SIMULATIONS AND LEARNING: DIALOG AND DIRECTIONS Developments in Business Simulation & Experiential Learning, Volume 27, 2000 SIMULATIONS AND LEARNING: DIALOG AND DIRECTIONS John B. Washbush, University of Wisconsin-Whitewater Jerry Gosen, University of Wisconsin-Whitewater ABSTRACT This paper describes a basis for a panel discus- sion and workshop focusing on aspects of par- ticipant learning in simulations. Fifteen types of independent variables are identified as possible bases for examining learning. These provide an opening framework for discussion of on-going and possible learning investigations. The objec- tive is to foster commitment to research focus- ing on simulation learning. Participants in the panel portion of the workshop are Joseph Wolfe, Jerry Gosen, Precha Thavikulwat, Phil Anderson and John Washbush. BACKGROUND In a recent issue of Simulation & Gaming, Go- sen and Washbush (1999) identified 15 paths of possible learning-related research for users and scholars who employ simulations in their peda- gogical bag of tricks. A few of these areas have received some systematic research attention, others have not. Some of these areas present important questions that need evaluation. AREAS FOR LEARNING RESEARCH The following are the listed suggestions for identifying and examining independent vari- ables may impact participant learning in simula- tion environments: 1) Instructor behaviors in introducing the simulation. These include whether proper explanations of the purposes and the unique features of the simulation are provided to players the extent to which the mechanics of the simulation are introduced before play begins. 2) The amount and form of practice experi- enced by players before the game. 3) The instructor’s role and the degree to which instructor activity can influence learning and performance gains. 4) The degree to which (and content of) pre- dictions that are made by the instructor about how industries are likely to behave. 5) The debriefing of the simulation experience, its length, content and degree of structure. 6) Number of office hours available for student help 7) The degree to which the instructor helps the students process the experience, i.e., helps them discover what they are learning. 8) Features of the game. These include the proximity of competitors to each other and to the game administrator(s), game duration, and game complexity (in terms of decisions per round, words in the players manual, and the size of the simulation program). 9) The context of the game and the degree to which it is integrated with the course or the training session of which it is a part. 10) The degree to which other activities are in- tegrated into the simulation experience. These include strikes, potentially unethical purchasing opportunities, group-dynamic oriented interventions, and use of an expert system. 11) Percent of grade allocated to game perform- ance. 12) The way players are assessed in addition to game performance scores. The hypothesis is that players will learn more faced with some assessment methods and less with 3 Developments in Business Simulation & Experiential Learning, Volume 27, 2000 others. The following have been identified as supplemental methods (to game perform- ance) for player assessment: Peer assess- ment of player contribution; a paper analyz- ing the team’s performance; an oral presen- tation on the team’s performance; a written plan; a test on rules and procedures; the ability to predict the results of a decision; the formality of player reports and to whom these reports are presented, and a distinction between relative (competitive) and absolute (non-competitive) standards for assessment. 13) Player objectives under administrator con- trol. These objectives might reflect a com- petitive standard (e.g., profit) or some measure of excellence (e.g., organizational stability or quality). 14) Team characteristics including size and composition. 15) Instructional intent, for example, choice of game and consistency with teaching objec- tives and students' levels of knowledge and sophistication. Aspects of games worthy of consideration include functional-area inte- gration potential, the strategic management knowledge base, and analytic methods to be utilized. THE RESEARCH CHALLENGE While some of these issues overlap, there are many ways in which instructor behavior, simu- lation designs, and the atmospheres surrounding the simulation can differ. It is probable that be- havior, design, and atmosphere variables, both singly, and in combination, probably produce unique and substantial effects on student learn- ing in simulation experiences. Many of these design features are difficult to specify and measure, but that should not stop us from iden- tifying methods and environments that enhance learning. There is great potential benefit that should accrue from such investigations. DESIRED OUTCOMES The workshop will provide and opportunity for both presenters and participants to explore and expand on the above topic list. The intent is to summarize related research and provide ABSEL members with the opportunity to be- come