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The Use of Discrete-Event Simulation for Business Education: Learning by Observing, Simulating and Improving

The Use of Discrete-Event Simulation for Business Education: Learning by Observing, Simulating and Improving

Marijana Zekić-Sušac, Adela Has, Marinela Knežević
Copyright: © 2021 |Pages: 18
ISBN13: 9781799853459|ISBN10: 1799853454|EISBN13: 9781799853466
DOI: 10.4018/978-1-7998-5345-9.ch030
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MLA

Zekić-Sušac, Marijana, et al. "The Use of Discrete-Event Simulation for Business Education: Learning by Observing, Simulating and Improving." Research Anthology on Business and Technical Education in the Information Era, edited by Information Resources Management Association, IGI Global, 2021, pp. 538-555. https://doi.org/10.4018/978-1-7998-5345-9.ch030

APA

Zekić-Sušac, M., Has, A., & Knežević, M. (2021). The Use of Discrete-Event Simulation for Business Education: Learning by Observing, Simulating and Improving. In I. Management Association (Ed.), Research Anthology on Business and Technical Education in the Information Era (pp. 538-555). IGI Global. https://doi.org/10.4018/978-1-7998-5345-9.ch030

Chicago

Zekić-Sušac, Marijana, Adela Has, and Marinela Knežević. "The Use of Discrete-Event Simulation for Business Education: Learning by Observing, Simulating and Improving." In Research Anthology on Business and Technical Education in the Information Era, edited by Information Resources Management Association, 538-555. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-5345-9.ch030

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Abstract

A new teaching approach is presented which integrates observational learning through field teaching of business processes and simulation modeling in order to increase students' learning outcomes and acceptance of computer simulation technology. The teaching method, called LOSI (learning by observing, simulating, and improving), was conducted at a Croatian high education institution. The efficiency of the LOSI approach was investigated by conducting a survey based on the technology acceptance model (TAM). The indicators of ease of use, usefulness, and enjoyment in participating in LOSI were collected along with students' grades and their intention to use this technology in future work and education. The inter-relations among variables were analyzed by statistical tests. The results revealed that students find LOSI easy to use, useful in achieving learning outcomes, and highly enjoyable, while the ease of use and enjoyment is positively associated to usefulness (i.e., learning outcomes).

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