complementary statistical tests were applied, distinguishing between students who used the simulator and those who did not. The average score obtained by the former in a model comprehension test was significantly higher than that of the latter.
Journal Article
Marketing simulation games
Purpose - The paper aims to contribute to the wider adoption of simulation games in marketing teaching. The purposes of the research reported here are to understand marketing students' perceptions of the learning achieved from the use of simulation games, and marketing lecturers' perceptions of the barriers to increased use of simulation games.Design methodology approach - A structured questionnaire was administered to 137 final-year marketing undergraduates studying at two British universities and eight semi-structured interviews were conducted with marketing lecturers currently using simulation games in their marketing teaching.Findings - Students perceive the simulation game to be a highly effective learning method, delivering valuable knowledge and skills. In addition, students find the game to be an enjoyable learning approach. Lecturers are enthusiastic about this learning method, but note some barriers to adoption; particularly cost, the steep learning curve, and the difficulty of finding unbiased advice about suitable games to deliver desired learning outcomes.Research limitations implications - Limitations are that the empirical base for the quantitative study was only two universities in the UK, and the questionnaire concerned only student perceptions of their learning, not an objective assessment of actual learning. It is recommended that the study be extended to a wider sample of universities, and that the approach be widened to include an assessment of the measurable learning outcomes achieved rather than just student perceptions.Originality value - The degree of student enthusiasm for simulation games is striking. Lecturers also find the method very engaging, but acknowledge that there are important barriers to more widespread simulation game adoption.
Journal Article
Engaging Students in Global Agriculture: Three Authentic-Learning Classroom Interventions 1
Today, an understanding and appreciation of the interconnectedness of global agriculture is a key component of agricultural economics curricula. However, without an authentic learning environment, it can be challenging for students to evaluate and comprehend the role of global agricultural subjects in a real-world context. In this paper, we examine three classroom interventions, each implemented in a different course, designed to improve students' understanding of and interest in global agriculture through an Authentic Learning model. The intervention/course combinations were a ten-week futures market trading simulation in a futures markets course, an international agribusiness case study in an agribusiness management course, and real-world example-based instruction in a course on the global food economy. The interventions varied by setting and by degree of authenticity in an Authentic Learning context. Our results show the three interventions led to increases in self-reported understanding of and interest in global agriculture.
Journal Article