better acquainted with the history and po- tential of researching learning, in all its facets, in the simulation environment. Additionally, the workshop will identify previous and current paths of inquiry, and it will summarize the pre- sent state of relevant knowledge. The objective is to crystallize a number of important avenues of research and to provide motivators for and commitment to action. In addition to spurring ABSELers to action, it is hoped that this work- shop will create a spirited, on-going dialog in the ABSEL Newsletter, future ABSEL meet- ings, and Simulation & Gaming articles. A complete list of references and a copy of the entire paper are available from: John Washbush Management Dept. University of Wisconsin-Whitewater Whitewater, WI 53190 (262) 472-3902 washbusj@mail.uww.edu 4 mailto:washbusj@mail.uww.edu Table of Contents Volume 27, 2000 Internet International: A Simulation Exercise for Understanding Technological Innovation and customer Service In a Rapidly Growing Internet Server Company Simulations and Learning: Dialog and Directions Endnote Activity: A Tool for Integration of Course Content and Communication Skill Practice Incorporating Video as a Teaching Strategy in Interpersonal Communication Vision Quest: An Alternative Approach to Industry Analysis for MBA Courses in Strategic Strategic Management: An Evaluation of the Use of Three Learning Methods Trainer, Mentor, Educator: What Role for the College Business Instructor in the Next Century? Using the Internet and Shareware to Facilitate Computer Simulation in Distance Learning Classes Visual Modeling of Business Simulations Teaching about Information with Management Games A Self-Evaluation Based on the Discussion and Decision in Experts' Business Gaming The Restaurant Game Using Journals to Enhance Computer Simulation Based Learning Exercises to Facilitate Better Student Writing in the Undergraduate Strategy Class Identifying, Resolving, and Managing Common Ethical Dilemmas in the Workplace: An Experiential Approach Integrating the Digital Revolution into the Classroom The Wheel of Learning: An Integrative Business Curriculum Experiment The Changing Nature of Simulation Research: A Brief ABSEL History Perspectives on Simulation & Gaming's Review Process Experiential Learning Across Disciplines: Mixing International Business and Accounting Simulating Governmental Effects on Economic Development Internationalizing the Introduction to Business Course Using an International Text and Domestic Simulation with a Twist Using Stock Value as the Performance Measure in a Business Simulation Game Introducing Cross-Elasticities in Demand Algorithms Validating a Model of Currency Valuation An Exercise for Exploring the Relationship between Jungian Psychological Types and Organizational Politics Exercise: Preparing Financial Reports Using the Group Categorizing Technique Effect of Trust and Cultural Beliefs on Negotiation Processes: Data from an Experiential Role Play Experiential Learning Gets Stamp of Approval From the Boyer Commission Talent Search 2000 - An Experiential Activity to Help Strengthen Skills in Employee Recruitment and Selection Clemson University's Collaborative Learning Environment Initial Data on a Test Bank Assessing Total Enterprise Simulation Learning Changing the Assessment Paradigm: Using Student Portfolios To Assess Learning from Simulations How We Learn and Why We Don't: The Cognitive Profile Model: A Workshop in Teaching to Reach Your Students Knowing Thyself: A Portfolio Approach to Student Self-Assessment Collaborative Learning and Web-Based Instruction in a Cognitive Apprenticeship Model Teamwork Attributes in a Classroom Simulation Virtual Teams: Meeting the Next Challenge for Experiential Education New Age Learning: Nuance or Nonsense Developing Charisma: An Experiential Exercise in Leadership Problems and Solutions in Going Web-based with an Agribusiness Simulation Creating a Comprehensive Web-Enhanced Classroom Your Class is in Session, Now What? The Challenges of Teaching On-line An Application of Process Control Charts for Attributes as a Form of Classroom Assessment for Experiential Learning Work Goals and Life Aspirations: Do You Have What it Takes to be an Entrepreneur An Exercise to Develop Initiative: Possible Dream? The Ball Point Pen Assembly Company Management Game Review System Development Total Enterprise Simulations and Optimizing the Decision Set: Assessing Student Learning Across Decision Periods Facilitating Learning in the New Millennium with the Complete Online Decision Entry, System (CODES) The Marketing Management Experience The Right Venue for Your Simulation One More Time: Overall Dominance in Total Enterprise Simulation Performance A Profile of ABSEL Conference Attendees Learning Readiness: An Underappreciated Yet Vital Dimension in Experiential Learning Active Learning in a Professional Undergraduate Curriculum The Problem Is - They Think Differently! Cultures Integration in Mergers and Acquisitions: Putting Managers Together in a Business Simulation The Global Business Game: A Strategic Management and International Business Simulation