Author: Richard Tunstall, rtunstall@glam.ac.uk

JISC e-Learning Activity Area: Technology-enhanced Learning Environments

Higher Education Academy Subject Centre: Business, Management, Accountancy and Finance

This case study illustrates...use of specialist software, an effect on learning, an effect on student personal development, student satisfaction with e-learning, innovation in learning and teaching, staff satisfaction with e-learning, use of gaming/simulation

Lessons Learned

Summary and Reflection

We hope that the findings here demonstrate that our intervention has had a positive impact on the students. Most students felt that the experience was enjoyable, beneficial, delivered knowledge as well as other benefits, added value to their course, would be one they would seek to repeat and as a blended learning activity integrated well with traditional campus-based approaches. These findings are in line with those found in other studies examining the use of simulation games and indicates that this is a valid form of instruction which offers benefits to teachers and learners and one which should be more widely employed.

We think that the particular value of this tool and blended learning experience came for students in terms of their engagement in double-loop learning in terms of ways of thinking about theories and how they relate to organisations. In addition we found evidence that this experience engaged student's interest and encouraged them to engage further in both tutor-led and private study. As students expressed an interest in alternative ways of using the tool, we need to explore alternative ways of using simulation in traditional contexts, such as part of a lab-based session, or 'walked through' in an interactive lecture.

We need to further explore possibilities of developing this approach both in relation to delivering high-quality, immersive case studies and simulations as well as entertainment games. For this emerging expertise in developing interactive case study simulations to develop and deepen, we need to seek further opportunities to develop projects which will extend our educational and technical capabilities in designing and delivering educationally relevant and valid learning experiences using simulation game methodologies.

As we take on further projects of this kind we need to be aware of the significance of the creative partnership that needs to exist between the academic and technical roles and the critical importance of educational design as the glue which binds the relationship.