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Hands-on activity vs. high-tech tools in the higher education classroom to improve student satisfaction and loyalty in professional programs

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Abstract

Engaging activities are increasingly a staple in higher education. Professional programs, including business, engineering, and healthcare, rely on engaging activities to better prepare students for their future careers. Experiential learning can be achieved through a wide variety of approaches that can generally be classified as hands-on activities, such as internships, practicums, and medical practice models, or as high-tech tools, such as simulations, games, and exercises delivered via an electronic medium. It is unlikely that all activities produce equally valuable outcomes under all course settings and disciplines. The purpose of this study is to specifically compare a computer-based simulation to hands-on based activities. An empirical structural equation model has been estimated developing pathways between dimensions of gamification, measures of satisfaction, scales of student attitudes, and measures of student loyalty. The model was estimated using undergraduate hospitality students as part of business coursework in a large U.S. public university. Findings validate significant paths. Based on the findings, this study proposes theoretical and pedagogical implications for faculty in higher education.

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Authors and Affiliations

  1. Department of Management & Marketing, College of Business, Louisiana State University Shreveport, Shreveport, LA, 71115, USA

    Minseong Kim, Tami L. Knotts & Nancy D. Albers

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  1. Minseong Kim
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  2. Tami L. Knotts
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Correspondence to Minseong Kim.

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Kim, M., Knotts, T.L. & Albers, N.D. Hands-on activity vs. high-tech tools in the higher education classroom to improve student satisfaction and loyalty in professional programs. Educ Inf Technol 27, 12147–12177 (2022). https://doi.org/10.1007/s10639-022-11124-2

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