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Application of experiential learning cycle in learning with a business simulation game
DISSERTATION

, Teachers College, Columbia University, United States

Teachers College, Columbia University . Awarded

Abstract

The purpose of this study was to investigate the effects of engaging students in Kolb's experiential learning cycle on facilitating students' simulation game performance and knowledge application skills in learning with a business simulation game.

A sample was drawn from a population of business-major undergraduate students at the School of Business at Yonsei University in Seoul, Korea. A total of fifty-seven subjects, who were enrolled in the Entrepreneurship course in the Fall Semester of the 2006 school year, participated in the study. The business simulation game used for the purpose of this study was Launching a High-Risk Business, designed by Harvard Business School. This study used two different types of prompt questions—the Strategy Question and the Knowledge Application Questions—to engage subjects in the Reflective Observation step and the Abstract Conceptualization step of Kolb's experiential learning cycle respectively. Five methods of measurement were used: a pretest and a posttest designed to assess subjects' knowledge application skills, subjects' responses to the prompt questions to measure the quality of their game-play-strategies, simulation game performance scores, and survey questionnaires designed to investigate subjects' perceptions of learning experience with the business simulation game.

The results of data analysis revealed that subjects, who were engaged both in the Reflective Observation step and the Abstract Conceptualization step of Kolb's experiential learning cycle, employed better game-play-strategies, scored higher in the knowledge application posttest, and performed better in the business simulation game than subjects who were engaged only in the Reflective Observation step. Data analysis also found that subjects' knowledge application skills were positively correlated with their simulation game performance scores. The survey results indicated that subjects who were engaged both in the Reflective Observation step and the Abstract Conceptualization step of Kolb's experiential learning cycle perceived their learning experience more positively than subjects who were engaged only in the Reflective Observation step did, and furthermore, subjects' positive perceptions of their learning experience were positively correlated with their simulation game performance scores.

Citation

Ahn, J.H. Application of experiential learning cycle in learning with a business simulation game. Ph.D. thesis, Teachers College, Columbia University. Retrieved November 19, 2019 from .

This record was imported from ProQuest on October 22, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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