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The Impact of Augmenting Traditional Instruction with Technology-based, Experiential Exercise
Journal of Financial Education
  • David R. King, Marquette University
  • William W. Jennings, United States Air Force Academy
Document Type
Format of Original
17 p.
Publication Date
Financial Education Association

Traditional instruction, under an experiential learning model, is neither the sole nor a sufficient means of learning. Learning systems that engage students as contributors to learning offer opportunities for educators. The availability of technology to support experiential exercises represents one opportunity to augment traditional instruction. In a quasi-experiment, traditional-only instruction was compared with traditional instruction augmented with a technology-based, experiential exercise. The two instructional methods were evaluated based on student learning, intended behavior, and satisfaction. Our findings suggest that augmented instruction significantly increased student learning and satisfaction. The implications for students are clear. However, there are also noteworthy implications for faculty.


Published version. Journal of Financial Education, Vol. 30 (Summer 2004): 9-25. Publisher Link. © 2004 Financial Education Association. Used with permission.

David R. King was affiliated with Air Force Pentagon (SAF/AQP) at the time of publication.

Citation Information
David R. King and William W. Jennings. "The Impact of Augmenting Traditional Instruction with Technology-based, Experiential Exercise" Journal of Financial Education (2004) ISSN: 0093-3961
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