Business Simulations and Cognitive Learning: Developments, Desires, and Future Directions
Simulation & Gaming Volume 40, Number 2, ISSN 1046-8781
This article focuses on the research associated with the assessment of the cognitive learning that occurs through participation in a simulation exercise. It summarizes the "objective" evidence regarding cognitive learning versus the "perceptions" of cognitive learning achieved as reported by participants and instructors. The authors also explain why little progress has occurred in objectively assessing cognitive learning in the past 25 years and provide potential options for filling this deficiency. (Contains 1 table.)
Anderson, P.H. & Lawton, L. (2009). Business Simulations and Cognitive Learning: Developments, Desires, and Future Directions. Simulation & Gaming, 40(2), 193-216.
Cited ByView References & Citations Map
Theory of activity and fun factor in serious games: The case of social game about financial literacy for the classroom.
Emmanuel Duplaa, Faculty of Education, University of ottawa., Canada; Shervin Shirmohammadi, SITE, University of Ottawa, Canada
EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 982–989
Business Simulation Training in Information Technology Education: Guidelines for New Approaches in IT Training
Pierre-Majorique Léger, HEC Montréal, Canada; Patrick Charland, Université du Québec à Montréal, Canada; Harvey D. Feldstein, Baton Simulations, Canada; Jacques Robert, Gilbert Babin & Derick Lyle, HEC Montréal, Canada
Journal of Information Technology Education: Research Vol. 10, No. 1 (Jan 01, 2011) pp. 39–53
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.