An Adoption of Gaming and Simulation Technique in Teaching Pedagogy and Its Impact on Learning Outcome of the Students

Abstract

Experiential learning helps in gaining more insight and helps in learning the subject and its concept precisely. The study will focus on which methods are more effective namely the traditional method, simulation method, and combination of both traditional and simulation methods. The study also focuses on learning outcomes of different
methods using Bloom's taxonomy. In particular, the study will focus on the inventory model in the operation research subject. The study is an experimental analysis of a simulation game called Whipped Cream (EOQ-based inventory game) provided by LearnBiz Simulation and will be conducted for first-year MBA students. The study will divide the students into groups and different teaching methods will be used to teach the subject to different groups at the end of the session test will be conducted using MCQ which is designed using the blooms taxonomy of learning and students will be compared on the marks scored in different method. The study will throw light on which method (traditional method, simulation method, or combination of both traditional and simulation method) is more effective in improving the learning outcome of MBA students.

References

1. Anderson, D. M., Saraswat, S. P., & Chircu, A. M. (2015). Teaching Business Process Management with Simulation in Graduate Business Programs: An Integrative Approach. Journal Of Information Systems Education , 221-232.
2. Avramenko, A. (2012). Enhancing students' employability through business simulation. Education + Training, 54 (5), 355-367.
3. Chugh, K. L., & Madhuravani, L. (2016). On-Line Engineering Education with Emphasis on Application of Bloom’s Taxonomy. Journal of Engineering Education Transformations .
4. Drury-Grogan, M. L., & Russ, T. L. (2013). A Contemporary Simulation Infused in the Business Communication Curriculum: A Case Study. Business Communication Quarterly , 304-321.
5. Elgood, C. (1996). Using Management Games. Hampshire: Gower Press.
6. Ferrier, M. (2009). Simulation Video Games as a Business School Teaching Tool. Proceedings of EdMedia: World Conference on Educational Media and Technology, 3570-3573.
7. J, B., Carson, J., Nelson, B., & Nicol, D. (2001). Discrete-Event System Simulation. Prentice Hall.
8. Jain, S. (2014). Teaching of simulation at business schools. Proceedings of the 2014 Winter Simulation Conference, 3684-3695.
9. Klerk, J. D. (2015). Exploring the use of a business simulation to teach business concepts to Emirati students. Developments in business simulation and experiential learning, 42.
10. Proserpio, L., & Magni, M. (2012). Teaching without the teacher? Building a learning environment through computer simulations. International Journal Of Information Management, 99-105.
11. Seethamraju, R. (2011). Enhancing Student Learning of Enterprise Integration and Business Process Orientation through an ERP Business Simulation Game. Journal Of Information Systems Education, 19-29.
12. Sokolowski, J. A., & Banks, C. M. (2009). Principles of Modeling and Simulation: A Multidisciplinary Approach. In J. A. Sokolowski, & C. M. Banks, Principles of Modeling and Simulation: A Multidisciplinary Approach (p. 4). Hoboken, NJ: Wiley.
13. Soundattika, S. A., & Naik, V. R. (2016). A Case Study on Teaching and Learning Innovations Applied to Engineering Education. Journal of Engineering Education Transformations .
14. Wawer, M., Milosz, M., Muryjas, P., & Rzemieniaksuch, M. (2010). Business Simulation Games in Forming of Students’ Entrepreneurship. International Journal of Euro-Mediterranean Studies, 49-71.