Steven D. Dolvin, Mark K. Pyles
Previous studies examine the potential benefits of using classroom games and simulations, finding that their use generally increases both knowledge and interest level. However, few, if any, studies examine whether the level of participation in the simulation activity has a significant effect. Thus, we examine whether those students who more actively trade in an investments simulation perform better, finding that increased simulation activity is positively related to both course grade and investment return (in the simulation). We also examine whether we are able to induce this improved performance by adding a requirement that sets a minimum required level of activity; however, we find that this has no significant impact on increasing either the average activity level or overall course performance.