On the Effectiveness of a Simulated Learning Environment

Although the push toward competency-based higher education is strong and increasing over the years (see e.g. Christensen & Eyring, 2011), teaching and learning competencies at the university is a demanding challenge for both students and teachers. Computer simulations are a promising way to achieve this goal, but their effectiveness is far from conclusive (Bell, Kanar, & Kozlowski, 2008). In this study, we present an investigation of the impact of a distance learning class that employed vLeader, a computer simulator, as the main learning tool. vLeader allows users to interact with artificially intelligent avatars in order to solve complex organizational problems in a social context. Forty-five students participated in the class on leadership and filled out surveys before and after the class. Effectiveness was measured in a pre-post-test design by employing both transactional and transformational self-reported leadership behaviors. We also collected measures of fluid intelligence and extraversion to control inter-individual differences in learning proficiency, dynamism and dominance. Results suggest that the effectiveness of the simulator is moderated by students’ implicit and explicit extraversion, such that more introverted students improved more in three scales of the Multifactor Leadership Questionnaire (Bass & Avolio, 1997): 1) “Outcomes of leadership” (Extra effort, Perceived Effectiveness and Satisfaction); 2) Individualized Consideration and 3) Laissez-Faire Leadership Style, which decreased from time 1 to time 2. Theoretical and practical implications of these results are discussed.