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Simulated financial dealing room: learning discovery and student accountability

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  • Rod Lambert
  • Kevin Tant
  • John Watson

Abstract

This paper identifies the effectiveness of a simulated treasury dealing room for teaching and learning. It uses a presurvey and a postsurvey to establish student perceptions of learning effectiveness. It concludes that students believe that the dealing room: (i) improves their opportunities to apply theory; (ii) provides better learning than lectures; (iii) is more effective than individual learning; (iv) improves student monitoring of learning effectiveness; and (v) improves student abilities to recognize ethical issues, develop alternative solutions to ethical problems, and evaluate solutions to ethical problems from a moral point of view. Student motivation is enhanced by: (i) the high value they place on dealing room learning; (ii) their preparedness to participate; (iii) rapidly reduced levels of anxiety about trading; and (iv) the learning resources provided.

Suggested Citation

  • Rod Lambert & Kevin Tant & John Watson, 2008. "Simulated financial dealing room: learning discovery and student accountability," Accounting and Finance, Accounting and Finance Association of Australia and New Zealand, vol. 48(3), pages 461-474, September.
    • Handle: RePEc:bla:acctfi:v:48:y:2008:i:3:p:461-474
    DOI: 10.1111/j.1467-629X.2008.00274.x
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    References listed on IDEAS

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    1. David Cooper & Jeff Everett & Dean Neu, 2005. "Financial scandals, accounting change and the role of accounting academics: A perspective from North America," European Accounting Review, Taylor & Francis Journals, vol. 14(2), pages 373-382.
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    Cited by:

    1. Hall, Matthew, 2010. "Accounting information and managerial work," Accounting, Organizations and Society, Elsevier, vol. 35(3), pages 301-315, April.
    2. Ahmad Saleem Tarawneh, 2018. "The Impact of Using Computer Applications Programs as a Tool in Accounting Education on the Performance of the Students of Financial Accounting Course," International Review of Management and Marketing, Econjournals, vol. 8(4), pages 56-64.
    3. Jingyuan Fu & Meng Sun & Minhong Wang, 2022. "Simulation-Assisted Learning about a Complex Economic System: Impact on Low- and High-Achieving Students," Sustainability, MDPI, vol. 14(10), pages 1-17, May.
    4. Hall, Matthew, 2010. "Accounting information and managerial work," LSE Research Online Documents on Economics 28539, London School of Economics and Political Science, LSE Library.

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