Description

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

2008

Creative Commons License

Creative Commons Attribution-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 License.

Comments

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)

Campus

RIT – Main Campus

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