Business simulation games integrated with emerging technologies in business education: A review

This study investigated the Leveraging Virtual Reality Technology for Innovative Business Education in Nigerian Higher Institutions. The study was guided by two specific objectives: to examine the extent of adoption and utilization of VR in Business Education, and to assess its perceived impact on students’ engagement, understanding, and acquisition of practical business skills. A descriptive survey research design was employed, and the population comprised Business Education lecturers, students, ICT/EdTech officers, and Heads of Departments/Deans, across six purposively selected higher institutions in Nigeria. A total of 300 respondents were selected using purposive and stratified random sampling techniques. Data were collected using a 21-item structured questionnaire titled Virtual Reality Integration in Business Education Questionnaire (VRIBEQ). The instrument was validated by experts in Business Education and Educational Technology and yielded a reliability coefficient of 0.82 using Cronbach’s Alpha. Responses were measured on a 4-point Likert scale and analyzed using descriptive statistics such as mean and standard deviation. Findings revealed that Virtual Reality technology is adopted and utilized to a moderate extent in Business Education programs, with the highest agreement on investment in VR infrastructure and lecturer training. However, interactive classroom applications, particularly VR simulations of business environments, were found to be less frequently implemented. In terms of perceived impact, respondents agreed that VR significantly enhances student engagement, interest, collaboration, and cognitive skill development. Nonetheless, a relatively lower rating was observed regarding VR’s ability to fully bridge theoretical knowledge with real-world practice. The study concludes that while Nigerian higher institutions are making commendable efforts in integrating VR technology into Business Education, more emphasis is needed on its classroom-based interactive application to maximize its potential for practical skill development and real-world business understanding.

This paper determined the skills needed by business education lecturers, considering the need for them to be at breast with modern technology in the arts of teaching with emphasis on activity-based learning. This study is further heightened with the need to expose business education students to globalized economy. Thus, the need arises to probe the readiness of business educators (saddled with the responsibility of guiding these students) in terms of their competencies in the use of technology in teaching. This study seeks to achieve one objective, answers one research question and test a null hypothesis. The survey research design is adopted and the study was carried out in Nigeria with an accessible population of 500 business educators, out of which 217 respondents were used. A questionnaire on technology-driven teaching skills and content delivery in Business Education generated data for the study analyzed using Linear Regression Analysis. Findings are that technology-driven teaching skills significantly predict effective delivery of the content of business education. This implies that business educators require skills in the use of modern technology in teaching business education. Based on the finding of this study, it is concluded that the effectiveness of content delivery in business education in today’s globalized society is to an average extent dependent upon the skill level of business education lecturers in the use of technology in teaching.

Having witnessed the extraordinary development of information technology in recent time, one needs to critically examine some systematic changes it triggered in Business Education. This will go a long way in determining whether Business Education is still relevant in accomplishing its goals such as provision of managerial skills for economic sustainability. Based on the above, the researchers thought it reasonable to evaluate the managerial skills acquired through Business Education in present day technology. The researchers‟ findings revealed that Business Education still has the unique and significant potentials in providing managerial skills needed in handling personal affairs, as well as management of business and skills for gainful employment, but calls for improved provision of needed personnel and equipment such as computer for training the would be managers.

