Authentic learning and job readiness: Are mixed-reality simulations effective tools for preparing business students for the real world?

Authors

DOI:

https://doi.org/10.14742/ajet.9296

Keywords:

authentic learning, mixed reality, simulations, higher education, business education

Abstract

Advances in technology have significantly enhanced the quality of mixed-reality simulations, incorporating both real and virtual aspects. Mixed-reality simulations have been used to develop individual knowledge, skills and abilities in higher education; however, the use of such simulations to introduce authentic learning activities into higher education courses remains under-researched. In the current paper, we detail the design, implementation, continuous improvements and student perceptions of a mixed-reality simulation used in a final-year undergraduate business unit. An iterative approach proved important to improving the simulation across deliveries. Clear instructions, student preparation, familiarisation with the technology used and support for the development of communication skills also influenced student perceptions of the activity. Our findings from over 200 students indicate that the use of mixed-reality simulations is an authentic and effective teaching approach for the development and demonstration of employability skills. This study is useful to educators seeking to understand the value of mixed-reality simulations in higher education and their ability to provide authentic learning experiences which increase overall student satisfaction.

 

Implications for practice or policy:

  • Student satisfaction and employability skills can be improved through participation in authentic mixed-reality simulations.
  • Students may require support developing communication skills required to interact with the simulation.
  • Educators can enhance the student experience by demonstrating how the simulation works, familiarising them with the avatars and how they interact with participants.
  • Educators should focus on continuous improvement to get the simulation right.
  • Universities should consider implications for workloads, technical support and budgets when introducing mixed-reality simulations.

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Author Biographies

Mark Pickering, School of Business, Law, and Entrepreneurship, Swinburne University of Technology, Melbourne, Victoria, Australia

Mark Pickering is Associate Professor of Accounting at Swinburne University.   Prior to joining academia, Mark worked for over 20 years with Deloitte and Pickering Byrnes Consulting advising large and mid-sized clients on strategy, organisational design, process improvement and financial management.  Mark has a Doctorate of Business Administration (RMIT University), an MBA (University of California at Los Angeles) and Bachelor of Business (Swinburne University).  Mark is the convenor and teaches in the Bachelor of Business final year capstone unit – Sustainable Business Practice.   Mark’s research on mergers and acquisitions, governance and emerging technologies has been published in journals including Organization Studies, Journal of Organizational Behavior, Journal of Professions and Organization, International Journal of Hospitality Management and Australian Accounting Review.

Ryan Jopp, School of Business, Law, and Entrepreneurship, Swinburne University of Technology, Melbourne, Victoria, Australia

Ryan Jopp is a Senior Lecturer in Tourism and Management at Swinburne University.  Ryan has co-ordinated a range of undergraduate, postgraduate, and online units at various institutions, across the fields of management, tourism and marketing. In 2012 he successfully completed his PhD and has several publications in top rated journals and has presented his findings at international conferences. In his role at Major Discipline Coordinator (Management) he is responsible for overseeing unit and course quality and consistency for the Management discipline at Swinburne University. In his recent role as Academic Director Education Quality & Assurance (2015-2022) he was responsible for ensuring quality and consistency of course delivery across the university and its partners. Ryan is an award-winning teacher with a passion for education, who regularly publishes in top teaching and learning journals, with recent publications relating to authentic learning, assessment choice, and peer evaluation.

Melissa A. Wheeler, Graduate College of Business and Law, RMIT University, Victoria, Australia

Melissa A. Wheeler is a Senior Lecturer at the Graduate College of Business and Law, RMIT University.  Melissa has a PhD in social psychology from the University of Melbourne, which explored how people persuade others to agree with their moral beliefs. She has an ongoing interest in the field of moral psychology and applied ethics, including workplace flexibility, gender roles in work and care, ethical climates, and responsible leadership, as well as an interest in the 'people' component of technological advancement. Melissa’s research has been published in top tier journals, including Leadership Quarterly, Journal of Business Ethics, Personality and Social Psychology Bulletin, Cities, European Review of Social Psychology, and Organizational Behavior and Human Decision Processes.

 

Primarily teaching in the areas of applied ethics, foundations of research, and change management, Melissa has previously served as Major Discipline Coordinator for the Management Major. She has experience in co-creating and delivering units with industry partners, such as Siemens Australia and New Zealand, CPA Australia, and Financial Services Learning. She holds a Deans’ Teaching Excellence Award and a Norman Curry Award for Innovation and Excellence for Educational Programs.

Cheree Topple, School of Business, Law, and Entrepreneurship, Swinburne University of Technology, Melbourne, Victoria, Australia

Cheree Topple is a Senior Lecturer in Management at Swinburne University.  Cheree has degrees in psychology and human resource management/ organizational behaviour.  She has international expertise in cross-country projects that address issues of sustainable development, corporate sustainability, and supply chains.  Cheree’s more recent projects include work with the Commonwealth Secretariat to map the current alignment of national sport policy to the Sustainable Development Goals (SDGs), the Global Reporting Initiative Organization (GRI), and Fairtrade ANZ.  Her work has been published recently in Journal of Cleaner Production, Environmental Impact Assessment Review, Sustainable Production and Consumption, and Multinational Business Review. 

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Published

2024-06-20

How to Cite

Pickering, M., Jopp, R., Wheeler, M., & Topple, C. (2024). Authentic learning and job readiness: Are mixed-reality simulations effective tools for preparing business students for the real world?. Australasian Journal of Educational Technology, 40(3), 77–91. https://doi.org/10.14742/ajet.9296

Issue

Vol. 40 No. 3 (2024): AJET

Section

Articles

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Copyright (c) 2024 Mark Pickering, Ryan Jopp, Melissa A., Cheree Topple

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