Proposal Title

Enhancing Student Learning through Group Role-play Exercises: an Empirical Assessment

Track

Research Proposal / Learning Theories and Pedagogy

Proposal Abstract

We present assessment results from using an active learning technique, group role-play exercises, to enhance student learning. We adopt the exercises in an introductory Information Systems course to help students learn about the role of ERP systems in supporting cross-functional business processes. Our preliminary results from both direct measures and indirect measures suggest that students enjoy the exercises and that the exercises have helped with student engagement as well as learning. We are continuing to collect additional data. We will also discuss the implications and suggestions for future improvements to the use of role-play exercises.

Proposal Description

This poster presents assessment results from using an active learning technique, group role-play exercise, to enhance student learning. Compared to traditional learning in which students passively receive information, active learning is learner based and emphasizes participating and learning by doing. The literature has found supporting evidence for active learning in various activity formats.

We adopt group role-play exercises in an introductory Information Systems course to help students learn about the role of ERP (Enterprise Resource Planning) systems in supporting cross-functional business processes. Despite the importance of this topic, many undergraduate students, particularly those with little work experience, often find the content dry and boring. Using the role-play exercises, students work collaboratively in groups to experience three cross-functional business processes: procurement, fulfillment, and production. Detailed descriptions about the exercise are discussed in Shen et al (2015).

We use both direct measures and indirect measures to assess student learning. Direct measures come from quizzes designed to test students’ knowledge of business processes and ERP systems before and after they participate in the group role-play exercise. Indirect measures come from surveys designed to assess students’ self-reported perception of learning in regards to three aspects: their engagement in the role-play exercises and how the exercises promote their analytical and critical thinking; the degree to which the exercises enhance their understanding, retention of knowledge, and deeper learning; and lastly, their general attitude toward the exercises. Our preliminary results suggest that students enjoy the exercises and that the exercises have helped with learning the topic. We are currently in the process of collecting additional data to complete the study. In our presentation we will also discuss the implications and future improvement suggestions.

Session Format

Poster Session

Publication Type and Release Option

Presentation (Open Access)

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Mar 30th, 9:00 AM Mar 30th, 9:45 AM

Enhancing Student Learning through Group Role-play Exercises: an Empirical Assessment

We present assessment results from using an active learning technique, group role-play exercises, to enhance student learning. We adopt the exercises in an introductory Information Systems course to help students learn about the role of ERP systems in supporting cross-functional business processes. Our preliminary results from both direct measures and indirect measures suggest that students enjoy the exercises and that the exercises have helped with student engagement as well as learning. We are continuing to collect additional data. We will also discuss the implications and suggestions for future improvements to the use of role-play exercises.