Frontal teaching vs. eLearning: comparing achievements in teaching 'business simulation games'

2011 ◽  
Vol 3 (2) ◽  
pp. 137
Author(s):  
David Bregman ◽  
Gila Keinan ◽  
Arik Korman ◽  
Yossi Raanan
Keyword(s):  
Business Simulation ◽  
Simulation Games ◽  
Teaching Business

scholarly journals Investigating the Determinants of Students’ Intention to Use Business Simulation Games

2019 ◽  
Vol 58 (2) ◽  
pp. 433-458 ◽  
Author(s):  
Yu-Yin Wang ◽  
Yi-Shun Wang ◽  
Shi-En Jian
Keyword(s):  
Social Influence ◽  
Behavioral Intention ◽  
Partial Least Square ◽  
Intention To Use ◽  
Business Simulation ◽  
Simulation Games ◽  
Performance Expectancy ◽  
Effort Expectancy ◽  
Facilitating Conditions ◽  
Behavioral Intention To Use

Business simulation games (BSGs) are educational tools that help students develop business management knowledge and skills. However, to date, relatively little research has investigated the factors that influence students’ BSG usage intention. Grounded on the extended unified theory of acceptance and use of technology, this study helped to fill this gap by exploring intention to use BSGs. Specifically, this study investigated the influence of performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, and price value on behavioral intention to use BSGs. Data collected from 141 useful respondents were tested against the research model using partial least square approach. The results of this study indicated that behavioral intention to use BSGs was influenced by facilitating conditions, hedonic motivation, and price value. Unexpectedly, performance expectancy, effort expectancy, and social influence were not predictive of students’ behavioral intention to use BSGs. These findings enhanced our understanding of students’ BSG usage behavior and provided several important theoretical and practical implications for the application of BSG in the context of business and management education.

Psychology of Computer Use: XI. Students' Attitudes toward Use of Computer-Simulation Games in Teaching Business Finance

1989 ◽  
Vol 64 (3_suppl) ◽  
pp. 1195-1198
Author(s):  
Darshan Sachdeva
Keyword(s):  
Computer Simulation ◽  
Financial Institutions ◽  
Computer Use ◽  
Simulation Games ◽  
Introductory Course ◽  
Teaching Business ◽  
Computerized Simulation ◽  
Students Attitudes ◽  
Method Of Instruction

105 students' attitudes toward use of computerized simulation games in teaching an introductory course in money, banking, and financial institutions were assessed. Responses indicate that most students favored use of computer-simulation games method of instruction in this course. They also thought that students majoring in finance should take at least one finance course which used computerized simulation games.

Students' Intentions to Use Business Simulation Games--Model

2020 ◽  
Author(s):  
Yu-Yin Wang ◽  
Yi-Shun Wang ◽  
Shi-En Jian
Keyword(s):  
Business Simulation ◽  
Simulation Games

An Analysis of Influence of Business Simulation Games on Business School Students’ Attitude and Intention Toward Entrepreneurial Activities

2018 ◽  
Vol 57 (1) ◽  
pp. 106-130 ◽  
Author(s):  
Salman Zulfiqar ◽  
Binesh Sarwar ◽  
Saira Aziz ◽  
Khurram Ejaz Chandia ◽  
Muhammad Kaleem Khan
Keyword(s):  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Business School ◽  
Business Simulation ◽  
School Students ◽  
Simulation Games ◽  
Entrepreneurial Attitude ◽  
Acceptance Model ◽  
Entrepreneurial Activities ◽  
High Uncertainty

Although research on entrepreneurial attitude and intention has received so much attention from scholars, only few studies have investigated the effect of value, usefulness, and pleasure associated with business simulation games, and how these values affect students’ attitude and intention toward entrepreneurial activities. In this study, Technology Acceptance Model and Theory of Planned Behavior have been used in combination to explore how these technological teaching methods influence the attitude and intentions of the students toward entrepreneurial activities. The results show that all hypotheses have been proven by stating significant and positive students’ attitude and intention toward entrepreneurial activities using business simulation games. But subjective norms did not contribute toward student intentions in this regard. It is concluded that people with high uncertainty avoidance are reluctant to take the risk; therefore, there is a need to change their attitude by implementing entrepreneurial ecosystem in society.

THE USE OF BUSINESS SIMULATION GAMES IN HIGHER EDUCATION: LEARNING EXPERIENCE AND PERFORMANCE

2019 ◽  
Author(s):  
Cristina Segovia-López ◽  
Gema Marín-Carrillo ◽  
Manuel Sánchez-Pérez ◽  
Elvira Sáez-González ◽  
Mª Ángeles Iniesta-Bonillo ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Experience ◽  
Business Simulation ◽  
Simulation Games ◽  
And Performance

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.

International Education, Diversity Exposure, and Cross-Cultural Engagements

2021 ◽  
pp. 959-974
Author(s):  
Juliana Mulaa Namada ◽  
Paul Katuse ◽  
Francis Wamukota Wambalaba
Keyword(s):  
Service Learning ◽  
International Education ◽  
Value Added ◽  
Cross Cultural ◽  
Business Simulation ◽  
Simulation Games ◽  
Student Centered ◽  
Global Challenge ◽  
School Learning ◽  
Diverse Cultures

The quest for mission-driven approaches in business education arises out of a deep concern for development and achievement of student centered outcomes. This chapter assesses these concerns by analyzing service leaning and practical cases. International education, diversity exposure, and cross-cultural engagements are analyzed in line with the extent of achieving service-learning outcomes. The analysis is done by examining the value added to business school learning models through these engagements. The discussions show that students and faculty benefit through critical thinking, tolerance to diverse cultures, and preparedness for global careers. The chapter ends with illustrative cases of global community service, global academic tours, business simulation games, and X-culture global challenge engagements by United States International University Africa.

Sign in / Sign up

Export Citation Format

Share Document