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Artykuł porusza problem oceniania uczestników dydaktycznych gier kierowniczych i wpływu sposobu oceny na motywację. Przedstawiono opinie badaczy i praktyków oraz wyniki wstępnych badań nad wpływem oceniania wyników rozgrywki gry kierowniczej "Spółka" na wybrane czynniki skuteczności dydaktycznej.
Słowa kluczowe
Czasopismo
Rocznik
Tom
Strony
317--331
Opis fizyczny
Bibliogr. 47 poz.
Twórcy
autor
- Politechnika Wrocławska, Instytut Organizacji i Zarządzania, alicja.balcerak@pwr.wroc.pl
Bibliografia
- Anderson, P.H., Lawton, L. 1992. A survey of methods used for evaluating student performance on business simulations; [w:] Simulation & Gaming 23; ss. 490-498.
- Baker, A.C., Jensen, P.J., Kolb, D.A. 1997. In conversation: Transforming experience into learning; [w:] Simulation & Gaming (1/28); ss. 6-12.
- Balcerak, A. 2000. Walidacja operacyjna dydaktycznych gier kierowniczych; [w:] Symulacja Systemów Gospodarczych - Antalówka'2000. WSPiZ-PWr, Warszawa; ss. 47-64.
- Balcerak, A. 2001. Gry symulacyjne serio - w poszukiwaniu „typu idealnego"; [w:] Symulacja Systemów Gospodarczych-Antalówka'2001. WSPiZ-PWr, Warszawa; ss. 23-36.
- Balcerak, A. 2002. Krocząca walidacja operacyjna dydaktycznych gier kierowniczych; [w:] Symulacja Systemów Gospodarczych - Duszniki'2002. Oficyna Wydawnicza Politechniki Wrocławskiej, Wrocław; ss. 5-17.
- Brooks, C.M, Ammons, J.L. 2003. Free riding in group projects and the effects of timing, frequency, and specificity criteria in peer assessment; [w:] Journal of Education for Business 78/5; ss. 268-272.
- Brooks, L.D. 2000. FINGAME ON-LINE 3.0. McGraw-Hill, New York.
- Bruner, J.S. 1978. Akt dokonywania odkrycia; [w:] J.S. Bruner Poza dostarczone informacje. Studia z psychologii poznawania. PWN, Warszawa; ss. 661-680.
- Burns, A.C., Gentry, J.W. 1998. Motivating students to engage in experiential learning: A tension-to-learn theory; [w:] Simulation & Gaming 29(2); ss. 133-151.
- Burns, A.C., Gentry, J.W., Wolfe, J. 1984. A path analytic study of the effects of alternative pedagogies; [w:] J.W. Gentry (red.) A Guide to Business Gaming and Experiential Learning. Nichols, East Brunswick.
- Caillois, R. 1997. Gty i ludzie. VOLUMEN, Warszawa.
- Cameron, J., Pierce, W.D. 1994. Reinforcement, reward and intrinsic motivation: A metaanalysis; [w:] Review of Educational Research 64(3); ss. 363-423.
- Ciekot, K. 2003. Aksjologiczne przesłanki procesu ewaluacji; [w:] Pedagogika Szkoły Wyższej nr 22; Oficyna Wydawnicza OKP ZCE, Szczecin-Warszawa; ss. 82-92.
- Clark, R.A., Paulson Gjerde, K.A., Skinner, D. 2003. The effects of interdisciplinary instruction on simulation performance; [w:] Simulation & Gaming 34/1; ss. 150-163.
- Cole, M.S., Field, H.S., Harris, S.G. 2004. Student learning motivation and psychological hardiness: Interactive effects on student's reaction to a management class; [w:] Academy of Management Learning and Education 3/1; ss. 64-85.
- Colquitt, J.A., LePine, J.A., Noe, R.A. 2000. Toward an interactive theory of training motivation: A meta-analytic path analysis of 20 years of research; [w:] Journal of Applied Psychology 85; ss. 678-707.
- Corbeil, P. 1999. Learning from the children: Practical and theoretical reflections on playing and learning; [w:] Simulation & Gaming (30/2); ss. 163-180.
- Dweck, C. S. 1990. Self-theories and goals: Their role in motivation, personality, and development; [w:] R. Dienstbier (red.) Perspective on motivation. Nebrasca Symposium on motivation 58; University of Nebrasca Press, Lincoln; ss. 199-235.
- Falchikov, N., Goldfinch, J. 2000. Student peer assessment in higher education: A metaanalysis comparing peer an teacher marks; [w:] Review of Educational Research 70/3; ss. 287-322.
- Faria, A. J. 1987. a survey of the use of business games in academia and business; [w:] Simulation and Game, (18/2); ss. 207-224.
- Garris, R., Ahlers, R., Driskell, J.D. 2002. Games, motivation, and learning: A research and practice model; [w:]; Simulation & Gaming 33/4; ss. 441-467.
