Simulation-Games as a Learning Experience: An Analysis of Learning Style and Attitude
The authors explore the degree to which individual learning styles affect pre-simulation attitudes toward teamwork and post-simulation perceptions of the value of the simulation as a learning experience among third-semester university-level participants in a large-scale telematic simulation-game in Bremen (Germany). The learning style trait pairs ‘academic type’ and ‘interpersonal type’ are introduced as explanatory variables, first as categorical variables, then as continuous variables in multiple regression analyse. The results show that the pre-simulation attitude toward teamwork and interpersonal type explain variation in perceptions of the simulation experience. Qualitative data from debriefing teleconferences generally reflect the quantitative analysis.
KeywordsTelematic simulation-game learning style academic type interpersonal type
The authors wish to thank John Schindler for permission to use the Paragon Learning Style Inventory he and Harrison Yang developed. We also owe a debt of gratitude the European Union’s Socrates Program for funding IDEELS as a curriculum development project from 1997 through 2001.
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