Evaluating the role of simulation-based experiential learning in improving satisfaction of finance students

Abstract

This study evaluates the impact of implementing a simulation-based experiential learning method on student satisfaction. We develop a simulation-based experiential learning activity and use it in teaching a postgraduate finance course to engage students in the learning process and enable them to develop deeper understanding of the finance theories, models and concepts covered in the course. We then use a survey to collect data from students and use a Structural Equations Modelling technique to test our research hypotheses. Our results show that the simulation-based experiential learning activity can provide students with a hands-on experience of the real-world practice of finance. This helps students to engage in the learning process and become active learners who utilize deep learning strategies. Consequently, learners become more satisfied with their learning experience.