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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
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Overview 1.The essence of the argument 2.Hypotheses 3.The study 4.Findings 5.Limitations 6.Questions & discussion
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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
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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.
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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
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CESIM SIMBRAND: SCREENSHOT
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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
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4. Findings
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(N=76)Mean self- efficacy (out of 40) Mean quantitative score (out of 10) Mean financial score (out of 5) Before24.104.300.14 After22.517.170.78 Difference-1.502.870.64 t value1.8989.7574.729 Significance level 0.0620.000 Table 2: Mean Scores Before and After Participation in the Simulation Game
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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
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6. Questions & discussion The authors gratefully acknowledge funding support from the Academy of Marketing
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Self-efficacy
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Numeracy (marketing math)
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Basic accounting
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