Understanding student preferences: Improving outcomes in computer simulation experiential learning activities

Purpose of the Study: Research shows that the use of computer simulations to enhance student learning experiences is beneficial in several ways. Because benefits are universally expected, some instructors may use computer simulations as a “one-size-fits-all” approach to improving student outcomes. This research examines student traits that may influence their experience with a computer simulation experiential learning activity and how much they perceive their skills and knowledge grow, thereby increasing the value of the experience to students. Method/Design and Sample: Expectancy theory suggests that individual motivation to invest resources is influenced by the expectation of achieving outcomes of value. Students (N=172) in an undergraduate principles of marketing class participated in a computer simulation experiential learning activity. Via survey, undergraduate students were asked about individual traits related to achieving learning outcomes and their feelings about participating in groups. Using structural equation modeling, we examined relationships between factors that influence motivation to learn, team dynamics, and perceived learning outcomes. Results: Consistent with expectancy theory, results suggest that perceived learning outcomes are influenced by student traits and their feelings about working in teams. Also, the use of learning strategies and subject matter interest indirectly influenced the relationship between need for cognition and learning outcomes. The study suggests that by understanding the traits and motivational factors of students, instructors can increase the educational and personal value of computer simulation experiential learning activities. Value to Marketing Educators: This research informs the design of future computer simulation experiential learning activities so instructors can provide experiences that maximize student development and the value received