Teaching International Business Using Virtual Reality

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching in International Business Pub Date : 2019-04-03 DOI:10.1080/08975930.2019.1663779
Olivia Hernandez-Pozas, Horacio Carreon-Flores
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引用次数: 36

Abstract

ABSTRACT New generations of International Business (IB) students include the Centennials, also known as Generation Z. These students have experienced their whole life in a virtual and physical reality. They learn differently than previous generations and have an even shorter span of attention than Millennials. We – IB educators – need to acknowledge these changes in students, and propose new educational solutions that keep on preparing them to succeed in the international arena. In this paper, we suggest Virtual Reality (VR) as an innovative, cheaper and effective alternative solution to make IB students practice competencies. Based on Experiential Learning Theory, Social Cognitive Theory and Generational Theory, we offer ideas of several VR applications in the field. As an example, we describe an ongoing VR project using avatars to make students practice negotiation and intercultural communication. We report its preliminary findings. Paper ends with a discussion on VR teaching implications. Today, when multinational organizations are increasing the use of state-of-the-art technologies, initiatives like this can contribute to make IB students to exercise digital competencies too.
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利用虚拟现实教授国际商务
摘要:新一代国际商务(IB)学生包括百周年纪念,也被称为Z世代。这些学生在虚拟和物理现实中体验了他们的整个生活。他们的学习方式与前几代人不同,关注时间甚至比千禧一代更短。我们——IB教育工作者——需要认识到学生的这些变化,并提出新的教育解决方案,不断为他们在国际舞台上取得成功做好准备。在本文中,我们建议虚拟现实(VR)作为一种创新、廉价和有效的替代解决方案,让IB学生练习能力。基于体验学习理论、社会认知理论和生成理论,我们提出了虚拟现实在该领域的一些应用思路。例如,我们描述了一个正在进行的虚拟现实项目,该项目使用化身让学生练习谈判和跨文化交流。我们报告其初步调查结果。论文最后讨论了虚拟现实教学的启示。如今,当跨国组织越来越多地使用最先进的技术时,像这样的举措也有助于IB学生锻炼数字能力。
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来源期刊
Journal of Teaching in International Business
Journal of Teaching in International Business EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.20
自引率
53.30%
发文量
7
期刊介绍: The Journal of Teaching in International Business instructs international business educators, curriculum developers, and institutions of higher education worldwide on methods and techniques for better teaching to ensure optimum, cost-effective learning on the part of students of international business. It is generally assumed that the teaching of international business is universal, but that the application of teaching methods, processes, and techniques in varying socioeconomic and cultural environments is unique. The journal offers insights and perspectives to international business educators and practitioners to share concerns, problems, opportunities, and solutions to the teaching and learning of international business subjects.
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