Human resources skills: Learning through an interactive multimedia business simulation Johanna Klassen, City University of Hong Kong;
Damon Drummond, City University of Hong Kong Abstract This paper evaluates the teaching application of a pilot interactive multimedia Business Simulation. The educational objective of the Business Simulation is to provide the user with a near as possible real-to-life experience of working as a Human Resource Officer in a typical firm (in this case a multinational bank) performing an assigned recruitment task. This is achieved by the technological construction of known typologies of human resources organisational behaviour related to the recruitment process using interactive multimedia. Post-experience questionnaire responses of university undergraduate students found this learning media to be motivating and welcome. Even more important to the educational objective it was found that the simulation significantly contributed to student understanding of the recruiting process and enabled the practise of decision making implementation and other skills that cannot normally be performed in traditional classroom exercises. Introduction Management education strives to promote the application of ever-higher modes of technology in communicating its messages. In reality, the high-tech classroom has existed for a considerable period. However, today classroom innovation is developing to such a level of sophistication that remote computer-based learning via high-fibre cable and the Internet is replacing the traditional face-to-face teacher-student classroom setting. Recently management guru, Peter Drucker, stated his belief that within 30 years Internet based technologies will largely replace the static lecture theatres. Drucker believes there will be a physical change in the way that university campuses are structured and courses are taught, as learning and research becomes something much more dynamically interactive as part of the emerging global society. In this paper the focus is on describing and evaluating the design and development of a multimedia pedagogical simulation package entitled, Business Simulation. This simulation sets out to combine the concepts of case study methods with business simulation games. It is designed to provide students with skills-based training in human resources management and particularly organisation recruitment. The latter section of the paper reports user survey responses collated from a questionnaire completed by university students of a human resources management course that applied the Business Simulation as a part of required coursework. The questionnaire collected information concerning acceptance, criticism and perceived learning achievement. From the outset Business Simulation was designed to respond to industry criticism that higher education business learning today is distancing itself from the everyday realities of the workplace. Therefore, the primary objective of the simulation has been to create an experience that reflects and better prepares the user for gainful business world employment. It also provides the user with the opportunity to learn autonomously in order to attain practical and realistic experience. Real business world decision-making is a dynamic and complex matter. For instance, there is the cause-and-effect relationship that decisions have upon personnel and resources. Role-playing gives the user the opportunity to practise analytical and interpersonal skills for effective decision-making (Pray and Rabinowitz, 1989). Parry (1980) points out that role playing, case method and in-basket exercises are instructional techniques that have long been used to develop skills in making decisions and problem-solving. These techniques are fundamentally simulations; that is, constructed situations that simulate the problems, constraints and resources of the everyday work environment and insert the learner into the midst of the maze, challenging him or her to find a way to the designated final objective. The Business Simulation engages role-playing as the primary user interaction mode as it is known to contribute positively to effective learning (Also refer Cadotte, 1995; Fripp, 1994; Keys & Wolfe, 1990). The role-playing approach allows the user to explore and discover within a simulated interactive environment. This enables flexible and diverse solutions in decision-making, analysis and interpersonal skills training. The user hence experiences new situations, resolves problems, makes operational decisions and then is challenged with the consequences and attributes of their actions all of which are aimed at achieving a predetermined task objective. This model is similar to an aeroplane flight simulator that enables pilot trainees to practise safe and risky flight procedures under circumstances where unexpected extreme emergencies and errors in decision-making can occur without life threatening consequences and objective enhancing and corrective skills practised. Similarly, the Business Simulation enables the user the opportunity to repeat the practise of skills in a non-threatening environment, with real time performance feedback and without any real-life inter-personal or financial risks. Further, other recent studies support the notion that learning effectiveness is enhanced through the use of multimedia materials (Cameron & Whetton, 1993; Cadotte, 1995; Keys & Wolfe, 1995; Meyer, 1995). Research also indicates that the use of interactive multimedia materials is more cost effective than an increase in classroom time, and more effective than reducing class sizes. (Astin, 1987). Taylor, Kemp and Burgess (1993) give examples of 25-75% reduction in training time when using interactive materials in their training programs. Hill (1988) has boldly proclaimed dramatic possibilities for learning simulations; "Interactive multimedia is potentially the most exciting development in educational technology." Skills Learning Human Resources Management (HRM) is a required subject module in most undergraduate and post-graduate business courses. HRM general courses expect a thorough understanding of the recruitment process. This is normally taught in lecture mode by explaining the process and examples of recruitment