| Popis: |
Context: The simulation games (SM) have shown potential to contribute to the process of experiential learning. Consonant with this potential, we observed an increase in production and use of SM in the last decade. Despite of the growth, there is concern about the quality of which is a critical success factor. Studies indicate that formative and personalized debriefing can help in improving the quality of the learning process. Gap: Although there are researches about debriefing, we found no national research about formative and custom debriefing in higher education.Purpose: Develop a model of formal and custom debriefing to JS in higher education. Methodology: The study sample comprised 66 undergraduate Business Administration students by using Marketing’s simulation. The debriefing proposed model was evaluated in two dimensions: efficiency of the facilitator using the DASH and financial performance the students in the game using the BSC.Results: The results indicate that the proposed debriefing had a direct impact on the evaluation of the facilitator. On average, about 70% of the members of the groups that received a formative and custom debriefing considered as good, very good or excellent, the efficiency of the facilitator, in addition, 50% of these groups improved financial performance in the next round. Conclusion: The proposed model of debriefing has the potential to increase student learning in undergraduate courses using SM, but we emphasize that the training of the facilitator is the key to success for this model. |
