بررسی اثر روش یادگیری و انگیزشی بر عملکرد یادگیری
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
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.