Authors: ABS conference York 2015
Ann Devitt1, Markus Lamest2, Mairead Brady2, Nicki Newman3 & Stephen Gomez4
1 School of Education, Trinity College Dublin; 2 School of Business, Trinity College Dublin; 3 The
University of Sheffield Management School; 4 Pearson UK
Title: Marketing Simulations: Experiential learning in a simulated game for higher-order
cognitive development
Aims and Rationale
This study set out to explore the use of an online simulated marketing experience, designed as
a serious game (Zyda, 2005), for student learning in an undergraduate introductory marketing
module. The simulation game aimed to address both hard and soft skills (Andrews and Higson,
2008) in the area of marketing. In particular, the study aimed to address the following research
questions:
 Does using an online simulation game engage students higher order cognitive skills,
specifically in the application and analysis of marketing concepts?
 Does the group activity required in the simulation game develop students’
communication and interaction skills?
 What are the specific affordances of the online simulation that promote this kind of
learning?
Design
The study took place during the second semester of the 2013-14 academic year on an
introductory marketi
was delivered face-to-face lectures
and tutorials and introduced the use of an online group-based simulation game (MMX) for the
purposes of assessment. It requires students in teams to steer their own company, competing
against other teams in a given marketplace, and design a marketing plan based on core
marketing concepts to maximize company key performance indicators. This study is a
qualitative case study. A thematic analysis was conducted based on reflective essays written by
126 students and on the basis of 3 sets of a priori themes related identified in the relevant
literature:
 6 levels of the cognitive domain of Blooms taxomony: knowledge, comprehension,
application, analysis, synthesis, evaluation (Bloom et al, 1956);
 5 principles of Cooperative Learning (Johnson et al, 2008): positive interdependence;
promotive interaction; group and individual accountability; interpersonal and small
group skills; group processing;
 Affordances of simulation environments (Dalgarno and Lee, 2010): experiential learning;
motivation and engagement; goal orientation.
Results and Discussion
Overall, students reported to be positively satisfied with their learning experience. The
combination of factors adapted from the real world and the benefits of working in a simulation
in sum provided a learning environment that was perceived as being novel, exciting and
motivating. As regards higher-order cognitive skills, students in most cases referred to the
application of marketing theory during the preparation and execution of decisions (137 codes).
This process was often related to a positive learning experience, so that the application of
theory enhanced the students’ understanding of the theoretical models. In 117 cases, there
was evidence of analysis activities, which represents a higher level of cognitive learning in
Bloom’s model. In this case, the simulation allowed students to examine cause and effect
relationships, make inferences and provide evidence with regards to the outcomes of their
decisions. Results would suggest that the simulation supports positive learning outcomes in the
areas of cognitive skill development, including knowledge application and critical thinking, as
well as soft skills such as communication and negotiation.
References
Zyda, M. (2005). From visual simulation to virtual reality to games. Computer, 38(9), 25–32.
doi:10.1109/MC.2005.297
Andrews, J., & Higson, H. (2008). Graduate Employability, “Soft Skills” Versus “Hard” Business
Knowledge: A European Study. Higher Education in Europe, 33(4), 411–422.
doi:10.1080/03797720802522627
Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy of
educational objectives: The classification of educational goals. Handbook I: Cognitive domain.
New York: David McKay Company.
Dalgarno, B. and Lee, M. J. W. (2010). What are the learning affordances of 3-D virtual
environments? British Journal of Educational Technology 41(1), pages 10–32.
Johnson, D.W.; Johnson, R.T.; Holubec, E. J. (2008) . Cooperation in the Classroom. Edina, MN:
Interaction Book Company.