STUDENTS' PERCEPTIONS OF LEARNING BY SIMULATION Developments in Business Simulation & Experiential Exercises, Volume 8, 1981 142 STUDENTS' PERCEPTIONS OF LEARNING BY SIMULATION H. A. Waggener, Wright State University ABSTRACT This panel presents and summarizes comments by college seniors and MBA students who nave participated in simulation the business policy courses at Wright State University over the past eight years. More than 1,500 students have completed questionnaires that asked them to comment on simulation as a learning technique. From these comments, we can understand how Students perceive simulation and what they learned from it. Comments on the questionnaire fell into five categories 1. The individual’s feelings about his/her simulation experience. 2. Criticism of the simulator (model). 3. Criticism of game administration. 4. Comparison of simulation with other learning techniques. 5. Evaluation of simulation as a learning experience. In assessing the value of a learning technique, students’ opinions should not be overlooked. This study indicates that nearly 78% of the students who experience simulation in the policy course find it enjoyable. They are motivated to work on it harder than on most exercises. They were aware of shortcomings in the models and the way the games were administered. This feedback was very helpful to the instructor in correcting the approach for succeeding classes. They felt that simulation was superior to other techniques, specifically to cases and text-lectures, for learning in the policy course. Although a few disagreed, most students (94%) believed simulation was a positive learning experience. Specifically, it taught them: To be future-oriented; to think ahead. To understand the importance of other disciplines. To think before acting. To get an idea of how managing a complex organization feels. To work with others as a team. To organize decisions so they make sense. To look for results as a measure of success. INTRODUCTION How much do students really learn from participating in a pedagogical simulation? Most students enjoy the experience and work hard to compete in the simulated business environment. But, what do they learn? We try to measure learning by tests, knowing that tests are imperfect. Some say that the only true criterion of learning is the ability to apply what is learned, something that cannot be evaluated in the classroom. This paper presents students’ perceptions of what they have learned. Specifically, it quotes and summarizes comments by college seniors and MBA students who have participated in simulation exercises in the business policy courses at Wright State University over the past eight years. After experiencing the delight and trauma of steering their firms through three or four simulated years of operation, more than 1,500 students have completed evaluation questionnaires. Some of the questions asked them to comment on simulation as a learning technique. Although their opinions may not be accepted as valid proof of learning, they provide important insights into the value of simulation as a learning technique. From their comments, it is obvious that they believe they learned some very important lessons. The philosophy of this paper is to let the students speak for themselves. Therefore, comments from the evaluation questionnaires are quoted almost as they were written. STUDENTS’ COMMENTS More than 1,500 comments about the simulation exercise were considered for this paper. With some overlapping, they fell into five categories: 1. The individual’s feelings about the simulation experience. 2. Criticism of the simulator (model). 3. Criticism of game administration. 4. Comparison of simulation with other learning techniques. 5. Evaluation of simulation as a learning experience. The Individual’s Feelings About the Simulation Experience The questionnaire did not specifically ask students how they felt about simulation. The following comments were included in answers to several of the questions. Almost 78Z of the respondents stated that the experience was enjoyable. They used expressions, such as, simulation was fun’, “very enjoyable, “made learning more interesting", and “a ‘wow’ experience’. Some felt that simulation was a motivator for themselves and their teammates. Examples include, “it took lots of time, but I hardly noticed”; ‘our team was enthusiastic and motivated the whole time"; “it made learning easy; ‘we could hardly wait to get our results”. About 15% of the students were not turned on by simulation. Sometimes they gave reasons: “Simulation was difficult to get excited about; “We never really felt we had control of our products and never could figure out the market; ‘it was more work than it was worth”; “the game was too easy and boring”. A few (about 2%) were downright hostile toward the technique. “A waste or time’; “just busy work”: “throw it out”. The instructor gains a great deal of satisfaction, because most of the students are obviously motivated and thoroughly enjoy the simulation experience. The impression is that the students who have negative attitudes cannot or will not spend the time necessary to become familiar with the model and do the analysis necessary to make reasonable decisions. This cannot be confirmed by the questionnaires because they were anonymous and comments could not be associated with names. Developments in Business Simulation & Experiential Exercises, Volume 8, 1981 143 Criticism of the Simulator (model) Many of the students praised or condemned the model, itself. Those who liked it well enough to say so wrote: “provided me with a real-to-life feeling about a real business situation”; “in simulation, you can see the results and that makes it more interesting’; “ties together the major functions of a business”; ‘brings theory to life”; and “makes you see how things really work’. Some students commented about perceived flaws in the model. “Too complicated”; ‘Too simplistic”; “leaves out half of the decision areas”; “things don’t work like that in real life”; and “In real companies managers make decisions more often than every three months’. (Note: the last remark refers to the fact that each decision period represented one quarter of company operations in the models used.) Others questioned the use of random numbers to simulate uncertainty. “Why should a random number stop my production when I spent lots of money on maintenance?”; “I object to the strike. A random number caused it when my offer (to the union) was as good as some others’. Of course, the role of random numbers to simulate uncertainty was explained, but was obviously not accepted by a few students. About 5% of the respondents wanted a more challenging model. “Make the game harder and more challenging with