practises. However, novice class learners are not exposed nor required to actually consider recruitment related decisions, actions and implementation procedures in context. The inclusion of the Business Simulation as a supportive part of teaching is an attempt to addresses this management education deficiency. It is important for business students to learn the art of decision-making and this is a skill that all students need to practise and re-practise. As Perry (1994) underscores, "It cannot be said too often that the real quality of higher education must be measured in terms of what the students know, understand, and can do at the end of their higher education experience. These are unquestionably the criteria that are used by employers and the society at large." Nevertheless, far too often the business theory that management students learn at university does not adequately prepare them for the real business world. Often graduates fail to cope with implementation of decisions delegated to them even though it concerns material that they have learned in a university course. Wood & Bandura (1989) have pointed out that examples of various business practises can be illustrated in a classroom lecture, but these may not provide students with the required concepts for making important decisions on the job. Practise in these skills would better prepare the student learners. Today, multimedia technologies provide the opportunity and facilitate methodologies to accomplish this more effectively. The Business Simulation In essence, the Business Simulation aims to facilitate learning by discovery. The user, after initial game and company orientation, assumes the role of a Human Resources Officer (HRO) in a bank and is immediately assigned by his or her Human Resources Manager (and immediate supervisor) the task of recruiting three base line Customer Services Representatives (CSRs). To enable the user to successfully achieve the recruitment task goal, various materials and recruitment apparatus are made available to execute the process within the simulation environment. Particular skills and applications to be practised include: Management decision-making; HR Planning; Policy making; Organisation routine; Competitive intelligence; Information systems applications; Reporting; Costing, Budgeting and financial analysis; Marketing, Advertising, Inter-personal techniques, Institutional policy and procedures, and so on. In the simulation skills practice is essential and multiple skill practice is encouraged. The simulation recognises and rewards the use of diversity of applications and approaches that assist the user in effective goal achievement. The User - Software - Hardware Interface The research team developed enhanced multimedia computer software to enable learners to practice the above organisational skills in a media that can be stored and made readily accessible. (For example, on CD-ROM hardware or other storage media.) It is also possible for the Business Simulation to be made available for real time delivery when stored on a secure internet web server site. This would enable a learner user global access at any multimedia internet capable computer. The Business Simulation was designed to resemble an interactive computer game of which the student user would be expected to have some previous experience. In associating the game concept it was hoped that the simulation would be perceived by the user as being fun and this would further stimulate interest and motivate learning (Faria and Nulsen, 1995). Thus the Business Simulation challenges the user, as a game player appointed to the new HRO job, whose first task is to immediately employ three CSR’s in a financial enterprise called Wealthy Bank. In this role the HRO is required to make critical navigation decisions to:- best proceed towards the goal; manage time; deal with arising management problems associated with dealing with supervisors, advertising, evaluate applicant curricular vitae, short-list candidates for CSR positions and make final selection; amongst other activities. The HRO has no prescribed course of action to follow. The user navigates his or her way through the simulation applying learnt approaches, individual initiative, planning, organising, collecting information and so on. The ill-defined operational nature of the simulation is an important aspect of the decision-making learning process. As in real life, the simulation is designed so that the HRO cannot proceed to the final stage of selecting and hiring a CSR until certain pre-requisite processes have been properly and orderly completed, such as appropriate advertising and respondents resume evaluation. Ideally, the user will also utilise: available HR planning and co-ordination charts; refer to relevant information; become familiar with the established bank HR practises; meet with supervisors and other relevant persons to update and verify filed job descriptions, check office files to confirm and compare records, charts and so on. These are all steps that should be ordinarily completed before other processes such as CSR position advertising and consideration of suitable candidates. Simulation Development The simulation was conceptualised and created by two development teams: A teaching content and a multimedia software development and design team. The simulation development from conception to field trials took about two years. In development the research team independently and successfully implemented a similar methodological construct model to that eloquently documented by Angern and Nabeth, 1997. The simulation operates within constraints at three levels: First level, the physical business environment of walls, desks and doors to rooms. Second level, the organisational or formal information owners or agents who own information and information levels and give access to a third level on informational sources. At the third level there are informational sources which must be sought through their second level owners (e.g., the CEO, Supervisors etc) or external information providers (e.g., agencies, market researchers, or industry experts). This is illustrated in Figure 1. In effect, the simulation user navigates this blueprint to achieve the CSR recruitment task objective. 
