Simulations are often used in business courses to expose students to real-world decision making. This study examines the implications of specific subject matter intervention by faculty members in economics and marketing on the choices made by students and the consequences of those choices in an online finance simulation. The findings, although mixed, suggest that an interdisciplinary intervention in an online finance simulation has the potential to improve the quality of decisions made and, consequently, overall student performance, especially when intervention material is new to the students.
Alexander, J.F., McCorkle, D.E., & Diriker, M.F. (1991). Use of a marketing team project to enhance student involvement in a marketing principles class. Proceedings of the Western Marketing Association, 43-44.
2.
Babb, E.M.
, Leslie, M.A., & VanSlyke, M.D. (1966). The potential business gaming methods in research. Journal of Business, 39, 465-472.
3.
Brooks, L.D. (2000). FINGAME ON-LINE 3.0. New York: McGraw-Hill (1221 Avenue of the Americas, New York, NY 10020, USA).
4.
Faria, A.J.
(1998). Business simulation games: Current usage levels-an update. Simulation & Gaming: An International Journal, 29, 295-308.
5.
Felix Ayadi, O.
, & Crawford, E.M. (1996). Achieving integrating experience in business programs through team teaching. Journal of Instructional Psychology, 23, 153-157.
6.
George, M.A.
, & Davis-Wiley, P. (2000). Team teaching a graduate course. College Teaching, 48, 75-80.
7.
Hsu, E.
(1989). Role-event gaming-simulation in management education: A conceptual framework and review. Simulation & Games: An International Journal, 20(4), 409-438.
8.
Kelly, K.J. (1993). Taking the experiential approach to teaching advertising campaigns another step. Proceedings of the Western Marketing Association, 85-88.
9.
Norris, D.R.
, & Snyder, A. (1982). External validations: An experimental approach to determining the worth of simulation games. Developments in Business Simulation and Experiential Exercises, 9, 247-250.
10.
O'Toole, D.M.
, Spinelli, M.A., & Wetzel, J.N. (2000). The important learning dimensions in the school of business: A survey of students and faculty. Journal of Education for Business, 75, 338-342.
11.
Saunders, P.M.
(1997). Experiential learning, cases and simulations in business communications. Business Communications Quarterly, 60(1), 97-114.
12.
Stretch, S.M. (1991). Modeling marketing internships. Proceedings of the Western Marketing Association, 19-24.
13.
Stock, J.
, Hughes, M.A., & Wahl, L.P. (1990). Use of a high involvement instructional method to enhance students' learning of distribution concepts. Journal of Marketing Education, 12(3), 22-29.
14.
Washbush, J.B.
, & Gosenpud, J.J. (1993). The relationship between total enterprise simulation game performance and managerial success. Developments in Business Simulation and Experiential Exercises, 20, 75-79.
15.
Watkins, T.L.
(1996). Stage 1: Creating a new MBA core with team teaching. Journal of Management Education, 20(4), 411-421.
16.
Wellington, W.J.
, & Faria, A.J. (1995). A repeated measures examination of the effect of team cohesion, player attitude, and performance expectations on simulation performance results. Simulation & Gaming: An International Journal, 25(1), 41-65.
17.
Wellington, W.J.
, & Faria, A.J. (1996). The use of simulation games in marketing classes: Is simulation performance due to luck or skill?Journal of Marketing Education, 18, 50-61.
18.
Whiteley, T.R.
(1993). An empirical investigation of cognitive and performance consistency in a marketing simulation game environment. Developments in Business Simulation and Experiential Exercises, 20, 44-64.
19.
Wolfe, J.
, & Roberts, C.R. (1993). A further study of the external validity of business games: Five-year peer group indicators. Simulation & Gaming: An International Journal, 24(1), 21-32.
