Enhancing Learning Capabilities by Providing Transparency in Business Simulators?

Milling, Peter ; Größler, Andreas ; Maier, Frank H.

DOI: https://doi.org/10.1177/104687810003100209
URL: http://ub-madoc.bib.uni-mannheim.de/10958
Additional URL: https://www.researchgate.net/publication/247740282...
Document Type: Article
Year of publication: 2000
The title of a journal, publication series: Simulation and Gaming : an international journal of theory, practice and research : an official journal of ABSEL, NASAGA, JASAG, ISAGA
Volume: 31
Issue number: 2
Page range: 257-278
Place of publication: Newbury Park, Calif.
Publishing house: Sage Publ.
ISSN: 1046-8781 , 1552-826X
Publication language: English
Institution: Business School > ABWL u. Industrie I (Milling Em)
Subject: 330 Economics
Abstract: Prefabricated computer-based simulations usually offer a user-friendly interface. This allows inexperienced users fast access to the simulation because they do not have to possess specific knowledge about simulation techniques. Thus, giving simulation models an easy-to-use interface increases the acceptance of the simulation tool and draws attention to it. Learners are not only able to examine the results of their decisions but also the causes of these results using powerful system dynamics diagramming techniques. This adds transparency to the former black-boxes, producing so-called transparent-box business simulators. This article reports on an experiment evaluating the relevance and effects of structural transparency. This experimental design also can be used to examine other types of business simulators. Hypotheses regarding the effectiveness of transparency were tested. Results show the necessity for further research and collaboration.

Dieser Eintrag ist Teil der Universitätsbibliographie.

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