Developments in Business Simulation and Experiential Learning(Texas Digital Library - TDL E-Journals)
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Learning by Doing - Differeently: Exploring the Role of Learner Characteristics in Experiential Education
No full textExperiential learning has emerged as a powerful pedagogical approach, emphasizing active engagement and real-world application of knowledge. However, the effectiveness of experiential learning activities may vary depending on learner characteristics such as gender, age and experience, and cultural background. This paper explores how these factors influence learning outcomes within experiential learning contexts. Using a modified Input–Process–Outcome (IPO) framework, we propose an Experiential Learning Utilization Model where we conceptualize learner characteristics, such as gender, culture, and age/experience, as antecedents (inputs); engagement, learning, and member exchange as processes; and learning effectiveness as outcomes
Turning AI Drafts into Teachable Moments: A Toulmin-Pragma-Dialectics-Business Framework for Teaching and Assessing AI-Generated Managerial Writing
No full textGenerative AI now produces plausible managerial memos, analyses, and disclosures, but its outputs often conceal a content-quality gap that novices struggle to detect. This paper presents the Toulmin-Pragma-Dialectics-Business (TPD-B) framework and a two-meeting experiential sequence that trains students to evaluate AI-drafted writing and improve it through targeted prompt and revision choices. Students (1) audit the argument’s structure (claim, grounds, warrant, backing, qualifiers, rebuttals), (2) test procedural reasonableness using pragma-dialectical checkpoints (e.g., burden of proof, relevance, engagement with opposing views), and (3) translate argument quality into business impact by estimating stakeholder trust and reputational or ESG materiality risks. The package includes rubrics, scoring anchors, prompts, and classroom materials that generate auditable evidence quotes suitable for feedback and Assurance of Learning sampling. TPD-B is designed for adoption in introductory and advanced business courses by scaling assessment from full-rubric scoring to selective pillar sampling and peer review
Learning AI by Doing: An Experiential Framework for Developing AI Literacy in Business Education
No full textArtificial intelligence (AI) is transforming how entrepreneurs ideate, operate, and innovate. Yet business and entrepreneurship education has been slower to integrate AI beyond superficial exposure. This conceptual paper proposes an experiential learning framework for developing AI literacy in business students by emphasizing learning AI by doing. Drawing on Kolb’s experiential learning theory and recent AI literacy frameworks, the paper positions experiential pedagogy as an ideal approach for cultivating students’ ability to use AI critically, creatively, and responsibly. The framework maps key AI literacy competencies; technical understanding, critical evaluation, ethical reasoning, and creative application; onto each phase of Kolb’s experiential learning cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. By aligning AI-focused activities with experiential learning processes, the model offers educators a structured yet flexible guide for embedding generative AI across entrepreneurship curricula, innovation labs, and project-based courses. The paper concludes with implications for instructional design, faculty development, and ethical integration of AI, providing a foundation for future empirical research on AI literacy and entrepreneurial capabilities
How to Frame Game a Close-Ended Test: Magnifying Power, Instant Feedback, Weighted Distractors, Pacing, and Dynamic Scoreboard
No full textA frame game is a framework of rules, instructions, and procedures of a game that loads different subject matters for different occasions, and a close-ended test is one composed of items that limit test takers to responses that can be graded without applying human judgment. Effective frame gaming of close-ended tests is facilitated by computerized test administration with software supporting instant feedback, weighted distractors, controlled pacing, and a dynamic scoreboard. Magnifying power, defined as the extent to which a test elicits information from test takers, is proffered as a computable property that can guide the selection of fill-in-the-blank, true-or-false, and multiple-choice test items for a frame game loaded with the items. When competition is part of the game, differences in completion times can be constrained by controlling pacing, either by time or by turn, or be reduced by controlling submission augmented by the pace-motivating effect of a dynamic scoreboard. Implementation by GroupMaker, a computerized teaching management application, of a player-directed dynamic scoreboard is discussed, and future research is suggested on how game play may be affected by a dynamic scoreboard, and how magnifying power relates to test taker completion times, test reliability, and test validity
A Ready to Play Game: ITO
No full textThis paper presents the application and adaptation of the commercially available board game “ITO” for business and management education. We focus on the use and potential impact of this cooperative game as a tool to enable students to experience and explore management concepts such as collaboration, individual differences, and values. In the strategic management course in which it was played, it allowed students from different business majors – Accounting, Economics, Finance, Logistics, Management, and Marketing- taking this business capstone, to consider gameplay as a way to represent the different skills or opinions that will come from those individuals in the workplace that have a different view on what is most valuable, but also that those individuals need to work together for a shared organizational outcome. 
