Abstract

AbstractStudies show that learning is situated—or that learning in one context does not easily transfer to a new context. Because business simulations are often used to provide a learning context, we wondered if this context‐specific learning would transfer. To explore this issue, we used situated learning theory to ask undergraduate students in an operations management class to apply their learning in both familiar, simulation contexts, and unfamiliar, nonsimulation contexts. Using contextually based exam questions, we empirically measured learner performance on low and high cognitive effort questions. We were able to provide some support for the constructivist learning theory's hypothesis that learners can take the principles constructed in a business simulation and apply them in other contexts. Additionally, we explored the implications of confidence/self‐efficacy theory and demonstrated that transfer may differ based on cognitive effort.

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.