Effects of participation in a simulation game on students’ numeracy and financial skills Ross Brennan Lynn Vos The authors gratefully acknowledge funding support from the Academy of Marketing

Overview 1.The essence of the argument 2.Hypotheses 3.The study 4.Findings 5.Limitations 6.Questions & discussion

1. Essence of the argument Are sims one route to improved math/financial skills? Not “math class”Naturalistic setting Simulation games provide engaging learning environment Positive affectNumbers/money Marketing educators unhappy with students’ math skills EmployabilityCreative approaches

2. Hypotheses Hypothesis 1: Marketing students’ scores in a standard test of numeracy skills will rise following their participation in a simulation game that requires them to engage in numerical analysis. Hypothesis 2: Marketing students’ scores in a standard test of financial skills will rise following their participation in a simulation game that requires them to engage in financial analysis. Hypothesis 3: Marketing students’ self-efficacy in handling numerical and financial issues will improve following their participation in a simulation game that requires them to engage in numerical and financial analysis.

3. The study Pre- and post-test quasi-experimental design without control group Demographics Self-efficacy (5 questions, 8 point scale) Numeracy (10 questions, right/wrong) Financial (5 questions, right/wrong) Demographics Self-efficacy (5 questions, 8 point scale) Numeracy (10 questions, right/wrong) Financial (5 questions, right/wrong) PRE-TEST (WEEK 2) INTERVENTION (WEEKS 3-10) POST-TEST (WEEK 11) PLAY SIMBRAND (8 ROUNDS) WITH TUTORIAL SUPPORT

CESIM SIMBRAND: SCREENSHOT

4. Findings 127 respondents pre-test 88 respondents post-test 76 fully paired-up responses used for analysis Description of the 76 – 33male, 43 female – Characteristically mixed ethnic origin – 29 A levels; 22 UK vocational; 19 overseas qual. – Mean age 21.7 years

4. Findings

(N=76)Mean self- efficacy (out of 40) Mean quantitative score (out of 10) Mean financial score (out of 5) Before After Difference t value Significance level Table 2: Mean Scores Before and After Participation in the Simulation Game

5. Limitations Single institution, small sample No control group used Only short-term effects measured Tutorial support provided – the game was a learning environment, not the only pedagogic tool

6. Questions & discussion The authors gratefully acknowledge funding support from the Academy of Marketing

Self-efficacy

Numeracy (marketing math)

Basic accounting