Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/14246
Title: Learning From Simulation Design to Develop Better Experiential Learning Initiatives: An Integrative Approach
Authors: Canhoto, AI
Murphy, J
Keywords: Simulations;Experiential learning;Google Online Marketing Challenge;Online marketing;Gamification;Student competitions
Issue Date: 2016
Publisher: SAGE Publications
Citation: Journal of Marketing Education, 38 (2): pp. 98 - 106,()
Abstract: Simulations offer engaging learning experiences, via the provision of feedback or the opportunities for experimentation. However, they lack important attributes valued by marketing educators and employers. This article proposes a “back to basics” look at what constitutes an effective experiential learning initiative. Drawing on the education literature, the article presents a set of propositions for the development of initiatives that deliver deep learning, promote engagement, and develop digital marketing and soft skills. The article notes the attributes of simulations that deliver effective experiential learning, but also where other formats may be superior to simulations, and advocates for an integrative approach. The article illustrates the application of these propositions, and integrative approach, to the development of a highly successful experiential learning initiative, the Google Online Marketing Challenge. The article concludes with the following recommendations for marketing educators engaged in experiential learning: students need to plan, execute, and assess their actions, which requires the provision of feedback mechanisms as part of the experience; the experience should be gamified to increase engagement; developers need to provide guidance and support, to both students and educators, to reduce extraneous cognitive load; the initiative needs to develop digital marketing literacy, as well as soft skills.
URI: http://bura.brunel.ac.uk/handle/2438/14246
DOI: http://dx.doi.org/10.1177/0273475316643746
ISSN: 0273-4753
1552-6550
Appears in Collections:Brunel Business School Research Papers

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