Research

The Role of Learning Versus Performance Orientations When Reacting to Negative Outcomes in Simulation Games

Co-Authored by: John R. Dickinson, Alvin C. Burns, Lee McGinnis, and JuYoung Park

We study student reactions to negative outcomes from simulation games in order to investigate whether "trial and error" learning is in fact a positive learning experience. Drawing on Dweck's (1990) body of work, we expect that students with learning orientations will react very favorably to negative outcomes, but that students with performance orientations will not. The possibility of learned helplessness resulting from game play is a dismal outcome for students with performance orientations. Instructors need to monitor game performance and provide differential levels of consulting help to students with varying learning orientations.

Presentation Information
Paper Title: The Role of Learning Versus Performance Orientations When Reacting to Negative Outcomes in Simulation Games
Conference: Association for Business Simulation and Experiential Learning Conference (ABSEL) (2006)
Author(s): Gentry, James W
Researcher Information
    
Gentry, James W
Gentry, James W
Emeritus
Expertise:
  • Consumer Behavior
  • Cross-Cultural Issues
  • Family Decision Making
  • International Consumerism
  • International - Asia
Marketing
HLH 345
P.O. Box 880492
University of Nebraska-Lincoln
Lincoln, NE 68588-0492, USA
Phone: (402) 472-2316
Fax: (402) 472-9777
jgentry@unl.edu