Experiential Learning Tool Research Articles

Leveraging job rotation programs for experiential learning in organizations through the lens of Kolb’s experiential learning theory

Purpose This research proposes a theoretical model that combines Kolb’s Experiential Learning Theory with organizational job rotation. This paper aims to develop a model that can improve the efficiency of job rotation as a tool for experiential learning and organizational development. Design/methodology/approach This paper integrates the literature on job rotation and Kolb’s Experiential Learning Theory. It provides theoretical propositions and a conceptual model for integrating job rotation into the four stages of Kolb’s learning model. Findings The paper offers a set of propositions that states that job rotation programs that are in sync with Kolb’s learning cycle will foster better learning results, more cross-functional knowledge, increased employee flexibility, and better organizational performance. The conceptual framework helps outline the best ways of designing and implementing job rotation programs so that learning by experience is enhanced. Research limitations/implications Future research should empirically validate its propositions. Qualitative studies, such as interviews with HR practitioners, can explore practical applications of the framework. Longitudinal studies can assess the long-term impact of Kolb-aligned job rotation programs on employee performance and organizational outcomes. Additionally, cross-cultural and comparative research could identify moderating factors, such as industry-specific or cultural influences. Practical implications Job rotation programs should integrate all four stages of Kolb’s learning cycle, with challenging tasks fostering Concrete Experience (CE), structured reflection sessions supporting Reflective Observation (RO), workshops linking experiences with organizational theories for Abstract Conceptualization (AC), and leadership roles or process improvements providing opportunities for Active Experimentation (AE). Additionally, organizations should establish systems to measure the effectiveness of job rotation programs, such as pre- and post-rotation surveys, tracking career development, and evaluating the program’s impact on organizational performance, including creativity and innovation. Originality/value This study contributes to the literature by developing a theoretical model of Kolb’s Experiential Learning Theory and job rotation practices to help organizations improve their learning from job rotation. It can be helpful for scholars and practitioners in the field of organizational development as it connects the theory and practice of education.

Preparing future healthcare professionals for evidence-based decision-making using health technology assessment as an experiential learning tool

The rapid evolution of healthcare, driven by the rise of new health technologies and the growing emphasis on evidence-based care, requires health professionals skilled in assessing and utilizing evidence to support decision-making. Health technology assessments (HTAs), which involve evidence synthesis and appraisal, analysis across various domains, and tailoring evidence to local contexts, can develop these skills. These skills are also part of medical competencies. However, there is a dearth of literature on teaching HTAs to health professionals and on how the skills learned through HTA align with medical competencies. We developed an innovative experiential project that had students conduct mini-HTAs for community partners considering new technologies. Students worked in teams to evaluate and synthesize evidence, delivering a website and brief to our partners justifying their recommendations. Success was achieved by providing authentic tasks and using supportive learning strategies. The project engaged students deeply, offering them valuable skills for post-graduation work and education. In this article, we demonstrate how the learning outcomes of the project align with the CANMEDS framework of medical competencies. Secondly, we demonstrate an effective, adaptable, and unique approach of using mini-HTAs to equip students with the knowledge and skills needed to navigate the rapidly evolving landscape of evidence and technologies, preparing them as our future healthcare professionals.

“The patient as teacher” - thematic analysis of undergraduate medical students’ experiences with an experiential learning project in palliative care

BackgroundExperiential learning holds high potential for medical students’ education in palliative care. At RWTH Aachen University in Germany, medical students can participate in the course “The Patient as Teacher” offering a one-to-one exchange with a terminally ill patient over a period of several weeks complemented with four supervision sessions and writing of a reflective essay. The course had run from 2005 to 2020 before it was paused due to the Covid-19 pandemic. This study aimed to assess the course’s value as a palliative care teaching tool by investigating students’ motivation and experiences over the years 2005–2020.MethodsA stratified sample of 24 essays was taken from all submitted essays (n = 78), eight essays from the years 2005–2009, 2010–2014, and 2015–2020. Subsequently, a thematic analysis of the selected essays was conducted.ResultsThe students felt motivated by the opportunity to gain more experience in palliative care, to improve their communication skills and to decrease insecurities in interaction with terminally ill patients. They learned about the patient’s biography and medical history, and encountered physical, psychological, social, and spiritual dimensions of living with a life-limiting disease. Moreover, they experienced relationship building and communication with a terminally ill patient outside their role as future doctors. Ultimately, they considered their participation as a beneficial experience on both a personal and professional level.ConclusionsThe course “The Patient as Teacher” presents a valuable tool for experiential learning in palliative care, which has elicited an unceasingly positive response among the students who participated over the years. It has facilitated medical students in overcoming insecurities in dealing with terminally ill patients and supported them in further developing their professional identity.

