Designing and Evaluating a Digital Case-Based Learning Platform for Business Education

Thesis Abstract

In the context of rapidly evolving business environments and the increasing integration of technology in education, the need for innovative instructional tools that enhance experiential learning has become paramount. Traditional classroom methods often lack the interactivity and real-world relevance necessary to effectively prepare students for modern business challenges. This study addresses these issues by designing and evaluating a digital case-based learning platform tailored for business education, aiming to bridge the gap between theoretical knowledge and practical application. The primary objective is to develop a comprehensive, user-friendly platform that facilitates immersive case analysis, decision-making simulations, and collaborative learning, while also assessing its impact on students' critical thinking, engagement, and learning outcomes. Employing a mixed-method research design, the study comprises both qualitative and quantitative approaches to ensure a holistic evaluation of the platform's effectiveness. The population encompasses 300 postgraduate business students from a major university, with a stratified random sampling technique used to select a sample of 150 participants. Data collection instruments include structured questionnaires measuring factors such as perceived usability, engagement, and learning gains, alongside semi-structured interview guides aimed at capturing in-depth user experiences. The data analysis employs descriptive statistics, Cronbach's alpha for reliability testing, paired t-tests to compare pre- and post-intervention performance, and multiple regression analysis to identify predictors of successful learning outcomes. Thematic analysis is applied to qualitative interview data to explore user perceptions and platform usability issues. Expected findings suggest that the digital case-based learning platform significantly enhances students’ engagement and critical thinking abilities compared to traditional methods. Quantitative results are anticipated to demonstrate statistically significant improvements in learning outcomes, supported by regression models indicating that perceived usability and collaborative features are strong predictors of student satisfaction and cognitive gains. Qualitative insights are expected to reveal factors influencing user acceptance and areas for interface and content improvements. The study also aims to validate the theoretical underpinning of experiential learning theory and cognitive load theory within the digital learning context, providing the foundation for further pedagogical innovation. This research contributes to the existing body of knowledge by developing a validated framework for digital case-based learning in business education, highlighting the pedagogical benefits and practical challenges of technological integration. It offers empirical evidence on the effectiveness of interactive, simulation-rich platforms in fostering higher-order thinking skills among postgraduate students. Additionally, the study provides actionable recommendations for educators, instructional designers, and policymakers on integrating digital case-based tools into curricula and addressing usability barriers. Ultimately, the study concludes that a well-designed digital case-based learning platform can serve as an effective alternative or complement to traditional teaching methods, promoting active learning, engagement, and practical skill development. It recommends further research into long-term impacts, scalability, and customization features to foster wider adoption across diverse educational settings. The findings underscore the importance of aligning technological innovation with pedagogical strategies to prepare business students for complex, real-world decision-making environments, thereby contributing meaningfully to the discourse on technology-enhanced business education.