Digital Simulation Platforms to Enhance Economics Concept Comprehension Among Students

Thesis Abstract

The effective comprehension of complex economic concepts remains a significant challenge for undergraduate and postgraduate students, often hampered by traditional pedagogical approaches that may lack engagement and interactivity. With the increasing integration of technology in education, digital simulation platforms have emerged as innovative tools that can facilitate experiential learning and deepen student understanding of abstract economic principles through immersive, interactive scenarios. This study aims to evaluate the extent to which digital simulation platforms enhance economics concept comprehension among university students and to identify the factors influencing their effectiveness. Specifically, it seeks to assess students' perceptions of simulation tools, measure improvements in conceptual understanding, and examine the relationship between engagement levels and learning outcomes. Employing a quasi-experimental research design, the study involved a sample of 200 undergraduate economics students from State University, selected through stratified random sampling to capture diverse academic backgrounds. Data were collected using a structured questionnaire to gauge students’ perceptions and engagement, coupled with pre- and post-test assessments designed to measure comprehension levels of key economic concepts such as supply and demand, market equilibrium, and fiscal policy. The digital simulation intervention was implemented over one academic semester, with students randomly assigned to either an experimental group using the simulation platform or a control group receiving traditional teaching methods. Validity and reliability of the instruments were established through pilot testing and Cronbach’s alpha coefficients exceeding 0.78. Data analysis involved descriptive statistics to summarize demographic and perceptual data, while inferential statistics such as ANCOVA were used to compare post-test scores between groups, controlling for pre-test scores. Regression analysis was also employed to explore the influence of engagement and motivation on learning outcomes. Furthermore, thematic analysis was conducted on qualitative feedback to uncover students’ perceptions, experiences, and potential barriers associated with simulation use. Preliminary findings are anticipated to demonstrate that students exposed to digital simulation platforms exhibit statistically significant improvements in their understanding of key economic concepts compared to those taught through conventional methods. It is expected that higher engagement levels and perceived usefulness of the simulation tools will positively correlate with learning gains. The study also aims to identify contextual factors such as technological familiarity and pedagogical integration that moderate the effectiveness of digital simulations. Theoretically, the research draws on Bandura’s Social Cognitive Theory to explain how interactive and observational learning via simulations can reinforce conceptual understanding, and Vygotsky’s Constructivist Theory to support the constructivist nature of simulation-based learning environments. The findings will contribute novel insights into how technology-enabled pedagogies can disrupt traditional economics education, providing empirical evidence supporting the integration of digital simulation platforms into curriculum design. Additionally, the study will propose a conceptual model illustrating the relationships between simulation engagement, perceived usefulness, and conceptual comprehension. The main conclusion underscores the potential of digital simulation platforms as effective pedagogical tools for enhancing economics education at the tertiary level. Based on the results, it is recommended that educational institutions adopt and customize simulation tools aligned with curriculum objectives, training educators to effectively facilitate their integration, and exploring scalable models for wider implementation. Future research should investigate longitudinal impacts of simulation-based learning, compare different types of simulation environments, and assess their transferability across diverse educational contexts. This study ultimately advances the understanding of technology-enhanced learning in economics, highlighting strategies to improve student engagement, comprehension, and application of economic principles in real-world scenarios.