The study was carried out to determine perceived influence of the use of e-learning technologies in teaching and learning of Business Education courses in Public Universities in South-South, Nigeria. The study was guided by two research questions and two null hypotheses. The study adopted descriptive survey research design. The population of the study is two hundred and thirty two (232) Business Educators in public universities in South-South, Nigeria. The entire population of 232 Business Educators was studied. Structured questionnaire containing 45 item entitled “Perceived influence of the use of e-learning technologies in teaching of Business Education courses” were used for data collection. The instrument was validated by three (3) experts. The Cronbach Alpha Reliability coefficient was 0.97 and 0.91. Two hundred and thirty two (232) copies of instrument were distributed, 225 were successfully retrieved from business educators. Mean (X) and Standard Deviation (SD) were used in analyzing the research questions. The null hypotheses were tested at 0.05 level of significance using t-test statistical tool. The findings showed that digital library and Google search engine have positive influence in teaching and learning of Business Education in Public Universities in South-South, Nigeria. The hypotheses tested showed that there is no significant difference in the mean ratings of business educators in Federal and State University on perceived influence of the use of digital library in teaching of Business Education in public universities and there is no significant difference in the mean ratings of the business educators in perceived influence of the use of Google search engine in teaching of business education in the public universities in the South-South geo-political zone of Nigeria based on school ownership (federal/ state). Based on the findings of the study, it was concluded that, the use of digital camera, digital library, video conferencing and Google search engine are believed to have influence in teaching and learning of Business Education courses in public universities in South-South, Nigeria. The study recommended among others that management of public universities in South-South zone of Nigeria should endeavour to adequately provide e-learning technologies identified in order to sustain e-learning in teaching and learning of business education courses. The educational implication is that the e-learning technologies for teaching and learning of Business Education courses influence teaching and learning of Business Education courses. Training and re-training of lecturers in the utilization of e-learning technologies should be adopted, because it will improve lecturers’ skills in business education courses and also help students to learn better and faster in the classroom.

Purpose A modern trend in the educational environment in recent years has been the permanent education system with the involvement of online study modes. It is based on multidisciplinarity and adaptivity of educational technologies, starting with the basic level of education – bachelor’s degree, and ending with gaining competences in the field of engineering and economics throughout the whole professional life of a student. The purpose of this paper is to perform a detailed analysis of development of permanent education in Russian universities, focusing on statistical data on popularity of jobs as to professional groups among employers and determining peculiarities of permanent education, based on the distinguished peculiarities of permanent education and requirements of business to develop a model of engineering and managerial education that would integrate two blocks of the educational process – engineering and economic, as well as include modern technologies of teaching. Design/methodology/approach The authors propose the modern model of engineering management education that is implemented in the Russian technical universities. Its distinctive feature as compared to the conventional educational technologies is gaining competences in the field of economics and management at the same time with engineering education at the second stage of education – the master’s program. The proposed model of engineering and management education results in obtainment of two diplomas by the student who is awarded with a master’s degree in engineering and a master’s degree in economics. A difference of the offered model from the traditional educational technologies is obtaining competences in the sphere of economics and management together with engineering education at the master’s program. The result of the offered model of engineering and managerial education is graduate’s receiving two diplomas with master’s degree of engineer and master of economics. The paper shows the existing mechanism of implementing the model of engineering and economic education in a technical university by the example of the master’s program in Economics “Evaluation of economic risks during technological decisions (in oil processing and oil chemistry).” Findings The offered model of engineering and managerial education will allow training the engineers of a new type, who will be able to adapt to new tendencies and initiate the changes that are necessary for effective functioning of business in the conditions of digital economy. Originality/value The offered model of engineering and managerial education should be acknowledged as an innovational educational project that raises demand for graduates through their adaptability to employer’s needs and their usage of new tools of management that are based on exchange of information data and that form managerial task for information provision of the process of decision making and their further execution.

Business educators face the challenge of operationalizing the global converging initiatives of technology integration and inclusion of students with a disability in K-12 education. A survey of business educators was conducted to ascertain how they were implementing these initiatives in the United States. Results indicated that business educators received little training and felt moderately prepared to teach students with a disability. Inclusion occurred in all courses taught and some differentiated instructional activities and assessments were utilized. Findings indicated additional training in the use of technology and assistive technology are needed.

Business educators face the challenge of operationalizing the global converging initiatives of technology integration and inclusion of students with a disability in K-12 education. A survey of business educators was conducted to ascertain how they were implementing these initiatives in the United States. Results indicated that business educators received little training and felt moderately prepared to teach students with a disability. Inclusion occurred in all courses taught and some differentiated instructional activities and assessments were utilized. Findings indicated additional training in the use of technology and assistive technology are needed.

