Pedagogy and Professional Development

Student Perspectives of Value Regarding an Experiential Learning Project Set in a Simulated Retail Environment

Authors
  • Dina C. Smith (Louisiana State University)
  • Briana Martinez (Baylor University)

Abstract

An Experiential Learning Project Set in a Simulated Retail Environment was designed to provide students with a realistic learning experience. Using a mixed methods convergent parallel research design, quantitative seven-point Likert-Scale survey data and qualitative data from student reflection papers were simultaneously collected from 39 students and analyzed using SPSS and NVivo Qualitative Coding software to examine the perceived reality or concreteness of the simulated project experience. Overall, students felt the project was a valuable learning experience as they found that the hands-on (more concrete, active, realistic) aspects of the project, which included learning and using software programs related to store planning prepared them for a career in retail and were applicable to real-world retail environments. However, the large number of people involved in the project reduced students’ perceived reality of the experience. Therefore, placing a cap of 20 students is recommended in the future.

Keywords: Simulated Environment, Student Perspectives, Visual Merchandising, Retail, Simulation

How to Cite:

Smith, D. C. & Martinez, B., (2020) “Student Perspectives of Value Regarding an Experiential Learning Project Set in a Simulated Retail Environment”, International Textile and Apparel Association Annual Conference Proceedings 77(1). doi: https://doi.org/10.31274/itaa.11772

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Published on
28 Dec 2020
Peer Reviewed