Improving Instructional Simulation With Structural Debriefing

Oleg V. Pavlov, Khalid Saeed and Lawrence W. Robinson

Simulation & Gaming, 2015, vol. 46, issue 3-4, 383-403

Abstract: Background. Research shows that learning and task performance improve when participants in management exercises understand the structure of the system they control . However, the majority of business simulators are black-boxes . Aim. This article introduces structural debriefing , which is a debriefing activity aimed at helping students learn about causal relationships , feedbacks , accumulations , and delays within a black-box simulation. Method. A structural debriefing can be prepared and facilitated by following the Structural Debriefing Protocol . Results. A pilot study was conducted in which undergraduate students participated in a structural debriefing of The LITTLEFIELD TECHNOLOGIES, a popular simulation for teaching principles of operations management. The students were able to complete all eight steps of a structural debriefing, but required considerable time (three academic terms) to do so. Not every instructional simulation will require all the steps or such a large time commitment. Conclusion. The successful completion of the pilot study demonstrates that structural debriefing is a useful debriefing technique. However, to be effective, the scope and format of a structural debriefing activity must suit practical and pedagogical considerations.

Keywords: accumulations; black-box simulation; business training; causal relationships; debriefing; delays; feedbacks; LITTLEFIELD; operations management; simulation; simulators; steps; structural debriefing; system dynamics; time (search for similar items in EconPapers)
Date: 2015
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Persistent link: https://EconPapers.repec.org/RePEc:sae:simgam:v:46:y:2015:i:3-4:p:383-403

DOI: 10.1177/1046878114567980

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