Cognitive learning from games: Student approaches to business games

ABSTRACT

The effectiveness of games and simulations is investigated from the point of view of the enhancement of cognitive learning. It is found that this is greatly affected by different approaches which students take and by what influences their preparation of the game in question. It is further found that competitiveness tends to have a negative effect on cognitive learning gains and that learning is enhanced through advance briefing and tutor involvement during the game. These last two findings are in contrast to common practice when the main aim of a game is the enhancement of affective learning.

This work was performed while the author was a student in the Department of Educational Studies, University of Surrey.

This work was performed while the author was a student in the Department of Educational Studies, University of Surrey.

Notes

This work was performed while the author was a student in the Department of Educational Studies, University of Surrey.