- Gosen, J., Washbush, J. 1999. As teachers and researchers, where do we go from here? [w:] Simulation & Gaming 30/3; ss. 292-303.
- Greenlaw, P.S., Wyman, F.P. 1973. The teaching effectiveness of games in collegiate business courses; [w:] Simulation & Games 4; ss. 259-294.
- Huizinga, J. 1985. Homo ludens. Zabawa jako źródło kultury. Czytelnik, Warszawa.
- Hootstein, E.W. 1994. Motivating students to learn; [w:] The Clearing House 67/4; ss. 213-216.
- Keys, B., Wolfe, J. 1990. The Role of Management Games and Simulations in Education and Research; [w:] Yearly Review, Journal of Management (16/2); ss. 307-336.
- Lamoureux, S. J., szabo, M. 1994. A survey into the use of business simulations in post-secondary business education in Alberta; www.quasar.ualberta.ca/DRMIKE/Szabo/Lamoreux.html
- Lederman, L.C., Kato, F. 1995. Debriefing the Debriefing Process. A New Look; [w:] Simulation and Gaming across Disciplines and Cultures. Sage Publication; ss. 235-242.
- Lewowicki, T. 1988. Proces kształcenia w szkole wyższej. PWN, Warszawa.
- Livingston, J.S. 1971. Myth of the well-educated manager; [w:] Harvard Business Review (January-February); ss. 79-89.
- Lundy, J. 1985. The effects of competition in business games; [w:] M. van Ments, K. Hearnden (red.) Effective use of games & simulation. Perspectives on Gaming and Simulation 10. SAGSET, Leicestershire; ss. 27-34.
- Macpherson, K. 1999. The development of critical thinking skills in undergraduate supervisory management units: Efficacy of student peer assessment; [w:] Assessment and Evaluation in Higher Education lAiy, ss. 273-284.
- Makedon, A. 1984. Playful Gaming; [w:] Simulation & Games (15/1); ss. 25-64.
- Mietzel, G. 2002. Psychologia kształcenia. Gdańskie Wydawnictwo Psychologiczne, Gdańsk.
- Morecroft, J.D.W. 1994. Executive knowledge, models, and learning; [w:] J.D.W. More-croft, J.D. Sterman (red.) Modeling for learning organizations. Productivity Press, Portland; ss. 3-28.
- Paris, S.G., Turner, J.C. 1994. Situated motivation; [w:] P.R. Pintrich, D.R. Brown, C.E. Weinstein (red.) Student motivation, cognition, and learning: Essays in honor of Wilbert J. McKeachie. L. Erlbaum, Hillsdale; ss. 213-237.
- Postman, N. 1995. The End of Education. Alfred Kopf.
- Rzońca, W. 2000. Nauczanie interaktywne - ogólna charakterystyka gry kierowniczej „SPÓŁKA"; [w:] Symulacja Systemów Gospodarczych. Prace Szkoły Antałówka 2000. Wyd. Wyższa Szkoła Przedsiębiorczości i Zarządzania oraz Politechnika Wrocławska, Warszawa; ss. 225-235.
- Rzońca, W. 2003. Znaczenie gier kierowniczych w kształceniu przyszłych menedżerów; [w:] Symulacja Systemów Gospodarczych. Oficyna Wydawnicza Politechniki Wrocławskiej Wrocław; ss. 175-186.
- Seo, M.-G. 2003. Overcoming emotional barriers, political obstacles, and control imperatives in the action-science approach to individual and organizational learning; [w:] Academy of Management Learning and Education 2/1; ss. 7-21.
- Smith, D.A., Masberg, B. 2001. Building problem-based learning into the recreation curriculum: A case study examination of the development, implementation, and evaluation of a three stage Simulation unit; [w:] LARNet; The Cyber Journal of Applied Leisure and Recreation Research (October 2001); www.nccu.edu/larnet/2001-3.html
- Spitzer, D. 1995. SuperMotivation. Amacom, New York.
- Strong, J.T., Anderson, R.E. 1990. Free riding in group projects: Control mechanisms and preliminary data; [w:] Journal of Marketing Education 12; ss. 61-67.
- Thorngate, W., Carroll, B. 1987. Why the best person rarely wins; [w:] Simulation & Games 18; ss. 299-320.
- Tompson, G.H., Dass, P. 2000. Improving students' self-efficacy in strategic management: The relative impact of cases and simulations; [w:] Simulation & Gaming (24/4); ss. 429-445.
- Wolfe, J., Chaco, T.l. 1983. Team-size effects on business game performance and decisionmaking behaviors; [w:] Decision Sciences (14); ss. 121-133.
- Wolfe, J., Roberts, R.C. 1985-86. The effects of different grade weights on business game learning levels; [w:] Journal of Educational Technology Systems 14; ss. 307-316.
Typ dokumentu
Bibliografia
Identyfikator YADDA
bwmeta1.element.baztech-article-BPW5-0009-0018