Pernille Eskerod
- Webster Vienna Private University, Praterstrasse 23, A-1020 Vienna, Austria
Abstract:
Advanced simulations within higher education have the potential to outperform traditional teaching methods when it comes to learning outcomes. The purpose of the paper is to determine which learning outcomes are most prominently enhanced through advanced digital business simulations. The research design consists of a systematic literature review of empirical peer-reviewed journal articles from 2019-2024. The analysis is based on a classical framework that categorizes learning outcomes in three domains: cognitive, skill-based and affective learning outcomes. All the empirical studies evidenced acquisition of knowledge and understanding, i.e. cognitive learning outcomes, e.g. problem-solving abilities, critical thinking, and conceptual understanding. Most studies evidenced skill-based learning outcomes, also referred to as behavioral outcomes, e.g. teamwork and interpersonal skills. Finally, most studies also pointed to affective learning outcomes, e.g. learners’ attitudes, motivations, and self-efficacy. Future research should explore strategies for higher education institutions to effectively implement simulations within their curricula.
Tenth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research - LIMEN 2024 - International Scientific-Business Conference – LIMEN 2024: Vol 10. Conference Proceedings , December 5, 2024
Conference Proceedings published by: Association of Economists and Managers of the Balkans, Belgrade, Serbia
ISBN: 9788680194929 , ISSN: 26836149 , DOI: 10.31410/LIMEN.2024
Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-Non-Commercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission.