Case Studies as a Tool for Merging Theory and Practise in Foreign Language Didactics

This study examines the implementation of the case study method in the Didactics of a German course at the University of Ljubljana. It was introduced in response to the challenges of combining theoretical knowledge with practical application in foreign language teacher education. The research explores how this method, traditionally used in disciplines such as law and medicine, enhances the learning experience for pre-service German language teachers. Using a mixed-methods approach, the study collects quantitative and qualitative data from first-year Masters students to assess the effectiveness of the method in improving critical thinking, problem-solving skills, and the ability to apply theoretical concepts in the classroom. The results indicate that while students found the case studies highly effective in linking theory and practice and motivating learning, there is room for improvement in developing critical thinking and teaching skills. The study concludes that the case study method is a valuable tool for experiential learning in teacher education and offers significant potential for wider application across university courses.

Artificial Intelligence: An Experiential Learning Tool to Acquire Knowledge and Enhance Creativity

Higher education students are recognized for neglecting assigned readings hence, researchers explored artificial intelligence (AI) as an instrument of motivation; in the quest to satisfy this demand, another interference developed, English, a linguistic barrier. Multi-cultural disparities impede literacy, equally, AI natural language processing (NLP) and prompts require fluency and command of English, which can be a hindrance for the underprivileged. The research aimed to determine the potential of AI educational tools in facilitating learning. Empirically, exploratory design was espoused to uncover the reasons behind college students’ lack of interest in reading and identify factors that can motivate them. One hundred and sixty-two first-year college students participated in the study, in November 2023. AI was specifically selected as a motivational instrument. Findings show students expressed optimism regarding the integration of AI into education, high-achieving students displayed confidence when interacting with AI, while those with lower proficiency faced difficulties due to NLP obstacles.

Reflexivity of participants of Football for Development project: experiential learning as delivery methodology of global education

The power of sport to affect social change is widely acknowledged. However, little empirical research has explored the use of sport in engaging young people in global education. This article fills the gap by exploring the role of sport using experiential learning tools as delivery methodology for global education in the context of Central Europe (Czechia). The study focuses on the experiential learning process of the study participants, a mixed intercultural team of Czech and Kenyan youth ambassadors participating in a Football for Development project with the aim of engendering cultural understanding, respecting diversity as positive and valuing differences as beneficial to society. The study benefited from a newly developed non-conventional data collection tool enhancing the research methodology and allowing for the facilitation of the participants’ ability to discover and process the experience-related learning through reflexivity. By showing the changes in knowledge, skills, values and attitudes, our findings indicate how the sport for development programme contributes to creating a semi-conscious learning environment for global education.

Simulation Games as an Alternative Formative Assessment Tool for Experiential Learning in VET Marketing Education: A Desk-Research Review

Simulation games continue to be widely used in marketing education. Based upon a review of simulation tools from the past decade, this study gathers insights on how simulations can be used as an effective assessment tool to enhance learning in marketing and digital marketing vocational subjects. In particular, this research looks more closely at the opportunities afforded by simulation games for experiential learning in relation to formative assessments as well as the challenges presented by the application and validity of the games. This study made use of the desk-based approach as a line of research study while making use of secondary data that is available in competent scholarly literature related to simulation games as an alternative formative assessment tool for experiential learning in VET marketing education. The methodological flow followed in this research used the five phases implementation of industry 4.0 technologies as suggested by Garrido-Lova (2021). This research is original as, through desk-research, the study gave an overview of how simulation games can contribute towards experiential learning. The study indicated that a plethora of evidence points towards the number of pedagogical effects students benefit from when assessments take a formative approach and are carried out through a simulation game. This research should be of keen interest to current and future users of marketing simulation games who might have questions about how to use them effectively in a vocational setting and for assessment purposes.