Figure 1: Interactive Navigation on three specific levels. Source: Angehrn and Nabeth, 1997. During the first stage of about a year four faculty members of the research team acted as content experts and developed the goals, critical decision maps and alternatives for relevant real-life scenarios. A guideline script was written covering all the considered possible simulation paths. Early in this content development period a 2 by 4 metre section of office wall was covered with about 300 post-it notes showing the various envisaged options and possible game paths for inclusion. From this the typical theatre script was written including prop scenes and thereafter was subject to a continuous, incremental modification and improvement process. At the second stage of the multimedia software development, a design team of three competent software specialists was employed full-time for about six months to create and modify the simulation software. This team included a graphic artist, authoring programmer and a project manager. The design team were situated in the university multimedia laboratory with access to Authorware software and other multimedia specialist equipment. As an initial distribution vehicle a CD-ROM disc was produced which enables the installation of both web server and PC stand alone versions of the simulation software. The final stage of about six months included production modification, field trials and reporting. The results of the field trial will be discussed later. Navigation The Business Simulation communicates its messages and images to the user on a PC screen by the use of graphic-based images, which feature animation, audio and video material, and physically places the user into a simulated business office with walls, windows, desks and so on. The on-screen views relate to the perspective from the eyes of the user. The user interacts with the simulation by the use of the hardware keyboard and hand-mouse. The mouse is the primary mode of user interaction. Many on-screen objects can be selected, opened, made active or closed by a mouse-point and click. Network Overview The simulation begins with a view of the street entrance of the City Tower office building. Here voice and text prompts guide a user through a preliminary log-in security (via a user supplied key floppy disc) procedure which when completed allows the user, as the newly appointed HRO, entry into the building and in turn to his or her office. See Screen 1. The user can return to this opening screen at any time to exit or restart or re-enter and continue an in-progress simulation. 
Screen 1: City Tower Building Street Entrance At the next on-screen scene the HRO has moved inside the building where directions and simulation guidelines are available at a centrally located lobby information booth. A first-time user is compelled to fully explore the booth before proceeding and can be optionally reviewed by repeat users. The lobby information booth outlines the simulation hardware features, parameters and scoring rules. The lobby view is shown in Screen 2. (A repeat user is identified from the user key floppy disc where a previous archived game file would be stored.) 
Screen 2: City Tower Building Lobby, Information Booth and Elevator Entrance The HRO then approaches and enters the lobby elevator and selects the desired HR office level. On arrival at the HR office the HRO is met by the HR office secretary who (verbally and by text prompt) invites the user to participate in a Bank new employee orientation presentation organised by senior staff. See Screen 3. (Presentation attendance is compulsory for first time users and optional for repeat users.) 
Screen 3: HR Office Lobby At the 8 minute orientation presentation critical mission and organisational information is supplied to the HRO. Refer Screen 4. At the close of the presentation a bank policy and operational reference manual is supplied to each participant to be kept in the HRO’s office. 
Screen 4: Wealthy Bank New Employee Orientation After the employee orientation the HRO moves directly to his or her office. At this point a first time user meets his or her immediate supervisor, the HR Manager, and is informed of the HR mission and delegated his or her first task - to recruit three new Customer Service Representatives. The HRO thereafter must determine his or her own next steps. The simulation proper begins with the HRO seated at his or her own desk. The on-screen office shows a typical office full of various equipment, stationery, manuals, communication devices, filing drawers and cabinets. See Screen 5. 
Screen 5: HRO Office illustrating interactive resources The HRO is then expected to act upon his or her own initiative, apply the knowledge and skills taught and begin engaging any of the multitude of available simulation activities to satisfy the assigned hiring task. For instance, phone meetings can be arranged to meet with other relevant bank personnel to ask questions and gather information about the CSR positions to be filled by the recruitment task. See Screen 6 for a typical meeting room scenario. 
