Modes of learning in the use of a computer-based business simulation game

2006 ◽  
Vol 2 (1) ◽  
pp. 49 ◽  
Author(s):  
Jonathan Moizer ◽  
Jonathan Lean ◽  
Michael Towler ◽  
Gordon Smith
Keyword(s):  
Simulation Game ◽  
Business Simulation ◽  
Computer Based

Integrating an Intelligent Tutoring Facility into a Gaming Simulation Environment

1997 ◽  
Vol 12 (3) ◽  
pp. 207-222 ◽  
Author(s):  
Julika Siemer ◽  
Marios C. Angelides
Keyword(s):  
Intelligent Tutoring Systems ◽  
Intelligent Tutoring ◽  
Simulation Game ◽  
Simulation Environment ◽  
Business Simulation ◽  
Educational Value ◽  
Tutoring Systems ◽  
Gaming Simulation ◽  
Computer Based ◽  
And Training

Gaming simulations and intelligent tutoring systems are both substantive research and development areas within the field of computer-based education and training which have the potential for mutual enhancement. This paper argues that the pedagogical effectiveness of gaming simulations can be increased through the integration of an intelligent tutoring facility and examines possible roles for such support within a gaming simulation environment. It then commences to present INTUITION, the implementation of the Metal Box Business Simulation game, that illustrates how an intelligent tutoring facility may be integrated within a gaming simulation environment in order to increase its educational value.

Learning from Social Collaboration

2018 ◽  
pp. 500-524
Author(s):  
Kimmo Oksanen ◽  
Timo Lainema ◽  
Raija Hämäläinen
Keyword(s):  
Social Interaction ◽  
Simulation Game ◽  
Business Simulation ◽  
Game Based Learning ◽  
Computer Supported Collaborative Learning ◽  
Simulation Games ◽  
Social Collaboration ◽  
Emotional Processes ◽  
Game Mechanics ◽  
Game Context

This chapter focuses on the challenge of evaluating game-based learning. It argues that linking game-based learning with the characteristics of a specific game or game-produced engagement is challenging. It further proposes a framework in which the game-based learning process is approached by considering (business) simulation games as Computer-Supported Collaborative Learning (CSCL) environments and presents an approach on how learning can be approached and evaluated from this perspective. In addition, it highlights how simulation game mechanics appears to be a potential way to promote learners' socio-emotional processes and give rise to social interaction and to structure collaboration among the learners in the game context. The proposed framework of this chapter takes into account both cognitive and socio-emotional perspectives of learning. The results of the chapter will present a contemporary view on the roles of sociability, collaboration and engagement in game-based learning.

scholarly journals Introducing ERP Concepts to IT Students Using an Experiential Learning Approach with an Emphasis on Reflection

2019 ◽  
Vol 11 (18) ◽  
pp. 4992
Author(s):  
Tina Beranič ◽  
Marjan Heričko
Keyword(s):  
Experiential Learning ◽  
Enterprise Resource Planning ◽  
Resource Planning ◽  
Simulation Game ◽  
Learning Approach ◽  
Learning Approaches ◽  
Business Simulation ◽  
Knowledge And Skills ◽  
System Usability Scale ◽  
Perceived Usability

The introduction of enterprise resource planning (ERP) concepts to IT students entails many challenges. Due to the system’s complexity, newcomers need an extensive amount of time to be able to use it independently. Additionally, the learning preferences and characteristics of digital natives differ significantly from previous generations. Therefore, the use of alternative learning approaches is desirable. To achieve the best possible learning outcomes, it is advisable to implement learning approaches that require students’ active participation, for example, an experiential learning approach. A variation is an ERPsim business simulation game, which we used within the ERP systems course. The game is implemented in sequential rounds, whereby each round ends with a review of the collected experiences. The simulation game was used at the beginning of the course to ease the introduction of ERP concepts for IT-related students. This paper is the result of three years of research into the perceived usability of SAP ERP introduced with the business simulation game, combined with the results of a study evaluating students’ opinions, knowledge, and skills. Perceived usability was measured using a System Usability Scale (SUS), while the students’ experiences were gathered using a self-evaluation questionnaire. The study revealed the positive impact of the experiential learning approach that was used. Students evaluated the usability of SAP ERP as OK, and empirical analysis confirmed that the use of the simulation game for introducing the ERP concepts resulted in anticipated knowledge and skills, while increasing the students’ intent for future engagement.

