While the literature supports the use of share market simulation as an educational tool we analyse the impact of a share market simulation on student self-efficacy and understanding.  We find evidence of a statistically significant increase in self-efficacy through the use of the educational simulation.  We also find that while self-efficacy at the start of the simulation is positively correlated with the level of self-efficacy at the end, the final level of understanding attained is positively related to both self-efficacy and the level of understanding that existed at the beginning of the simulation.

/pdf/impact-of-computer-based-share-market-simulations-on-38hcdjknfm.pdf

Impact Of Computer Based Share Market Simulations On Learning: A Link Between Self-Efficacy And Understanding

Impact of computer based share market simulations on learning: a link between self efficacy and understanding

An electronic share market trading game was introduced to a large first year undergraduate finance course to allow students to experience share market trading. The response from students was positive.  We surveyed a sample of 51 of the students in this class who undertook a further one-hour trading session as part of a separate research experiment.  These students rate the game as a valuable learning experience.  They suggest that their use of the game increased their understanding of share market and the way that prices are set.  While the study results cannot be generalised to all students in the course, the results suggest that there are benefits to be gained from including an electronic share market trading game as part of the course.

/pdf/market-games-in-finance-education-33vtstaerc.pdf

Market Games In Finance Education

Data from The Center for Research in Security Prices (CRSP) has been widely recognized and accepted as the premier source of research quality U.S. stock market data for more than 40 years. As a result of advances in information technology, other sources of U.S. stock market data became available during the last decade. The purpose of this study is to analyze the accuracy of data from Yahoo, MSN Money and Worden Brothers TeleChart, against CRSP, by comparing their closing prices for 30 companies included in the Dow Jones Industrial Index and 30 randomly selected companies from the smallest quintal of S&P 500 firms, over the five year period from 01/01/2003 through 12/31/2007. Preliminary findings are based on the limited time period and size of the sample. While CRSP is undoubtedly “the place” to gather quality financial information, non-CRSP sources of financial data, perhaps not as robust as CRSP, are sufficiently accurate to support research and teaching in quality learning environments. Furthermore free sources of financial data e.g. MSN Money, resemble CRSP as well as, if not better than, commercial TeleChart. Results suggest that Yahoo and particularly MSN Money are acceptable transitory substitutes for CRSP for research purposes, especially for securities from larger, well known firms, and more than adequate for teaching needs. Manual data downloading for MSN Money and Yahoo can be automated with Excel add-in or free shareware software.

/pdf/accuracy-and-cost-of-u-s-financial-data-17472ceeiv.pdf

Accuracy And Cost Of U.S. Financial Data

The HRD profession is witnessing a revolution in its philosophy, programmes and methods. Training methods used in management education and training are either traditional, such as lectures, or modern, such as role playing or case methods. Lectures are only a method of transferring knowledge to adult learners. Modern training methods help adult learners to build their skills and develop their attitudes.

Administrative education and training in the arab world: an empirical study

Summary.-105 students' attitudes toward use of computerized simulation games in teaching an introductory course in money, banking, and financial institutions were assessed. Responses indicate that most students favored use of computer-simulation games method of instruction in this course. They also thought that students majoring in finance should take at least one finance course which used computerized simulation games. The first known simulation game that provided an integrated view of business organization was created by the American Management Association (Housrath, 1971). Today, however, this method of teaching and learning is being commonly used in colleges. This may, in part, be related to easy access to computer technology, but computerized simulation games also provide a vehicle for creating desired environments, and thereby involve students in decision-making processes. Computer-simulation games are frequently used as a learning tool in finance (Breen & Boyd, 1976). The underlying purpose in using computer-simulation games is to motivate and stimulate students and at the same time help them integrate textbook material covered in a course. Also, games provide students with an opportunity to apply the basic theoretical concepts of finance acquired in the classroom to real-world situations. However, some students encounter enormous dfficulties and even feel lost when they are exposed to computerized-simulation. Initially they do not seem to appreciate this method. In spite of this drawback, one such game (CSG) has been used for a few years in an introductory course in money, banking and financial institutions. The present study describes a preliminary assessment of local students' reaction to this innovative method of teaching. METHOD A simple one-page anonymous questionnaire containing demographic and attitudinal items was used to study students' reaction toward experience of a computer-simulation game. The attitudinal statements used the Likert format (Edwards, 1957). Their content tried to tap students' interest in classwork, motivation, and importance of using computer-simulation games in the course. The possible response categories for each of the attitudinal statements were strongly agree, agree, disagree, and strongly disagree.

Psychology of computer use: xi. students' attitudes toward use of computer- simulation games in teaching business finance '

Students' reaction to the case method of instruction in the teaching of a second-level course in finance was assessed. Responses indicate chat most of the 163 students highly favored the case method of instruction in this course. They also thought that students majoring in finance should take at least one finance course using the case method of teaching.

Case method of teaching business finance

Sunzmuy.-This paper describes the use of the COMPUSTAT database in teaching an introductory course in business finance at a large College of Business Administration. To understand students' attitudes towards this innovative method of instruction in business finance, a simple one-page questionnaire of 10 attitudinal statenlents was used. Responses of 148 students, analyzed by chi square, indicated students were unanimous in their opinion that the World Wide Web greatly paved the way in data retrieval from the COMPUSTAT database. They further reported that this interface facilitated analvses for the course. Also their understanding of finance was enhanced. and they were motivated to learn more. They seem to be highly in favor of using COMPUSTAT database in the introductory courses in business finance and expressed this view by suggesting that this financial database should be madc an integral part of teaching other courses in finance.

Students' attitudes towards use of COMPUSTAT in teaching an introductory course in business finance.

Opinions of business graduates concerning importance of college and university education were assessed. Responses indicate that most of the former graduates felt that college education was useful a...

College education as viewed by some former graduates

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Psychology of computer use: xi. students' attitudes toward use of computer- simulation games in teaching business finance '

Case method of teaching business finance

Students' attitudes towards use of COMPUSTAT in teaching an introductory course in business finance.

College education as viewed by some former graduates