Screen 6: CSR information meeting with the HR Manager Score Card A significant feature of this Business Simulation often ignored in others is the progressive real-time measurement and valuing of user performance (Burgess, 1995). In this simulation each activity has a point score and time elapsed allocated. The user has constant access to a user score card of organisational points that can be realistically interpreted as monetary business costs. Correspondingly there is also an accrued time in days tally. In this simulation real time organisational points and days accrued information is continuously updated and available for reviewing from the HRO’s desk computer information system. The accrued number of days is also shown on the HRO’s office wall clock (shown in Screen 5). All simulation decisions and actions taken by the user have an impact on the total organisational point score and time tally. At any point when the user exits the simulation they are provided with a score and history of activity which can be stored on a user key floppy disc for review in post experience assessments, inter-user discussion or other learning activity. Reflecting the real business world, there is no one best method to achieve the Business Simulation recruitment goal. Just as in all decisions, value judgements need to be applied and risks assessed to determine how, where, why and what course of action will produce the most effective and/or optimal outcome. The objective is to successfully hire three suitably qualified CSRs in a manner that accumulates minimum organisational points. In some cases a decision costing a little more in terms of organisational points in the short term can produce a better long-term recruitment selection outcome and this is inherent in the organisational point scoring system. Pre-determined simulation bonus points are assigned and deducted from the point score (reduced organisation costs) for desired or specific types of positive behaviour. An example would be if the user, (as HRO), in a preparatory CSR recruitment meeting positively impresses his or her superiors by pursuing appropriate task orientated questions or completes a task before the assigned deadline. Other examples of actions that attract bonus points are properly researching appropriate HR information, updating CSR job descriptions, and so on. Conversely, penalty points (increased organisation costs) are awarded for user behaviour that can be damaging to the final recruitment decision outcome such as when the HRO arranges a meeting and asks inappropriate questions without having completed other pertinent preparation work. Other examples of acts that result in organizational penalties are missing assigned deadlines, unnecessarily wasting other people’s time in asking inappropriate information, ignoring pertinent information from HR department records, violating company policy and so on. The ability of the user to practice decision-making that achieves a proportional balance between these and other similarly correlated factors is a salient feature of the simulation. In this way the user can evaluate his or her performance according to the wisdom of decisions made and how that negatively or positively impacts upon the cumulative organisation point score. Alternatively, comparisons of achieved scores can be made as a user repeats the simulation looking for improved results, comparisons with peers and/or, other provided model results. As mentioned user results can be permanently archived on the user key floppy discs for post simulation practice assessment. A further design feature of the simulation is the introduction of spontaneous or random events that deliberately interfere with user actions in progress and need to be immediately addressed. These random events are intended to be a distraction and the user response directly impacts upon the organisation points score and time tally. As an illustration, unexpected meetings or urgent task assignments can be scheduled by superiors unrelated to the objective or due to sickness staff become unavailable to supply relevant information and so on. Correspondingly, interventions cause unavoidable costs and delays. These events are simulation triggered depending upon a combination of factors including game path followed, a random number generator, the accrued point score and time. When a user ultimately successfully employs a CSR the goal of the Business Simulation is achieved and the simulation ends. At this point, the simulation displays a final organisational point score (or cost), reflecting the quality of the user’s HRO ‘on-the-job’ performance and then the user is ushered to the HR floor lobby to consider his or her next action. The user can exit the simulation at any time and the organisation point score is optionally saved to the user key floppy disk. At any time the user can begin a new simulation game or by the use of stored files on the user key disc re-enter a previous in-progress game and continue. Post-Experience Feedback - Survey Methodology An undergraduate human resources management class module of 205 students was selected to assist in the field evaluation of the Business Simulation. At about mid-way through a teaching semester the lecturer first introduced the standard textbook range of recruitment topics to the students at an open 3 hour class. During lecture the recruitment process topics were introduced and reinforced by visual on-screen excerpts from the Business Simulation. These excerpts also served as a brief operational demonstration of the simulation exercise. In the week following the presentation of the lecture material students in tutorial groups of around twenty persons with their respective tutors attended the university computer centre multimedia laboratory. Students seated at individual computer terminals, were given brief instructions about the HR simulation objectives and allocated 40 minutes to achieve their best organisational scores which were recorded on student key floppy discs. At the end of the tutorial students were asked to submit their key