This paper examined adoption of artificial intelligence for 21st century skills in business education programme in Nigeria. There is no gain saying that academic knowledge content alone is sufficient to prepare students for the world of work. With increasing global competitiveness, undergraduates in business education need energetic drive for skills that are challenging and inspiring to thrive in today’s world. Business education programme is known for producing middle level skilled graduates. It is a herculean task for us at the moment since intermediate skill jobs are fast disappearing as their tasks are systematically automated like voice over phone or system, and individuals are increasingly likely to encounter AI technology in their everyday lives. In fact, most organizations worldwide are using some forms of AI in their operations. An understanding of artificial intelligence on education is vital for guiding business educators in developing educational tools. But the irony of this trend is that most business educators may not be conversant with the use of Artificial intelligence tools in education. Finding the proper tools to incorporate AI into the learning framework represents a test for current and future generations of business educators. Even if most students acknowledged AI as a valuable tool, their interaction with AI in educational activities seems more limited than expected. It is against this backdrop this paper examines 21st century skills and undergraduates’ preparation in business education programme and adoption of artificial intelligence in business education programme. The proposed possible solutions to the whole scenario is to organize training and development programmes for business educators, provision of AI tools and environment for teaching and learning business education courses, business educators should organize lessons and other activities bothering on the use of AIs to keep students abreast of, raise awareness and improve skills and knowledge in the utilization of these emergent technologies, tertiary institutions should create awareness and utilization of the different AI technologies in teaching and learning activities and the curriculum should be reviewed, so that 21st century skills be adequately integrated into the curriculum.

Generative artificial intelligence (AI) has the potential to revolutionize teaching and learning in the field of IT and business education. This research aims to explore the opportunities and challenges faced by IT and business educators in the utilization of generative AI in teaching and provide insights for educators seeking to harness the power of these tools while mitigating potential risks. The opportunities for IT and business educators in utilizing generative AI include enhanced learning experiences, automation of administrative tasks, exposure to real-world applications, and adaptability and personalization. Generative Artificial Intelligence allows educators to create interactive and personalized learning content, streamline administrative tasks, prepare students for AI-driven careers, and cater to individual learning needs. However, there are several challenges that educators need to navigate to effectively utilize generative AI. Ethical considerations, including data privacy, bias, and the impact of AI-driven decision-making, must be addressed to ensure ethical use of AI technology. Information technology and business educators must also develop the necessary skills and knowledge in AI to integrate it into the curriculum effectively. This requires staying current with advancements in the field. Additionally, the utilization of generative AI may require significant investments in infrastructure, software, and training. Adequate resources must be allocated to support educators in implementing and utilizing generative AI effectively. Lastly, educators must find a balance between AI-assisted teaching and maintaining a meaningful teacher-student relationship. By understanding and addressing these opportunities and challenges, information technology and business educators can harness the potential of generative AI to enhance teaching and learning experiences, prepare students for the AI-driven workforce, and create personalized and engaging educational content. The result of the study serves as basis by the faculty and administrators in strengthening the implementation of generative artificial intelligence in teaching.

There is need for students of tertiary institutions to enjoy the enormous benefits of Web 2.0 technologies and tools which students use mainly for entertainment and recreation. This necessitated this investigation on the extent business educators in southeast Nigeria are aware of and adopt Web 2.0 technologies for educational instruction. Two research questions guided the study and four null hypotheses were tested at 0.05 level of significance. The survey design was adopted for the study. Population of the study was 144 business educators and there was no sampling. The research instrument was a structured 5-point scale questionnaire validated by three experts in ICT and measurement and evaluation. The reliability of the instrument was established using Split half method. Mean was used to answer the research questions while t-test was used to test the null hypotheses. The study found that the respondents were highly aware of Web 2.0 technologies and adopt Web 2.0 technologies for class interaction to a very low extent. The study also found that age was a factor in business educators’ rating of awareness and adoption of Web 2.0 technologies for educational instruction while sex, years of experience in teaching and type of institution did not affect their response. It was recommended, among others, that management of tertiary institutions should train business educators on the usage of Web 2.0 for educational activities.

