Many teachers of marketing management and strategy courses are faced with the problem of too much to present and too little time to do it, particularly when simulation games are used in conjunction with lectures, cases; and readings. In an attempt to establish a minimum number of periods which are compatible with substantial learning benefits, this article examines longitudinal changes in two simulation performance measures as well as student self-reports. The effective lower boundary for MBA students using Markstrat appears to be five periods.
Get full access to this article
View all access options for this article.
References
1.
Belkaoui, Ahmed (1986), The Learning Curve: A Management Accounting Tool, Westport, CT: Quorum Books.
2.
Bredemeier, Mary and C. Greenblat (1981), "The Educational Effectiveness of Simulation Games,"Simulation and Gaming, 12 (September), 307-332.
3.
DeJong, J. R. (1957), "The Effects of Increasing Skill on Cycle Time and Its Consequences for Time Standards,"Ergonomics (November), 51-60.
4.
Dekkers, John and S. Donnatti (1981), "The Integration of Research Studies on the Use of Simulation as an Instructional Strategy,"Journal of Educational Research, 74 (July), 424-427.
5.
Faria, A. J. and J. Dickinson (1987), Laptop: A Marketing Simulation (Instructor's Manual), Plano, TX: Business Publications.
6.
Hilgard, Emert (1948), Theories of Learning, New York: Appleton-Century-Crofts.
7.
Larreche, Jean-Claude and H. Gatignon (1977), Markstrat: A Marketing Strategy Game, Palo Alto, CA: Scientific Press.
8.
Montgomery, David and G. Day (1985), Experience Curves: Evidence, Empirical Issues and Applications, Cambridge: Marketing Science Institute.
9.
Ness, Thomas and R. Day (1984), Marketing in Action: A Decision Game (Instructor's Manual), Homewood, IL: Irwin.
10.
Scherrell, Dan and A. Burns (1982), "An Empirical Test of Microcomputer Simulation as an Alternative for the Teaching of a Marketing Topic," in An Assessment of Marketing Thought and Practice, Bruce Walkeret al., eds., Chicago: AMA.
