Differential learning outcomes in an instructional simulation: Exploring the relationship between designated role and perceived learning outcome

Abstract

One set of instructional strategies which has not been examined vis‐a‐vis learning outcome is instructional simulations. The present study is an exploratory study designed to examine the possible relationship between designated roles and learning outcome. It was designed to explore the possibility that if differential learning outcomes existed they might be related to the designated role of the learner in the interactive simulation. The study found that students cast in the roles of managers in the SIMCORP SIMULATION reported different perceptions about learning than did students cast in the roles of workers.