discs for score verification and assessment notation. In addition, all students completed a simulation post-experience evaluation survey questionnaire. Student users were observed to be very enthusiastic and resourceful in resolving in-simulation conflicts. Students were also found to be actively pursuing radically differing strategies in achieving the simulation objective. For example, some students took an exploratory approach reviewing all aspects and resources provided within the simulation while others aggressively searched for the quickest and most direct path to successfully recruit a CSR often ignoring the more effective recruiting methods and thus attracting in-built penalties. The majority of students had the opportunity to repeat the simulation and thereby endeavour to improve their organisational score results. In the allocated time most students (about 40%) repeated the simulation once while others (about 5%) repeated it five or six times. Organisational point scores accumulated were monitored and observed to vary widely reflecting the student HR strategy pursued. Analysis of user strategy, its effectiveness, correlation to achieved organisation point scores and knowledge learning are not discussed in this paper. The following summarises the student questionnaire survey responses. Student Post Experience Feedback Overall the survey results showed the student user to have welcomed and strongly supported the use of the Business Simulation. As a facilitative pedagogical device, both the lecturer in charge and the four class tutors found the simulation easy to use and well received by students. They also concurred with the findings of Taylor, Kemp and Burgess (1993), that teaching time was reduced. It is argued that the minimal direct student supervision required means a significant reduction in teaching staff resource costs. Most importantly, in written essay testing of recruitment knowledge learning and understanding students who had used the pilot simulation achieved results on average +7.8 per cent better than a comparable small control group of non-simulation taught students. Questionnaire The post experience questionnaire survey asked twenty-three questions using a Likert 7-point scale instrument. A copy of the questionnaire with tabled percentage results is shown in Appendix 1. There were 187 effective student responses collected and some supplementary written comments. Overwhelmingly, it was found that students favoured the use of the Business Simulation technique for learning. Over 85% of students found the simulation to be above average in; i) motivating their learning, ii) stimulating and changing their understanding, iii) attracting their interest, and iv) satisfying experience. Negative feedback (11.8%) was received concerning the general complexity of navigating the simulation. An overwhelming majority (89%) found it positively worthwhile, and correspondingly about 85% recommended it for future use as a part of HR course teaching content. Skills Learning The most important aspect of learning results is positive changes in behaviour. Behavioural learning that puts into orderly perspective and practices the recruitment skills required to be successful is the most significant goal of the simulation. In this respect 51% of students felt the simulation had corrected their behaviour while 48% felt neutral. This large neutral result is to be expected considering that students had no previous simulation experience and had not at the time of completing the questionnaire received any post experience evaluation or comparative feedback on their individual behaviour. Student responses showed that 91% agreed that the simulation had positively allowed the practise of HR recruitment techniques. This is underlined by the fact that over 74% of responses stated that the experience of using the simulation had improved individual knowledge of the recruitment processes. At the same time 85% indicated it had significantly increased working understanding. Most students, about 71%, responded that the multimedia software had provided appropriate and timely feedback through the interactive simulation messages provided. Student individual comments also indicated that the organisation point scoring and days accrued time system had given them some appreciation of the effect of their decisions and behaviour on organisation outcomes. Technically, about 72% of respondents found the interactive multimedia format functionally easy to use and amongst this 42% gave the quality on-screen graphic presentations the maximum possible ranking (+3). On the other hand, some 14% of respondents indicated that they had experienced computer hardware related difficulties in using the simulation. From investigation it was found that most of those students encountering difficulties had the same repeated technical problem which was of a minor nature and has since been rectified by the software programmers. Navigation around the simulation had caused some difficulties for about 12% of students. The researchers suggest this to be related to the time required for some students to learn about the limitations, individual familiarisation with interactive games and user confidence in working with multimedia computer hardware. Nevertheless, the researchers believe this to be representative of the real world frustrations and difficulties of learning in the office environment and should not be viewed negatively as a limitation of the simulation experience. One participant commented, "Some help - what to do next assistance - could be offered for penalty points." This could be a possible future software enhancement. This feature was deliberately resisted in building the simulation as it was believed this would lead students to feel that there was one best method to achieve the objectives of the simulation. Whereas, the objective of the simulation is to promote diverse solutions and independent strategy approaches just as there is no one best way solution to any business problem. In general, summary individual written comments supported