Authentic learning and marketing education in a marketing simulation game

This research study investigates the effect an online marketing simulation game had on Technical and Further Education (TAFE) Marketing students’ learning; more specifically the effect participating in the game had on students’ authentic learning experiences. “Authentic learning involves [the] alignment of student learning experiences with the world for which they are being prepared” (McKenzie et al. 2002, p.427). Similarly, Driscoll (2000) describes authentic learning as the immersion of the learner in the culture of the field where they can learn from experts. Despite the considerable literature on the use of simulation games in marketing education there is little research on students’ experiences, including student perceptions of simulation games and learning. Consequently this research study investigates the experiences and perceptions of Technical and Further Education (TAFE) Marketing students participating in an online marketing simulation game addressing two research questions: (1) How does a marketing simulation game support or inhibit TAFE marketing students’ authentic learning? (2) What factors influence student authentic learning while participating in a marketing simulation game? Qualitative data captured the experiences and perceptions of twelve Technical and Further Education (TAFE) Marketing students participating in the online marketing simulation game. Two focus groups were conducted during this study: one during the simulation exercise to gain insights into the students’ experiences and perceptions “in the moment”, the second at the completion of the simulation game exercise. Observational data was collected from student and team contributions in class team meetings, observing discussions and utterances, and participation in email forums. A questionnaire was designed to collect data on students’ perception of their learning in the simulation game environment, students’ perception of the game and students’ perception of the discussion forums. To ascertain how the game supported or inhibited authentic learning, the simulation game’s tasks (participation in discussion forums and decision making tasks) and game design elements were investigated. This research drew on literature that identified authentic learning characteristics and authentic learning design requirements. The data supports the notion that elements of the game’s design were embedded in authentic contexts providing opportunities for student authentic learning. However, it was also found that other design elements appeared to inhibit authentic learning opportunities, for example the research findings suggest the discussion forums in this game needed to be designed to provide synchronous instead of asynchronous communication. Motivational, collaborative and scaffolding factors have been identified in this research that supported students’ authentic learning and others have been identified as inhibitors of authentic learning. The research has identified scaffolding to be a significant factor in influencing the authentic learning experiences of participants. Scaffolding helped develop students’ cognitive competence, encouraged students’ motivation and created and supported a collaborative environment. Scaffolding provided students with opportunities to participate in authentic learning activities. The findings suggests the facilitator could have provided more scaffolding to support less abled learners’ cognitive competence early on in the game and encourage more participation in the collaborative environment. This research, although limited in its scope, contributes to understanding factors that influence students’ authentic learning experiences in a simulation game. It also contributes to the limited research that has been conducted on students’ experiences and perceptions in relation to simulation games and learning in marketing education.