Thrown into the fire: Do simulations in an introductory business course increase student engagement?

Abstract

Administrators and educators have been debating how to improve the student learning experience for decades. More recently, there has been widespread discussion on the effect of experiential learning in the classroom to help develop student comprehension. Current research emphasizes the link between the experiential learning process and student outcomes, with the premise that experiential learning is a holistic method that focuses on student engagement. This study contributes to the community of experiential learning theory by examining its effect on multiple dimensions of engagement through business simulations in higher education. Specifically, we examined the difference in student engagement in two sections of an Introduction to Business course. One section used experiential learning (via business simulations), while the other section did not. Our results indicate that simulations do increase engagement, and thus, educators should consider using them in introductory courses (not just advanced or elective courses) in an effort to garner interest in business as a major.