AI-Resistant Assessment: Implementing Specifications Grading in Managerial Accounting
No full textTraditional grading systems in accounting education often emphasize point-accumulation over mastery, leading to grade inflation and a focus on "gaming" the syllabus rather than learning. This paper discusses the implementation and evolution of a modified specifications grading model in an introductory managerial accounting course at a large public university. The "Star and Diamond" model replaces traditional percentage-based grades with a dual-metric system: "Star" points for task completion and "Diamond" points for demonstrated quiz mastery. Originally piloted in an online-only format in Summer 2024 as a direct response to the proliferation of Generative AI (GenAI) tools and subsequently applied to hybrid evening courses in Fall 2024 and Spring 2025, the model demonstrates how deadline flexibility and gated grading criteria can improve student engagement and professional accountability. Preliminary observations suggest that this framework fosters a "professional-first" mindset, shifting the student focus from automated shortcuts to competency-based achievement
Vicarious Learning as Experiential Learning: The Case of Movies as Pedagogy
No full textIn this paper, the authors present the use of movies as an innovative pedagogical approach to teach business concepts. Drawing on the vicarious learning, experiential learning and latent learning theories, they present the case where movies can act as surrogate in various stages of Kolb’s experiential learning model. In spite of the apparent effectiveness of movies in enhancing student learning, more scholarly work is needed in the domain of vicarious learning and its impact on business education. The authors therefore share potential research avenues to fill this literature gap and call the ABSEL community to action in an effort to engage in research and adopting movies as an innovative pedagogical tool
The Emotional Radar: An Experiential Framework for Teaching AI Product Management and Stakeholder Management
No full textThis paper introduces the Emotional Radar, an experiential learning framework for teaching AI product management through systematic emotional stakeholder analysis. While conventional frameworks focus on power dynamics (Mitchell et al., 1997), they overlook emotional dimensions that fundamentally shape AI adoption. The Emotional Radar maps stakeholders across trust level and emotional investment, creating four strategic zones requiring distinct engagement approaches. Students analyze realistic AI cases, identify specific emotional drivers through evidence-based assessment, and develop zone-specific strategies addressing emotional complexity alongside technical and business requirements. Pilot implementation across five industry technology events demonstrated participants found the framework "immediately applicable," with feedback indicating paradigm shifts from power-focused to emotion-centered stakeholder management. The framework addresses critical gaps in business education by legitimizing emotional intelligence as systematic analytical competency, embedding ethics in experiential learning, and preparing students for ambiguity inherent in AI product contexts
Assignments to build AI literacy and competency among students in undergraduate business programs
No full textThis is an ongoing work where we are attempting to compile a list of assignments that allows students the opportunity to develop skills in not only using AI but doing so in a responsible way. Our eventual goal is to come up with a handbook or compendium of assignments and class exercises that incorporates the use of AI and builds AI literacy skills in students while also focusing on higher order skills like critical thinking and analysis. The end goal is to have learners engage in an activity that improves their ability to use AI safely, effectively and ethically.
For the purpose of this work, AI literacy is defined as the ability to write appropriate prompts, evaluate AI output within the context of course concepts, and recognize ethical risks associated with the use of AI tools.
In this first iteration, we present assignments that span four business disciplines and require students to use Generative AI as an essential element of the assignment. 
Examining the Structural Relationships among Inquiry, Autonomy, and Collaboration through a Cooperative Board Game: An Exploratory SEM Study
No full textThis study examined how three key learner competencies—inquiry, autonomy, and collaboration—relate to behavior and performance through the use of the cooperative board game Pandemic. Nine undergraduate students participated, and data from gameplay recordings, self-report questionnaires, and weekly project reports were integrated for analysis. Structural Equation Modeling (SEM) was applied to test a directional model assuming Attitude → Behavior → Performance. The results indicated that self-reported attitudes were associated with behavioral tendencies, whereas no statistically significant relationship was found between behavioral indicators and performance indicators. In addition, discrepancies were observed between self-recognition measures and observed behaviors, suggesting the need to reconsider the design of the self-assessment scale. These findings imply that observable, interaction-based behaviors may be more closely related to outcomes than subjective motivation alone, while also highlighting the importance of refining measurement instruments and analytical frameworks in future research