Teaching production theory through simulation

The authors present a Web application they designed in the R programming language as an experiential learning tool for teaching production theory. The app simulates production decisions where a manager is tasked to find the optimal mixture of inputs through experimentation. Users of the application are instructed to use calculations and intuitions from production theory to improve profitability quickly. The underlying parameters and starting points are randomized to allow for additional practice. Variations of the exercise correspond to cost-minimization and profit-maximization problems with and without market power in the output market. Also, the app provides dynamic, interactive visualizations in 3D in order to assist in a better understanding of standard production theory graphs. The app is located at https://bit.ly/387HsHL.

CAMPUS: A mobile app for construction processes learning and teaching in higher education

AbstractThis article presents a descriptive, correlational, and quantitative study investigating the learning processes of undergraduate construction engineering and architecture students. The study aims to analyze the effectiveness of an alternative learning method compared to traditional approaches in engineering, architecture and construction education. The study focuses on the use of a mobile application (CAMPUS Javeriana) as a tool for experiential learning by using digital technologies, such as construction videos and photos, infographic images, building information modeling (BIM) models, virtual and augmented reality, among others, within the app. Forty‐six architecture students participated in the study, divided into control and experimental groups within each of three undergraduate courses. Pretest and posttest questionnaires were administered to assess the students' learning outcomes, preferences, and perception of the importance of learning technologies. The test results were analyzed using scatter plots, and statistical analysis was conducted using the Jamovi package in R Studio. The students' perceived importance of the mobile app and their preference to use it in the future were also evaluated. Contextual factors such as student characteristics, available resources, and instructors' teaching style were taken into consideration. The study implemented rubrics based on the Expected Learning Results for each course to measure the overall academic performance. Furthermore, the study explores the concept of learning gain and its relationship with the obtained results, shedding light on experiences, perceptions, and academic performance in the specific context of construction education. Findings suggest a positive impact on learning outcomes and perception as a result of using a series of multi‐media technologies in the mobile application.

Research on Feedback and improvement Mechanism Innovation of Accounting Talent Training under the Background of New Business

The rapid evolution of the business environment, propelled by technological advancements and globalization, has necessitated a paradigm shift in accounting talent training. This study investigates the feedback and improvement mechanisms crucial for innovating accounting education to meet contemporary business demands. It underscores the importance of integrating real-time business scenarios, technological tools, and global accounting standards into the curriculum. The research adopts a mixed-methods approach, combining quantitative data from surveys of accounting professionals and qualitative insights from interviews with educators. The findings reveal significant gaps in current accounting education, including outdated curricula, insufficient exposure to cutting-edge technologies, and a lack of global perspective. The study proposes a dynamic feedback mechanism involving all stakeholders—students, educators, professionals, and industry bodies—to continually update the curriculum. Furthermore, it suggests incorporating experiential learning and digital tools to enhance practical skills. The conclusion posits that a responsive and innovative training mechanism can better prepare accounting graduates for the challenges of new business landscapes, thereby contributing to the profession's advancement and the broader economy.

Experiential learning in higher education: Assessing the role of business simulations in shaping student attitudes towards sustainability

Education for sustainable development requires innovative pedagogies that entice students' engagement, ensure effective learning outcomes, and develop students' attitudes towards sustainability. The study aimed to investigate the factors that shape students' learning outcomes of a business simulation that incorporates sustainability-related decisions and to examine the effect of business simulation learning outcomes on their satisfaction, intention to continue using business simulations as a learning tool, and attitudes towards sustainability. A survey was distributed at the end of a business simulation course for undergraduates in a private university in the New Administrative Capital in Cairo, Egypt. A total of 262 students participated in the study. The results supported all research hypotheses except for the relationship between learning outcomes and student satisfaction. The study extends our understanding of the use of experiential learning in shaping student attitudes towards sustainability. The future of implementing more business simulations in curriculums depends on students' willingness to continue using such experiential learning tools in the future along with the power of positive word of mouth associated with their experience. The study offers several important implications for higher education institutions leaders and educators.

