| Title: |
The Difficulties of Context: An Exploratory Study of Learning Transfer from a Business Simulation Game |
| Language: |
English |
| Authors: |
Scherpereel, Christopher M. (ORCID 0000-0003-2567-5605); Williams, Susan K. (ORCID 0000-0003-1589-234X); Hoefle, Scott |
| Source: |
Decision Sciences Journal of Innovative Education. Apr 2022 20(2):89-101. |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2022 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Learning Processes; Transfer of Training; Business Administration Education; Educational Games; Situated Learning; Simulation; Undergraduate Students; Self Efficacy |
| DOI: |
10.1111/dsji.12259 |
| ISSN: |
1540-4595 |
| Abstract: |
Studies show that learning is situated--or that learning in one context does not easily transfer to a new context. Because business simulations are often used to provide a learning context, we wondered if this context-specific learning would transfer. To explore this issue, we used situated learning theory to ask undergraduate students in an operations management class to apply their learning in both familiar, simulation contexts, and unfamiliar, nonsimulation contexts. Using contextually based exam questions, we empirically measured learner performance on low and high cognitive effort questions. We were able to provide some support for the constructivist learning theory's hypothesis that learners can take the principles constructed in a business simulation and apply them in other contexts. Additionally, we explored the implications of confidence/self-efficacy theory and demonstrated that transfer may differ based on cognitive effort. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
EJ1332872 |
| Database: |
ERIC |