بررسی اثر روش یادگیری و انگیزشی بر عملکرد یادگیری
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بررسی اثر روش یادگیری و انگیزشی بر عملکرد یادگیری

عنوان فارسی مقاله: بررسی اثر روش یادگیری و انگیزشی بر عملکرد یادگیری در زمینه سیستم شبیه سازی کسب و کار: یک مطالعه تجربی
عنوان انگلیسی مقاله: Investigating the effect of learning method and motivation on learning performance in a business simulation system context: An experimental study
مجله/کنفرانس: مجله کامپیوترها و آموزش - Computers & Education
رشته های تحصیلی مرتبط: مدیریت
گرایش های تحصیلی مرتبط: مدیریت کسب و کار، مدیریت دانش
کلمات کلیدی فارسی: شبیه سازی، برنامه هایی در حوزه های موضوعی، استراتژی های یادگیری، یادگیری مشاکتی
کلمات کلیدی انگلیسی: Simulations، Applications in subject areas، Learning strategies، Collaborative learning
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
نمایه: Scopus - Master Journal List - JCR
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.compedu.2018.08.008
دانشگاه: Department of Distribution Management, National Taichung University of Science and Technology, Taiwan
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2018
ایمپکت فاکتور: 5/490 در سال 2017
شاخص H_index: 134 در سال 2019
شاخص SJR: 2/626 در سال 2017
شناسه ISSN: 0360-1315
شاخص Quartile (چارک): Q1 در سال 2017
فرمت مقاله انگلیسی: PDF
تعداد صفحات مقاله انگلیسی: 32
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: بله
کد محصول: E10889
فهرست انگلیسی مطالب

Abstract


1- Introduction


2- Theoretical background and hypotheses development


3- Research methodology


4- The results of the data analysis


5- Conclusions and implications


6- Limitations and directions for future research


References

نمونه متن انگلیسی مقاله

Abstract


With the proliferation of business simulation systems used in business education, an understanding of the factors of a simulation-based learning environment that contribute to learning performance within instructional settings is essential. This study aims to explore the effect of learning method (individual mode vs. collaborative mode) and learning motivation (low vs. high) on learning performance in a simulation-based business learning context by conducting an experiment with a 2 × 2 factorial design. Virtual Business Retailing (VBR) software, a business simulation system for convenience store operation, is adopted to build a retailer simulation-based learning environment. Our results reveal that the difference in students' learning performance between individual mode and collaborative mode is significant. However, learning motivation does not have a significant impact on learning performance. Further, learning motivation is an important moderator for the effect of learning method on learning performance. These findings provide several important theoretical and practical implications for the educational use of business simulation systems.


Introduction


Modern ICTs (information and communications technologies) have introduced many new educational applications and challenges leading to dramatic changes in lecturing and studying styles. Compared to traditional learning environments, the development of ICTs has led to many innovative learning methods. Simulation-based learning, one reformatory educational approach, has been proven to exert a significant influence on learning behaviors (Connolly, Boyle, MacArthur, Hainey, & Boyle, 2012) and promote: general spelling and reading skills, domain-specific learning outcomes (e.g., physics, health, biology, mathematics, medicine, and computer science), and cognitive abilities (spatial visualization, divided attention, and knowledge mapping) (Tobias, Fletcher, Dai, &Wind, 2011). Mayo (2009) reported 7-40% enhancements in terms of achieving learning outcomes with a well-designed game compared with traditional teaching methods. As Lateef (2010) mentioned, simulation systems can facilitate learning due to: (1) the feedback provided; (2) opportunities for repetitive practice; (3) curriculum integration; and (4) various difficulty levels. In addition, Tan, Tse, and Chung (2010) proposed four advantages of games that support learning: (1) make knowledge accessible; (2) make thinking visible; (3) make learning fun; and (4) promote autonomous learning. With recent technological advances, simulation systems used in learning contexts are becoming more realistic in terms of both attractive visual content and immediate learner interaction within highly realistic virtual worlds.

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