more variables”; “the simulation needs a good marketing problem’; “there is no place to invest your earnings to make more money, except in a savings account”; “there are no personnel problems arid these are the toughest ones in real life. These comments are valid criticisms of most simulators. Every model has its strong points, but none can simulate all the complexities of a real organization. These comments are taken from students’ evaluations after participating in the following simulations: Jensen and Cherrington, The Business Management Laboratory, Business Publications, Incorporated, 1973 and 1977. (Used for undergraduate courses.) Scott arid Strickland, Tempomatic IV, Houghton Mifflin Company, 1974. (Used for undergraduate courses.) Waggener and Von der Embse, Enterprize, (Unpublished) (Used for graduate courses.) Criticism of Game Administration The simulation exercises were conducted primarily by teaching assistants (graduate students) who provided briefings, progress reports, arid advice. In addition they collected decisions, prepared computer run decks, distributed reports, and recommended grades. All this was done under the guidance of the course instructor. Many remarks showed appreciation for help and understanding from the game administrators: (Chris is a great administrator. She can set your thinking straight without giving you the answer”; “the good attitudes of the leaders kept us thinking positive even when we lost money.; “Phil is tough, but pleasant and fair.’; ‘The manual was good.” Some students felt that briefings were inadequate: “We need more step-by-step instructions.”; “After the first briefing, I was still lost; “Some things are not in the manual. You should have told us.” The game administrators were not always appreciated. This is obvious when a student writes, “Just as we were beginning to catch on, she (the game administrator) raised the prices and we lost money again”. Another complained, “I would have enjoyed the simulation if Sherri had not been such a stinker. She wouldn’t listen to our reasons for getting the decisions in late”. These remarks, and dozens of others helped the administrators correct some of their faults. Unfortunately, graduate assistants change every year, so the course instructor must provide continuity to game administration and good orientation for new assistants. Comparison of Simulation with Other Learning Techniques The questionnaire was designed to have students compare simulation with the case study technique, and with the text and lecture technique. All three are used in the policy courses. The following remarks illustrate how some students felt: “The cases were well done and interesting. The simulation, however, provided more experience in making decisions”; “Cases were OK, but in the simulation, you had to live with your decisions and correct them next time.”; “Canes and simulation were great. Readings were dry. There were very few lectures, which is the way I like it.”; Case presentations improve communication skills and the simulation improves decisions.”; “The cases required us to apply knowledge. The simulation seemed a bit unstructured.”; “Text was boring. Cases were too long, but I enjoy case work. Simulation W&B too much for a summer term. To summarize, students judged that simulation was superior to both cases and text for integrating concepts, demonstrating organizational dynamics, creating interest, motivating, and providing practical learning. The text- lecture method was strongest in promoting the best understanding of top management concepts. Cases were quite trying, but second to simulation in integrating business concepts arid in providing a good problem-solving experience. Evaluation of Simulation as a Learning Experience The great majority (94Z) of the respondents were very positive about simulation as a good learning experience. The few negative remarks faulted it for being too simplistic, too much work, or too frustrating. Examples are: “The simulation didn’t go far enough. It probably gave us a false idea about running a business”; “Everything was too complicated. I never did understand it.”; “Never have I worked so hard and learned so little”; and “I would have learned more if I could have figured out how the ----(sic) thing worked”. Fortunately, most of the students felt that they learned from simulation. Their comments indicate their perceptions. “It taught me that you must always think ahead or you are already behind.”; “I think we understand the importance of other professional areas much better”; ‘The simulation required thinking. Good!”; “Makes you think like a manager in an integrated company should think.’; “Gives you the impression that you are actually running a company”; “I nearly died when we went out on strike. I guess real managers feel the same way.”; The best experience was working with my team members. We argued a lot but learned a lot. The victory party was a bash.”; “I wish all my business courses made as much sense as this one”; “I learned a lot because I could see the results of my decisions. found this very valuable and fun.”; “I have been a foreman for two years and never have understood those weird Developments in Business Simulation & Experiential Exercises, Volume 8, 1981 144 decisions made up the line. Now I understand. Guess I made some, myself.”; “I learned that you can’t let up. You’ve got to analyze every decision.” If, in fact, the majority of students learned the lessons expressed in these comments, simulation is worthwhile. CONCLUSION In assessing the value of a learning technique, students’ opinions should not be overlooked. This study indicates that nearly 78% of the students who experience simulation in the policy course perceive it to be enjoyable. They are motivated to work on it harder than on most exercises. They were aware of short- comings in the models and the way the games are administered. This feedback is very helpful in correcting the approach in succeeding classes. They feel that simulation is superior to other techniques, specifically to cases and text-lectures, for learning in the policy course. Although a few disagree, most students (94%) believe simulation is a positive learning experience. Specifically, it teaches them: 1. To be future-oriented: to think ahead. 2. To understand the importance of other disciplines. 3. To think before acting. 4. To get an idea of how managing a complex organization feels. 5. To work with others as a team. 6. To organize decisions so they make sense. 7. To look for results as a measure of success. How much do students learn from simulations? We may never know for certain, but we do know how students perceive simulation as a learning technique. 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