This learning design is based on the theoretical perpective of Experiential learning.

Figure 1: Kolb's (1984) experiential learning model

The model of experiential learning provides theoretical underpinning of simulation games as a learning/teaching tool. Kolb's (1984) experiential learning model is shown in Figure 1. According to this model concrete experience of a phenomenon in the real world triggers the learning cycle. This event is observed, and causes reflection in the student. The student forms abstract concepts and hypotheses to experiment with reality. These concepts are tested in new situations that provide concrete experience, which starts the cycle again. Simulation games provide the concrete experience needed in Kolb's model.

Reference:

Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and Development, U.S.A.: Prentice Hall.

ORIGIN OF THE LEARNING DESIGN
The idea for this learning design stemmed from the authors' use of other production simulators. With the use of PCs, the idea occurred to combine the MRP decision support with the simulation.

TIMES THE LEARNING DESIGN HAS BEEN USED
Four

MODIFICATIONS SINCE FIRST USE
Minor changes have been made to make the software more user-friendly.

DISSEMINATION
It has not been used elsewhere.

RESEARCH CONDUCTED ON THE DESIGN
The only research on this learning design is the formal and informal feedback received from students after undergoing the course.

The feedback has been positive. Students were appreciative of the make-believe world created by the simulation. They felt their understanding of production planning increased considerably after carrying out the assignment. As an added bonus, their spreadsheet skills were enhanced. On the negative side, students felt that it took a long time to accomplish the tasks.

DESIGN EFFECTIVENESS VERSUS INTENDED OUTCOMES
Apart from the issue of time taken to play the game, the design works very well to achieve the outcomes. Students found the make-believe effective in motivating them, and felt the desire to make profits strongly. This gave them an impetus to achieve the learning outcome.

HOW LEARNER ENGAGEMENT IS SUPPORTED
Engagement is the very basis of the design, which is provided through the simulated production world.

Comment from the Evaluation Team...

The results from the project's evaluation of this learning design exemplar indicate that learner engagement is supported reasonably well. The evaluators suggested that that the facilitation of peer interaction such as group work could potentially enhance learner engagement and learning.

ACKNOWLEDGEMENT OF LEARNING CONTEXT
The learning design is based on the learning context of higher level undergraduate students in management. The design, assessment, and the difficulty level are set around this context.

Comment from the Evaluation Team...

The evaluators concluded that the learning design does acknolwedge the learning context in the following ways:

• It acknowledges the broader learning context by asking students to reflect upon the realism of the simulation.
• It encourages the application of theory, which is assumed to have been taught elsewhere, thus there are reasonable knowledge demands placed on the student.

The evaluators noted acknowledgement of the learning context could be enhanced by making more explicit the assessment criteria and the connection between the learning outcomes and the assessment task.

HOW THE LEARNING DESIGN CHALLENGES LEARNERS
Student feedback shows that the students found the learning design very challenging, but the motivation was there to take up this challenge.

Comment from the Evaluation Team...

The evaluation of this learning design exemplar suggests that whilst learners are indeed challenged by using the simulation "to apply theory correctly and to become aware of the relationships between major factors influencing efficient product manufacture", the simlulation could provide further support by providing more explicit feedback, namely in the form of "balloon help":

"There is no feedback which assists students to adjust decisions which are likely to result in poor outcomes. Perhaps feedback could be in the form of help balloons and could diminish as the students progress through the package."

OPPORTUNITIES FOR PRACTICE
The learning design provides practice in a simulated world, and thus students get a feel for the uncertainty and financial pressures of the practical world.

Comment from the Evaluation Team...

The evaluators concur with the designers of this learning design that practice is accommodated within a simulated environment:

"There are unlimited opportunities for practice in simulations bounded only by assignment submission dates and the time students have available."

Suggestions offerred to extend the opportunities for practice include:

• Consider articulation and demonstration to others.
• Consider the provision of corrective or positive feedback.
• Consider enhancing the modelling of performance required.