1. Delivering Meaningful Student Experiences Using Computer Simulations Dr. Don Roy Associate Professor of Marketing LT&ITC First Tuesday Series November 4, 2008

2. The Role of Simulations in Business Education  Learning can be framed in two dimensions: 1.Content – Focuses on depth of information in a subject area 2.Process – Understanding mechanisms of problem solving or decisions (Thatcher 1990)

3. The Role of Simulations in Business Education (cont’d)  Simulations can facilitate process learning (Gentry, Stoltman, and Mehlhoff, 1992).  Courses including a simulation can enhance content learning (Comer and Nicholls, 1996).

4. Using Simulations: Some Issues to Consider 1.What weight should a simulation have in overall course grade? 2.What elements comprise a student’s grade for the simulation? 3.Will simulation be played individually or in groups? If groups, how are groups determined? 4.What course concepts are applicable to the decision-making process in the simulation?

5. Using Simulations: Some Issues to Consider (cont’d) 5.How should content learning and process learning be bridged? 6.How can process learning be supported with relevant assignments? 7.What are the appropriate boundaries for monitoring students’ performance? 8.What is the process post-simulation for bringing closure to students’ learning experience?

6. My Experience with Marketplace in Product Management Course  Marketplace - Web-based simulation created by Ernie Cadotte, U. of Tennessee Marketplace  Offers unparalleled customer support for instructors and players  User friendliness and outstanding interface enhance students’ experience

7. Marketplace Game Scenario  Companies sell computers in markets in Asia, Western Europe, and North America.  Competitive situation (typically 3 students per team); 5-6 teams per industry  Companies target two customer segments and market to meet their needs  6 decision rounds (a.k.a. Quarters)

8. Available Market Segments Price Performance Work Horse Traveler Mercedes

9. Sales Office Options

10. Simulation Weight in Overall Course Grade  Aim - Weigh course so that importance is communicated  How should simulation weight compare with other course activities (e.g., quizzes, cases, and participation)?  How much weight for group performance versus individual performance?  Weight given to simulation = 20% of overall course grade

11. Elements of Simulation Grade  Team performance (70%)  Individual performance 1.Peer evaluation (10%) 2.Professor evaluation (10%)  Reflective report – Individual assignment at end of game (10%)

12. Illustrating Course Concepts  Marketplace provides numerous opportunities to connect product management concepts with their application in practice  Emphasis given to making the connection between concept and implications for the simulation

13. Key Marketing Concepts Applied in Marketplace 1.Market segmentation and targeting 2.Role of marketing research data 3.Price/profit relationship 4.Identification of market opportunities 5.Competitive effects on marketing strategy 6.Product portfolio management 7.Product differentiation

14. Monitoring Students’ Performance  Professor’s role - Seek “teaching moments” but not have too much input/influence in teams’ decisions  When coaching teams - Raise both sides of an issue so that decision must still be made by team

15. Post-Simulation: Providing Closure  Final class meeting of semester - simulation debriefing.  Awards ceremony - Recognize team and individual performance  Reflective report summarizes experience with team and how impact on learning

16. Challenges That Arise  “The Realist” – A student who has difficulty separating the “real world” from the simulated world.  “The Slacker” – Individuals who give little effort feel the effects in peer and professor evaluations.  “The Dysfunctionals” – As is the case with any group, friction can occur.

17. Managing the Simulation Experience  Experiential learning has both cognitive and affective components (Bawden, 1995).  Students’ experience in a simulation can influence enjoyment of learning (Comer and Nicholls, 1996).  Students’ experience in a simulation can impact faculty evaluation.