Impact of Digital Simulations on Undergraduate Economics Learning Outcomes

Thesis Abstract

In the contemporary landscape of higher education, the integration of digital technologies into instructional methods has become increasingly prominent, especially within the discipline of economics, where complex theoretical concepts and practical applications demand innovative pedagogical approaches. This study addresses the critical need to empirically evaluate the impact of digital simulations on undergraduate economics learning outcomes, recognizing that traditional lecture-based methods may not sufficiently engage students or foster deep understanding of economic principles. The primary aim of this research is to assess how the deployment of digital simulation tools influences students' academic performance, conceptual comprehension, and engagement levels in undergraduate economics courses. To achieve this aim, the study sets out specific objectives (1) to compare the academic performance of students utilizing digital simulations with those engaged in conventional teaching methods; (2) to examine students’ conceptual understanding of economic theories through pre- and post-intervention assessments; (3) to assess students’ perceptions of engagement, motivation, and perceived learning benefits associated with digital simulations; and (4) to identify potential moderating variables such as students’ prior academic performance and technological proficiency. The research adopts a quasi-experimental design, incorporating both quantitative and qualitative data collection methods within two university settings offering core undergraduate economics courses. The target population comprises approximately 800 undergraduate students enrolled in these courses across three academic years. A stratified random sampling technique is employed to select a sample of 200 students—100 in the experimental group receiving digital simulation-based instruction and 100 in the control group receiving traditional instruction. Data collection instruments include standardized tests for academic performance and conceptual understanding, Likert-scale questionnaires to gauge engagement and perceptions, and semi-structured interview protocols for qualitative insights. Data analysis entails the application of inferential statistics, primarily independent samples t-tests and ANCOVA to compare performance and understanding between groups while controlling for baseline differences. Multiple regression analysis will be conducted to explore the influence of moderating variables on learning outcomes. Thematic analysis will be used to interpret qualitative interview data, providing contextual understanding of student experiences with digital simulations. The theoretical framework underpinning the study integrates the Constructivist Learning Theory, emphasizing active knowledge construction through interactive digital tools, and Bandura’s Social Cognitive Theory, which relates learners’ self-efficacy beliefs to technology-enhanced learning. It is anticipated that students exposed to digital simulations will demonstrate statistically significant improvements in academic performance and conceptual understanding compared to their peers in traditional settings. Additionally, the study expects positive perceptions of increased engagement and motivation among simulation users, corroborated by qualitative insights into enhanced experiential learning. The findings will contribute novel empirical evidence to the ongoing discourse on technology-enhanced pedagogy in economics education, filling apparent gaps in existing literature concerning the specific impact of digital simulations at the undergraduate level. The study concludes that digital simulations are valuable pedagogical tools capable of enriching economics instruction and improving learning outcomes. Recommendations include integrating digital simulation platforms more systematically into undergraduate curricula, providing faculty training on effective digital pedagogy, and encouraging further research on long-term impacts and diverse technological tools. The research underscores the importance of adopting innovative, evidence-based instructional strategies to enhance economic literacy and critical thinking skills among undergraduates, thereby fostering a more engaging and effective learning environment in higher education economics.