The Flood Resilience Challenge serious role-playing game as an online education and engagement tool in a large engineering class

Complex socio-environmental problems, such as flooding, cannot be adequately addressed through technical engineering solutions alone. Limited curricular opportunities exist for engineering students to understand and gain skills towards working collaboratively to address such problems. To enhance engineering students’ learning on flooding and engagement in the classroom, they participated in the Flood Resilience Challenge (FRC) serious role-playing game. This research investigates two main hypotheses. First, the FRC game is effective in helping students’ meet their learning objectives: (a) Increase flood literacy; (b) Better understand differing flood stakeholders’ views and power; and (c) Make connections between the game and real-life. Second, the FRC role-playing game will increase students’ engagement in the classroom through experiential learning. These hypotheses were tested using pre-game and post-game questionnaires, and a debrief. The findings suggest that the FRC game is an effective teaching-learning tool for enhancing engineering students’ understanding of the socio-environmental complexities of flooding issues. Students also reported that the FRC game, as an experiential learning tool, is more effective than traditional approaches to engineering education, such as lectures and readings. The research findings on the FRC game have relevance for a range of disciplines focusing on complex socio-environmental problems and as a tool to provide engaging online educational activities.

Reconceptualizing Virtual Operations Support Teams (VOSTs) as an experiential learning tool for emergency management education

AbstractVirtual Operations Support Teams (VOSTs) have proliferated across the United States and abroad as a means of addressing the informational needs of emergency management agencies. These groups of trusted agents act as “force multipliers” by monitoring social media to extract actionable information, including on‐the‐ground impacts, public sentiment, misinformation and gossip, and calls for assistance. However, while these teams have been credited as a resource‐efficient means of improving situational awareness, issues pertaining to recruitment and retention, trust, and legitimacy continue to be a challenge. This research utilizes a case study approach to examine how academic institutions might leverage VOSTs as a tool for emergency management education and in doing so, address some of the challenges outlined above. In this paper, we present the participation of a university‐affiliated VOST in two state‐level activations: the 2022 Texas wildfires and the 2022 NYC marathon. These case studies are then contextualized with the results of semistructured interviews conducted with emergency managers in both states. The results demonstrate that VOSTs facilitated through and supported by academic institutions can address many of the challenges outlined above, while also providing valuable experience for students. The paper concludes with a discussion on lessons learned and opportunities for future research.

Gender expression and gender identity in virtual reality: avatars, role-adoption, and social interaction in VRChat

Introduction: This study examines the complex relationship between gender, virtual reality, and social interaction.Methods: Utilizing unobtrusive observations and interviews within the VRChat platform, this research explored avatar choices, interactions, and full-body tracking (FBT) technology utilization as they related to users’ expressions and perceptions of gender in virtual reality (VR).Results: The findings revealed that cultural background plays a significant role in shaping gender expression and perception. Results demonstrated the fluidity of gender expression in virtual environments, highlighting how users can challenge and subvert traditional gender norms, and the potential of virtual reality as a tool for experiential learning, fostering cross-cultural understanding, and promoting inclusive and diverse gender expressions.Discussion: This study contributes to the emerging body of literature on virtual reality and gender, providing insights that can inform future research and technology development.

Getting Ahead of the Game: Experiential Learning for Groundwater Governance in Ethiopia

Groundwater management is highly complex, with many users sharing the same resource often with limited understanding of their interconnectedness. Behavioral experiments (games) that simulate real-life common-pool resource use have shown promise as an experiential learning tool for improving resource governance. This study pilots an experiential learning intervention in Ethiopia using a groundwater game to help raise awareness of groundwater over-extraction and improve understanding of the importance of collective action in governance. In the Meki River catchment in Ethiopia, small-scale irrigation is expanding, but overextraction and competition over groundwater have not yet reached alarming levels. The groundwater game, adapted from India and including the addition of a rule-making round, was played in 15 villages with 30 groups. The game was accompanied by subsequent community-wide debriefing in each village to reflect on the experience and lessons learned, which stimulated discussions about groundwater governance. We surveyed participants to capture individual mental models regarding groundwater use and management, as well as any immediate learning effects. Focus group discussions in each village prior to the intervention and again six months after the intervention assessed possible lasting effects. The findings indicate cognitive, normative and relational learning, including increased understanding of groundwater dynamics (such as the joint effect of diverse water uses and users), the importance of collective action in resource management, and the benefits of communication. We find gendered differences in decision-making about resource extraction in the game and development of group-level resource management, confirming the need for gender-responsive approach to sustainable groundwater management interventions. We discuss community-wide learning and institution-building, and considerations for future intervention designs. We recommend embedding experiential learning, facilitated by local extension officers and other practitioners, in intervention packages that include both technical assistance on water-conserving technologies and groundwater management approaches and support in building communities’ institutional capacity.

