Document Type

Article

Language

eng

Format of Original

17 p.

Publication Date

2004

Publisher

Financial Education Association

Source Publication

Journal of Financial Education

Source ISSN

0093-3961

Abstract

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.

Comments

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

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

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