Response to relative performance feedback in simulation games

Response to relative performance feedback in simulation games

Response to relative performance feedback in simulation games

By Brandon W. Lee, Min Kyung Lee,  and LawrenceFredendall

Abstract

“We empirically examine how relative performance feedback (RPF) in simulation games influences students' learning and outcome performance. We use the Littlefield Technologies simulations (developed by Responsive Technologies) as the contextual background of this study. The study was conducted based on the rich theoretical foundation of RPF that has been extensively studied in the field of Psychology, Economics, and Education. We collected survey-based data from students of four operations management courses at two universities in the United States. We developed a “feedback response (FR)” construct to measure the perceived level of a team's exerted effort in response to the publicly available team standing information (i.e., RPF availability) and hypothesized that it fully mediates the effects of RPF availability on learning and outcome performance. The study findings suggest that providing RPF via leaderboard improves FR, which in turn leads to both higher learning and outcome performance.”

Reference

Lee, B. W., Lee, M. K., &; Fredendall, L. (2022). Response to relative performance feedback in simulation games. The International Journal of Management Education, 20(3), 100698. doi:10.1016/j.ijme.2022.100698 https://www.sciencedirect.com/science/article/abs/pii/S1472811722001008

Keyword

Games, simulation, performance, feedback, education, outcome, research