the notions indicated in the survey results or detailed some of the concerns and faults encountered. Amongst this, some 10% of participants suggested that more vigorous interactive interviews of recruitment candidates could be introduced. This is an anticipated and desirable future Business Simulation enhancement. Teaching Role The Business Simulation is recommended as an appropriate adjunct to teaching. As shown, as a teaching tool the simulation can be used in student tutorials or seminars and can also be used for class discussion of effective recruitment strategies. Simulation based peer evaluations and discussion about decision-making justifications and achieved individual performances can also be useful in promoting the educational objective. A part of any post evaluative discussion could also be devoted to a critical evaluation of the Business Simulation itself and how it could be further adapted to suit students autonomous learner styles. It is also now feasible to use teleconferencing with students in other locations to broaden peer review and discussion of opinions. Alternatively computer-mediated communication together with electronic discussion groups should provide another effective alternative environment for learning alongside interactive simulations in an evolving hybrid learning paradigm. Future Developments This Business Simulation applies the office tower building metaphor and is purposefully designed to allow for additional simulation building levels or floors to be added. Therefore the simulation can readily accommodate other offices of the Bank or new company offices in other speciality management education fields such as; Strategic Planning, Marketing, Information systems, Trade Negotiations, International Finance, Economics, Law, and so on. Such diversity would provide students with a unique opportunity to experience and compare what graduate career might be most suitable for them to pursue. It would also foster the overall development, relevance and marketability of the Business Simulation. In later simulation version enhancements it is intended to introduce interactive voice recognition and touch screen technologies. It is acknowledged that there is a need to evaluate the application of simulation techniques in greater depth especially in respect of actual learning achieved compared to traditional methods and analysis of costs versus learning benefits. Conclusion Management education is a complex and diverse issue. The introduction of an interactive multimedia Business Simulation to the learning process provides the learner with the opportunity to experiment, discover and practise skills in a non-threatening and supportive environment. Further, the learner is placed into a position where he or she must interact, respond and understand the consequences of their decisions and actions. The Business Simulation evaluated here demonstrates a flexible approach to learning, making available a range of activities and functions that closely resemble actual business operations in a manner that is resource allocation effective. In the evaluation of this educational tool the researchers have shown that the use of this interactive computer based instructional technique practically enhances user learning and recruitment skills. It cognitively clarifies and confirms in the user mind various perspectives of the recruitment process, as well as presenting an understanding of complicated business policies and required behavioural task orientated skills. Moreover, it has provided in-simulation interactive opportunities with other staff and managers that allows the user to practice and gain confidence in their public relations and inter-personal communication skills. A feature of the Business Simulation software is that in includes an immediate feedback mechanism that assists learning motivation and allows the user to practice and improve effective decision-making techniques. Further evaluation will enhance future versions of the Business Simulation but it is clear that in the 21st Century this type of instructional method will continue to develop towards being an essential tool of management education. References Angehrn, A., & Nabeth, T., (1997). Leveraging Emerging Technologies in Management Education: Research and Experiences, European Management Journal, Vol. 15, No. 3, June 1997. Astin, A.W., (1987). Achieving Educational Excellence. Jossey-Bass: San Francisco. Burgess, T.F., (1995). Cycle time, decisions and complexity in business simulation/games, Simulation & Gaming, 26(3), 376-383. Cadotte, E.R., (1995, Autumn). Business simulations: The next step in management training. Selections, 8-15. Cameron, K. & Whetton, D. (1993). A Model for Teaching Management Skills. In, Vance, C. (Ed.) Mastering Management Education. Newbury Park: Sage Publications. Faria, A.J. & Nulsen, R.O. (1995). The compete saga: Or 25 years of writing and administering simulation games. Simulation & Gaming, 26(4), 439 - 447. Fripp, J., (1994). Why use business simulations? Executive Development, 7(1), 29-32. Hill, B. (1988). Developments in Interactive Video. Die Neueren Sprachen, 87(6). Keys, B. & Wolfe, J. (1990). The Role of Management Games and Simulations in Education and Research. Journal of Management, 16(2), 307-336. Meyer, G. (1995). Simulating Personnel Confrontations. Information Strategy: The Executive’s Journal, 7(2), 41-43. Parry, S.B. (1980). The Name of the Game . . . is simulation. Training and Development Journal, June, 99 - 105. Perry, B.P. (1994). Defining and Measuring Quality of Teaching. In Green, D. (Ed.) What is Quality in Higher Education? Buckingham: Society for Research into Higher Education. Pray, T. & Rabinowitz, K. (1989). Management Simulation: Making the Game Worthwhile. Industrial Management, 31, 8-11. Taylor, J., Kemp, J. & Burgess, J. (1993). Mixed-Mode Approaches to Industry and Cost Effectiveness. Brisbane: University of Southern Queensland. Wood, R. & Bandura, A. (1989). Social Cognitive Theory of Organisational Management. Academy of Management Review 14(3), 361-384.
