DESIGNS FOR RESEARCH ON SIMULATION-GAMES, CASES, AND OTHER EXPERIENTIAL EXERCISES Developments in Business Simulation & Experiential Exercises, Volume 8, 1981 67 DESIGNS FOR RESEARCH ON SIMULATION-GAMES, CASES, AND OTHER EXPERIENTIAL EXERCISES Peter R. Sugges, Jr., Temple University ABSTRACT The objective of this symposium is to provide both a review of the published research on experiential learning and recommendations for research designs which can answer some of the questions being asked about experiential learning. Each member of the panel has been charged with accomplishing the above with regard to his assigned area; i.e., either simulation-gaming, cases, or other experiential exercises. INTRODUCTION One of the amazing aspects of education is how much faith instructors have in the efficacy of the methods which they use. Fads arise in education just as they do in other aspects of our lives and educators follow the movement leaders as though they know something that we don’t. In the area of fashion, such lemming- like behavior has little consequence for us if we have chosen to follow the wrong leader. However in the field of education, unquestioning following of leaders can result in life-long disadvantages for our students if we have used inferior methods of instruction. Thus it behooves us to carefully examine the claims made for new methods of education before we adopt them in any widespread manner. Following a lint of thought arising with John Dewey and his disciples, we have seen increased emphasis being placed on learning through doing [1]. This approach has been given the more elegant formal title of experiential learning, where experiential learning might be defined as involving the whole person In the educational process. Increasing numbers of instructors are now using experiential exercises as a supplement to, or in some cases a replacement for, the traditional lecture method. The reason cited for making this change is that such exercises improve learning because they require greater student involvement than does the lecture method which relies primarily upon cerebration. Unfortunately it is difficult to find research evidence to support this position which cannot be called into question by detractors from experiential methods. Furthermore, developing experiential exercises requires a greater Investment in time than does the construction of a set of lecture notes. Are experiential methods sufficiently more effective to warrant this investment? Another point to consider is can certain concepts in fact be learned more effectively through lectures? An issue related to the foregoing points is, given that experiential exercises are superior for certain purposes, how should they be used to gain the greatest educational benefit? Experiential exercises are a tool for accomplishing a purpose and any tool will yield a desired effect more efficiently if it is used according to appropriate principles. When a tool is first designed, users are left to their own devices to determine the best way to use it. Once the tool has been used by a large number of people, principles should be codified to save new users from the necessity of having to develop their own principles. It still will be necessary for the user of the tool to develop proficiency with it, but the time required should be considerably lessened if a Set of principles is available. We lack such principles for the application of experiential exercises to the educational process. Therefore research is required in this area as well as the others cited above. Anecdotal reports do not substitute for Such research as frequently the reporter overlooks important points which can assist the new user in developing proficiency in the use of experiential exercises. It is important to recognize that the two forms of research described above are both complementary and overlapping and the researcher should clearly indicate which kind of research he is conducting or the result is likely to be increased confusion rather than increased knowledge. Perhaps this accounts for the result reported by Gentry and Wolfe in their survey of ABSEL members regarding the research efforts of ABSEL members 121. They found that ABSEL members are less satisfied with the quality of research and its continuity as reported in ABSEL proceedings than with other aspects of ABSEL. In addition the quality of research presentations was seen as needing improvement. SYMPOSIUM STRUCTURE As an attempt at improving the research being done on experiential methods, a symposium panel was created. Because of the breadth of the area covered by the rubric experiential exercises, the area was subdivided into three parts: simulation-gaming, cases, and other experiential exercises. Panel members were selected for each part and they were asked to cover the following issues for their assigned part: 1. Assess the quantity and quality of the research on their experiential method. 2. Examine the problems of doing research on their experiential method. 