Different Ways to Introduce a Business Simulation: The Effect on Student Performance

Two ways of introducing a business simulation to adult graduate students were compared for their effect on student attitudes toward the simulation, including the importance they placed on doing well, the amount of effort they were willing to make, their confidence level, the actual effort they reported making, how effective they felt their team was, how valuable the simulation experience was in integrating their business education, and how valuable it was as a total learning experience. Group cohesion was measured as well. High group cohesion, the opportunity to practice entering decisions beforehand, extended periods of time to analyze first decisions, and higher grade weighting resulted in students’feeling more positive about the game, more willing to make an effort to succeed, and more confident in their ability to do well. These factors influenced actual effort made, perceived effectiveness in the game, and its value as a learning experience. A description of the more effective introduction is provided.