Abstract:

Chalk & talk have been replaced by innovative methods of student engagement in higher education.  Simulation games have been used in business (finance) education not only to acquire student engagement and motivation but also to apply abstract financial concepts. However, there has been limited pedagogic research in finance education in particular in MENA region.  Current research reports use of Tadawul’s trading simulator. It captures the student’s learning experience on usage of trade simulation. Fourteen undergraduate (finance track) students participated in this game over the period of 60 days. Students create their account on Tadawul’s website in order to participate in the simulation game for equity trade. Students had the access to online information sources during simulation by the service provider. Simulation allowed trading in all equity market of Saudi Arabia.  Survey questionnaire consisting of 10 questions was used to collect data. 7 questions used 5-point likert scale, while 3 questions were open ended to probe about best aspects, problems and challenges faced by the students. Data was collected through LMS (learning management system). Survey results revealed that students had positive learning experience through experiential learning.  86% of the students strongly agreed that simulation helped to understand the concepts better and they enjoyed the activity. 79% of the students were strongly agreed with their group activity for simulation. 64% students strongly agreed in terms of perception of realism and employability. Students suggested increasing the time period for simulation game. Students recommended replacing the traditional exam by the simulation to be used as assessment technique. It was also suggested to have tutorials on using the simulation for better understanding. Overall, simulation has built better understanding of concept of finance through concrete experience of reflective observation and ability to solve complex finance problems.