The Impact of International Business Strategy Simulation Games on Student Engagement

2019 ◽  
Vol 50 (3) ◽  
pp. 393-407 ◽  
Author(s):  
Tim Rogmans ◽  
Wasseem Abaza
Keyword(s):  
Student Engagement ◽  
International Business ◽  
Business Strategy ◽  
Traditional Classroom ◽  
Simulation Game ◽  
Learning Tools ◽  
Business Simulation ◽  
Simulation Games ◽  
The Impact

Background. Despite the increasing use of business simulation games in management education little is known about their effectiveness as learning tools. Aim. The aims of this study were to assess the effectiveness of an international business simulation game in enhancing levels of student engagement. Methods. We investigated student engagement levels after using a simulation game, as measured through quantitative self-reports obtained through a survey among students. The results were compared to engagement levels experienced in more traditional classroom based case discussions with the same students in the same course. The study was carried out across six class sections taught by two professors over two semesters. Results. The results show that average student engagement levels were higher during the traditional case study class than during the class using the simulation game. The standard deviation of the reported levels of student engagement was higher for the simulation game than for the traditional class, indicating that student responses were more extreme (either positive or negative) for the class using the simulation game. Students who were generally more motivated to learn reported higher levels of engagement with the simulation, whereas students with low levels of motivation who found the game complex became less engaged. Conclusion. Simulation games are not always necessarily effective in enhancing engagement among all students. The choice between traditional and experiential learning methods may be partly determined on the basis of the level of student motivation and other student characteristics.

Business simulation game for teaching multi-echelon supply chain management

2009 ◽  
Vol 5 (4) ◽  
pp. 289 ◽  
Author(s):  
Yuri Merkuryev ◽  
Galina Merkuryeva ◽  
Jana Bikovska ◽  
Jonas Hatem ◽  
Bram Desmet
Keyword(s):  
Supply Chain ◽  
Supply Chain Management ◽  
Simulation Game ◽  
Business Simulation ◽  
Chain Management

scholarly journals Decision-Making in a Real-Time Business Simulation Game: Cultural and Demographic Aspects in Small Group Dynamics

2017 ◽  
Vol 16 (03) ◽  
pp. 779-815 ◽  
Author(s):  
Johanna Bragge ◽  
Henrik Kallio ◽  
Tomi Seppälä ◽  
Timo Lainema ◽  
Pekka Malo
Keyword(s):  
Decision Making ◽  
Real Time ◽  
Group Size ◽  
Group Dynamics ◽  
Small Groups ◽  
Operations Management ◽  
Group Performance ◽  
Dynamic Decision Making ◽  
Simulation Game ◽  
Business Simulation

Simulated virtual realities offer a promising but currently underutilized source of data in studying cultural and demographic aspects of dynamic decision-making (DDM) in small groups. This study focuses on one simulated reality, a clock-driven business simulation game, which is used to teach operations management. The purpose of our study is to analyze the characteristics of the decision-making groups, such as cultural orientation, education, gender and group size, and their relationship to group performance in a real-time processed simulation game. Our study examines decision-making in small groups of two or three employees from a global manufacturing and service operations company. We aim at shedding new light on how such groups with diverse background profiles perform as decision-making units. Our results reveal that the profile of the decision-making group influences the outcome of decision-making, the final business result of the simulation game. In particular, the cultural and gender diversity, as well as group size seem to have intertwined effects on team performance.

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