Steven Gold


Much research and debate exists about the effectiveness of simulations as a learning and assessment tool. The questions that are typically raised are: “How effective is a simulation as a pedagogical tool?” and “How do we know that students have really learned something from the simulation?” The purpose of this paper is to present the design of a simulation game that includes both automated coaching to enhance student learning and graded exercises. The automated coach serves as a timely consultant to students to identify functional areas in the game that need closer attention to improve performance. The graded exercises serve two educational purposes: (a) to provide feedback to the students on their understanding of the theoretical principles embodied in the game; and (b) to serve as an assessment instrument for the instructor and college program.

Date of creation, presentation, or exhibit



Developments in Business Simulation and Experiential Learning, vol. 35, March, 2008 Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works in February 2014.

Document Type

Conference Proceeding

Department, Program, or Center

Accounting (SCB)


RIT – Main Campus