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Perceptions of the effectiveness of system dynamics-based interactive learning environments: An empirical study
ARTICLE

Computers & Education Volume 55, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The use of simulations in general and of system dynamics simulation based interactive learning environments (SDILEs) in particular is well recognized as an effective way of improving users’ decision making and learning in complex, dynamic tasks. However, the effectiveness of SDILEs in classrooms has rarely been evaluated. This article describes the construction, integration, and evaluation of an interactive learning environment in two educational settings. Subsequently, it explores how undergraduate business students perceive SDILEs and SDILEs-based course approach. This research draws on data obtained from two courses in undergraduate business program, over a period of three years. Results of this study suggest that students enrolled in the SDILE-based courses do indeed perceive important learning benefits and educational value. Further more, introduction of SDILE-bases courses at higher level are more beneficial than at the lower level introductory courses. However, there is need of more resources to be developed and deployed to harness fully the benefits of experiential learning provided through SDILE-integrated course approach.

Citation

Qudrat-Ullah, H. (2010). Perceptions of the effectiveness of system dynamics-based interactive learning environments: An empirical study. Computers & Education, 55(3), 1277-1286. Elsevier Ltd. Retrieved April 20, 2021 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2010.05.025

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