3. Present research designs which are doable and which if done would make a significant contribution to the field. The members of the audience of this symposium will be provided with handouts by the panel members which summarized their key points and which also include suggested research designs. REFERENCES [1] Dewey, John and Evelyn Dewey, Schools of Tomorrow (New York: E.P. Duttnn & Co., Inc.,1915). [2] Gentry, James W. and Joseph Wolfe, ‘ABSEL: Empirical Findings on the State of the Association,” 1981 ABSEL Proceedings. Table of Contents Volume 8, 1981 The Promotion: Human Sexuality in Organization The Simulation of Chaos Leadership Development in a Simulated Urban/Suburban (U/S) Environment Tomed: A Computer Game Emphasizing Social Responsibility/or/why the Pop-Top Can? Integrated Brain Activity and the Manager's Job: Utilizing the Troika Model What does R2 Have to do with a Product Management Course? An Analysis of the Effects of Jungian Problem-Solving Style Dimensions on Marketing Decisions Bargaining Behavior in Personal Selling and Buying Exchanges Extending the Simulation Product Life Cycle A Generalized Algorithm for Designing and Developing Business Simulations Operationalizing a Test of a Model of the Use of Simulation Games and Experiential Exercises Pygmalion and Perception: An Experiential Exercise Behavioral Consequences of Reward Regarding Employee Absenteeism in an Industrial Setting: An Operant Conditioning Approach The Simlab Program: The Use of Experimental Simulation and Process Analysis for the Development of Management and Organizations Designs for Research on Simulation-Games, Cases, and Other Experiential Exercises The Role of Students in The Case Method Weaknesses in Research Design Critical Variables in Research on the Educational Value of Management Games Research Questions for Cases Research on the Learning Effectiveness of Business Simulation Games - A Review of the State of the Science The Effects of Valuation Techniques on Holding Cost During Inflationary Periods: A Simulation Exercise The Operations Simulation - A Study in Game Development Applying Guided Design to the Production/Operations Management Course: A Progress Report and Evaluation Terminal Data Entry and Retrieval Systems Simulations and Microprocessors Microcomputers and Related Technology for Simulation Gaming Microcomputers - A New Technology for Innovations in Business Simulations Microprocessor Controlled Interactive Video Simulation Business Game Design: From Theory to Practice The Success of a Computerized Simulation in Microeconomic Pedagogy The Test Preview Game: Applying the Game Show Format Providing a Real World View of the Personal Function: A Simulation Finding an Effective Means of Teaching Managerial Behavioral Skills: Two Different Experiential Teaching Methods Compared A Management Development Program Based on the Experiential Learning Model Participant Type Differences in Response to Experiential Methods: An Informal Look Preparing Student Groups to Participate in Experiential Group Projects: An Organizational Development Approach An Instrument for the Assessment of Learning Dimensions: A Progress Report of the Learning Dimension Scale (LDS) An Empirical Analysis Relating the Learning Style Inventory to Memory and Logical Ability Teaching Styles in Simulation Experiential Learning Versus Traditional Teaching Styles Student Perceptions of Effective Teaching Behaviors Problems in Evaluation of Experiential Learning in Management Education Students' Perceptions of Learning by Simulation A Relative Evaluation of Experiential and Simulation Learning in Terms of Perceptions of Effected Changes in Students Overview of Computer Based Business Games in Business Policy Classes Behavioral Decision Theory and Business Policy Giving Accounting Students Writing Experience as Job Preparation Getting to First Base with MBO: An exercise for Writing and Evaluating Objectives Dimensions of Conflict in Experiential Learning Consumer Alienation and Perceived Relevance of the Business Simulation Using the Self-Reference Criterion to Simulate Culture in Internationalized Business Course Experiential Learning in a Cross Cultural Setting- The Practice of Simulation Approach to Business Education in Japanese Universities Student' Perceptions of the Use of a Computerized Simulation in Teaching Management Information Systems Using the Case Study Approach to Develop a Microcomputer Bases, Fully Integrated, Data Base Driven, Management Information System The Case Study as a Tool for Organizational Change: Applying the Steel Ax to the Designers of Management Information Systems Toward a Theory of Teaching Business Policy A Case Study in the Use of Experiential Learning (A Management Game Simulation) to Enhance Student Understanding of Strategy Evaluation and Policy Formulation Suggestions for Integration of the Business Administration Core Publishing Opportunities and Requirements for Business Simulation and Experiential Learning Materials How do we Apply Experiential Learning Intercollegiate Case Competitions for M.B.A. Students: Initiation and Implementation Teaching Business Policy and Strategy Using the Incident Process The Learning Co-Op Approach to the Core Policy Course Meeting the Managerial Skill Shortage - Is Academia Up to It? An Empirical Analysis of Experiential Learning Reinforcement International Experiential Learning: Experience is the Best Teacher Encouraging Student Participation During International Academic Programs European Summer Study Program: Can you, Should you, What Does it Take? Travel Seminars in Europe: How can I Direct One? International Experiential Learning: Student Evaluation ABSEL: Empirical Findings on the State of the Association Sensitivity of Performance Scores in Business Simulations Improving the Learning of a Business Simulation Game by Increasing the Process Content Student Participation in Deciding Performance Criteria for Grading in an OB Course: An Exercise and a Case Study Markup for Profit: A Simulated Self-Administered Experience in Retail Pricing The Investment Decision Game: An Experiential Learning Approach to Stock Market Decisions Through Gaming CHIPS: A Marketing Channels management Game External Validation: An Experimental Approach to Determining the Worth of Simulation Games Teaching Performance Appraisal Skills: An Experiential Approach In Support of Experiential learning: Results of a Follow-Up Survey The Introductory Management Course: Taking Theory Application One Step Further Decision Efficiency and Effectiveness in a Business Simulation The Implications of Cognitive Processing Variables and the Complex Decision Simulating the Simulation for Enhanced Player Rationality Simulation/Experiential Learning Audit