Appendix 1: Business Simulation - Course Evaluation Form – Valid Percentages
( n=187) | Your Learning | To what extent did the multimedia package assist, or allow, you to: | -3 | -2 | -1 | 0 | +1 | +2 | +3 | | | - change your knowledge of the subject
| 0 | 0.6 | 1.7 | 23.3 | 48.8 | 25.0 | .6 | | | - change your understanding of the subject
| 0 | 0 | 2.2 | 12.8 | 46.7 | 36.1 | 2.2 | | | - allow practise to improve your performance
| 0 | 0.6 | 1.7 | 6.7 | 38.0 | 41.3 | 11.7 | | | - get appropriate feedback on your performance
| 0 | 0.6 | 3.3 | 24.4 | 43.3 | 24.4 | 3.9 | | | any errors | 0 | 2.7 | 4.0 | 42.8 | 35.8 | 14.5 | .6 | | | - get to know the structure of subject matter (the content)
| 0 | 0.6 | 3.0 | 16.0 | 46.7 | 29.6 | 4.1 | | The Instruction (teaching/tutoring) | How well did the multimedia package: | | | | | | | | | | 7. present sequenced activities | 0.6 | 0.6 | 3.9 | 14.0 | 38.5 | 38.0 | 4.5 | | | 8. challenge your thinking | 0 | 0.5 | 1.6 | 12.3 | 36.9 | 40.1 | 8.6 | | | 9. encourage problem-solving and application of knowledge | 0 | 0 | 2.8 | 11.7 | 27.8 | 40.0 | 7.8 | | | 10. arouse your interest in the topic or subject matter | 0 | 0.5 | 1.1 | 5.9 | 32.4 | 37.3 | 22.7 | | | 11. encourage the "tutor" to work with the class (or with yourself) | 0.6 | 2.2 | 4.4 | 16.1 | 47.2 | 23.9 | 5.6 | | | 12. fit into or suit your course | 0 | 0 | 1.1 | 9.4 | 42.8 | 34.4 | 12.2 | | Affective (feelings) | From your experience, did you feel the package to be: | | | | | | | | | | 13. stimulating/ attractive | 0 | 0.6 | 0 | 6.7 | 27.2 | 45.6 | 20.0 | | | 14. motivating/ interesting to use | 0 | 0 | 1.1 | 5.0 | 31.6 | 45.6 | 16.7 | | | 15. satisfying/ felt good to use | 0 | 0 | 1.1 | 9.4 | 41.7 | 37.8 | 10.0 | | Technical | How would you rate the actual multimedia package for: | | | | | | | | | | 16. quality of screen presentations | 0 | 0 | 0.6 | 5 | 17.3 | 35.2 | 41.9 | | | 17. ease to use | 1.1 | 0 | 3.9 | 23.5 | 38.5 | 24.0 | 8.9 | | | 18. computer problems – glitches, bugs, technical problems | 2.8 | 3.3 | 7.8 | 45.6 | 23.3 | 13.9 | 3.3 | | | 19. navigation (ease of knowing where you were in the program) | 1.7 | 1.7 | 8.4 | 19.0 | 30.7 | 27.4 | 11.2 | | General | Overall, what is your opinion about: | | | | | | | | | | 20. using this program again | 0 | 1.7 | 3.9 | 10.7 | 36.5 | 32.0 | 15.2 | | | 21. recommending it to your fellow students | 0.6 | 0.6 | 4.5 | 11.2 | 35.8 | 32.4 | 15.1 | | | 22. the organisation of "laboratory" experience | 0 | 1.1 | 2.2 | 14.0 | 39.7 | 34.1 | 8.9 | | | 23. how worthwhile the activity/ experience was | 0 | 1.7 | 1.1 | 8.4 | 35.2 | 41.9 | 11.7 | A total of 187 student responses were received; of these more than 95% were useful in all categories.
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