Document Type


Publication Date


Source Publication

Journal of Financial Education

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Traditional instruction, under an experiential learning model, is neither the sole nor a sufficient means of learning. Learning systems that engage students as contributors to learning offer opportunities for educators. The availability of technology to support experiential exercises represents one opportunity to augment traditional instruction. In a quasi-experiment, traditional-only instruction was compared with traditional instruction augmented with a technology-based, experiential exercise. The two instructional methods were evaluated based on student learning, intended behavior, and satisfaction. Our findings suggest that augmented instruction significantly increased student learning and satisfaction. The implications for students are clear. However, there are also noteworthy implications for faculty.


Published version. Journal of Financial Education, Vol. 30 (Summer 2004): 9-25. Publisher Link. © Financial Education Association 2004. Used with permission.

David King was affiliated with Air Force Pentagon (SAF/AQP) at the time of publication.