IDEAS home Printed from
MyIDEAS: Log in (now much improved!) to save this paper

An Assessment of the Perceived Learning by Millennials during One-Day One-Topic Marketing Simulations

Listed author(s):
  • Timothy E. Burson


    (McColl School of Business, Queens University of Charlotte)

  • Bradley W. Brooks


    (McColl School of Business, Queens University of Charlotte)

  • Steven Cox


    (McColl School of Business, Queens University of Charlotte)

Millennials have been characterized as active learners who seek engaging, customized, and relevant educational experiences. Born in the digital era they expect rapid feedback and an environment where they can quickly test different strategies. Simulations would seem to mesh well with Millennial learning styles. However, professors have often criticized simulations as too complex, too time consuming, and unfocused. Recently, a new group of simulations have been developed which focus on a single issue, are simple to learn, and can be completed within a single class period. This research explores how Millennials will find these simplified products in terms of the learning experience and subject matter mastery.

If you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.

File URL:
Download Restriction: no

Paper provided by McColl School of Business, Queens University of Charlotte in its series Discussion Paper Series with number 2012-01.

in new window

Length: 14 pages
Date of creation: 2012
Handle: RePEc:msb:wpaper:2012-01
Contact details of provider: Web page:

More information through EDIRC

References listed on IDEAS
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:

in new window

  1. Becker, William E & Watts, Michael, 1995. "Teaching Tools: Teaching Methods in Undergraduate Economics," Economic Inquiry, Western Economic Association International, vol. 33(4), pages 692-700, October.
  2. Michael K. Salemi, 2002. "An Illustrated Case for Active Learning," Southern Economic Journal, Southern Economic Association, vol. 68(3), pages 721-731, January.
Full references (including those not matched with items on IDEAS)

This item is not listed on Wikipedia, on a reading list or among the top items on IDEAS.

When requesting a correction, please mention this item's handle: RePEc:msb:wpaper:2012-01. See general information about how to correct material in RePEc.

For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (HP Bowen)

If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

If references are entirely missing, you can add them using this form.

If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.

If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.

Please note that corrections may take a couple of weeks to filter through the various RePEc services.

This information is provided to you by IDEAS at the Research Division of the Federal Reserve Bank of St. Louis using RePEc data.