Beyond the Embankments: Virtual Training on Human–River Interaction for Fostering Safer Behaviors during Flood Emergencies

Floods are an increasingly frequent phenomenon with catastrophic consequences for citizens and cities. Virtual reality (VR) has become a valuable training tool, simulating inaccessible or hazardous situations like emergencies and risk environments. This study evaluates a designed virtual training simulating a riverbank flood scenario. Beyond imparting factual knowledge, this environment aims to facilitate experiential learning by enabling users to repeatedly practice correct behaviors safely. We investigate the impact that different tutorials have on the ability of users to comprehend and retain the knowledge conveyed during the VR experience. To achieve this, three training experiences with different levels of contextualization and interaction tutorials were compared in a between-participant design. Data collection involved both self-reported measures (e.g., questionnaire) and objective measures (e.g., behavioral data). The results demonstrate the effectiveness of the virtual environment in acquiring knowledge of flood contents, particularly when the tutorial offers high levels of interaction, thereby reducing cognitive load. Furthermore, we observed that a lower level of contextualization in the tutorial phase enhances user efficiency in acquainting themselves with the virtual environment. This study emphasizes the potential of virtual training in augmenting preparedness, providing a valuable framework for the development of experiential learning tools in flood emergencies.

Using Malaysian Independent Film Gadoh as a Pedagogical Tool to Shift Ethnic Boundaries

This paper investigates the use of a Malaysian independent film as a pedagogical tool to facilitate the shifting of ethnic boundaries among selected Malaysian university students. The concept of ethnic boundaries by Mansor (2012) has been applied to evaluate the shifting ethnic boundaries. There are two research objectives for this study which are, firstly, to explore the perceptions of the students on the use of Malaysian Independent film, Gadoh as a pedagogical tool to discuss sensitive issues relating to interethnic relations in Malaysia and secondly, to evaluate the changes in the shifting of their ethnic boundaries based on their perceptions of the film. Five participants have been purposively selected from different ethnic backgrounds and fields of studies to participate in a focus group discussion. The findings suggests that Gadoh is perceived as a potential pedagogical tool for experiential learning, critical awareness on the issues of ethnic relations and lastly, as a platform to explore conflict and reconciliation suggestions provided by the film. Participants were able to thin and dissolve their ethnic boundaries due to being exposed to different standpoints beyond one’s ethnic boundaries.

Rethinking Role-play and Simulation in Negotiation Pedagogy

Though there are not unified research findings in the effectiveness of role-play and simulation as experiential learning tools, they have been widely applied in negotiation pedagogical practices. This article aims to reexamine role-play and simulation in negotiation pedagogy. It discusses the current challenges with role-play and simulation in achieving the desired learning outcomes, authenticity, and dynamics. It also outlines the approaches and experiments with role-play and simulation for a better pedagogical model to address these challenges.

Assessing the effectiveness of a chatbot workshop as experiential teaching and learning tool to engage undergraduate students.

The online version contains supplementary material available at 10.1007/s10639-023-11795-5.

Macro-Level Social Work Interventions in Schools: Poverty Simulation Programs as Professional Development Opportunities for K–12 Educators

AbstractPoverty continues to be a significant public health crisis across the United States, and its impact is particularly prevalent among school-aged youth and their families. Many K–12 educators do not fully understand the realities associated with living in poverty. Such a lack of understanding impacts teachers’ ability to meet the unique educational needs of students experiencing poverty and develop positive teacher–student relationships. This article sets the stage for further discussion on the lack of quality training, education, and professional development for teachers on poverty. The authors propose a model for professional development aimed at increasing empathy and understanding among K–12 educators through experiential learning tools such as the Community Action Poverty Simulation. The article concludes with an in-depth discussion on implications for future practice and a call to action for school social workers to bring innovative solutions to their campuses that pull from their educational background in advocacy and social justice to enhance teacher training through an interdisciplinary approach.