Building a market simulation to teach business process analysis: effects of realism on engaged learning

ABSTRACT

The emphases of student involvement and meaningful engagement in the learner-centered education model have created a new paradigm in an effort to generate a more engaging learning environment. This study examines the success of using different simulation platforms in creating a market simulation to teach business processes in the accounting information systems course. Specifically, this paper details the use of virtual world simulation using Second Life^TM, Blackboard^TM discussion board simulation, and face-to-face simulation to test the relationship among students’ perception of realism, computer efficacy, and student-learning reflections. Results indicate perceived realism and computer efficacy positively contribute to learning reflections in the simulations. In addition, simulations in online course provide positive learning reflections when compared to face-to-face simulation in a traditional course setting. Additional analyses indicate that gender affects learning in online courses using simulations, but this effect goes away if students are more efficacious in using computers.

KEYWORDS:

• Simulation-based learning
• learning reflections
• Second Life
• gender gap
• online class
• business process

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. http://secondlife.com/xmlhttp/secondlife.php. Retrieved on 8 March 2016.

2. The percentage of students included in final data analysis is 86% (Second Life virtual market), 100% (discussion board), and 95% (face-to-face) of students enrolled in the section/semester. Students who did not complete the task and failed to submit the project for grading were excluded from data analysis.

3. The Pearson Chi-square test shows that gender (χ²= 0.308, p = .857), age (χ²= 11.134, p = .347), work experience (χ²= 9.142, p = .691), and academic standing (χ²= 9.184, p = .163) are not significantly different across three semesters.

4. We also run a nonparametric test using a Kruskal–Wallis Test to test the null hypothesis that the distribution of learning reflection is the same across different market simulation platforms. The null hypothesis is rejected at 0.002 level, which is consistent with the parametric test results.