The research reported in this chapter was underpinned by the interpretive-constructivist paradigm utilising a Fourth Generation Evaluation methodology. The purpose of the research was to examine conflicting rationales for the implementation of technology education and Education for Enterprise and to evaluate a professional development project.

The study focused on challenges of integrating new technologies for teaching and learning in business education programme at colleges of education in south-east Nigeria. Three research questions guided the study and three hypotheses were tested at 0.05 level of significance. A survey design was adopted. The population consisted of 129 business educators. No sample as taken, as the number was sizeable for the researchers to handle. A structured questionnaire titled “challenges of integrating new technologies for teaching and learning in the business education programme” (CINTTLBEP) was used for data collection. The instrument was validated by three experts in Nnamdi Azikiwe University, Awka. The reliability of the instrument was ensured using test re-test technique. Data collected were analyzed using Pearson Product Moment Correlation Co-efficient formula which yielded reliability co-efficient of 0.88. Data related to the research questions were analyzed using mean and standard deviation in respect to research questions while, z-test was used to test the hypotheses. It is concluded that new technologies should be provided in colleges of education and business educators should be trained and retrained on the use of these technologies. Based on the findings of the study, it was recommended that government should grant permission to business educators to undertake in-service training locally and internationally and among others.

The study was on relationship between human capital development and job performance of business educators in tertiary institution in Ekiti state. Three research questions were raised and three hypotheses were formulated and tested at 0.05 level of significance. The study adopted correlational survey research design. The population of the study comprised 40 lecturers in business education and Office Technology and Management departments from three Universities and Federal Polytechnic, Ado Ekiti respectively. All the lecturers were used since the population was manageable. The instrument used was a questionnaire titled Human Resources and Job Performance Questionnaire (HRJPQ). The instrument was given to experts in Business Education for content and face validity. The internal consistency of the instrument was ascertained using Cronbach alpha with a Coefficient value of 0.89. The findings revealed that there was a high positive relationship between training and business educators’ job performance, there was a very high positive relationship between mentoring and business educators’ job performance and there was moderate positive relationship between performance appraisal and business educators’ job performance. The findings also revealed that training, mentoring and performance appraisal is significant positive predictor of business educator’s job performance. Based on the findings, it was recommended that Management of tertiary institutions in Ekiti state need to establish a widely spread evaluation scheme to enhance performance of business educators, they should also offer training programs to business educators based on training needs which is identified through regular performance appraisal review and provide mentoring programme for them to meet their expected performance.

The significance of business simulation games (BSG) rapidly increases. And this quite understandable. Because simulation games are based on the model playback mode realistic processes, events, locations or situations. The necessity of BSG in the educational process can be explained on the one hand by the growing demand of the labor market in specialists with practical skills, and on the other hand by growing needs of students to be able to navigate themselves through unfamiliar situations and find their decision in a proper and responsible way, instead of blind copying teachers instructions. BSG offers a broad scope of the forms of competencies students such as an ability to work in group teamwork, find a common language and understand that is globally relevant and informed while providing space to adapt the framework to local contexts.
 Business simulation games train students create risk-free spaces where everyone can work out specific skills and feel the effects of own decision-making, requiring a certain level of risk.
 Entrepreneurial activity is pivotal to the continued dynamism of the private sector, as the generation of new businesses fosters competition and economic growth. This is particularly relevant for Azerbaijan, whose entrepreneurship and business innovation levels are low, and it faces a central challenge to create conditions that will facilitate growth in nonoil tradable sectors. Therefore the proposed paper has three objectives: development of teaching resources and tools for delivery of entrepreneurship education. BSG will facilitate strategic problem-solving in life-like simulated business environments and it will be attached to the existing UNEC incubator. BSG should become an integral part of the educational process. Simulation games allow students to practice and improve their entrepreneurial skills in a ‘virtual’ environment by making informed decisions and applying the knowledge and skills acquired in the class.
 According to OECD LEARNING COMPASS 2030, the educational process should be focused on evolving learning framework that sets out an aspirational vision for the future of education. The wider goals of education open new horizons of orientation towards the tomorrow we want to see. Thinking globally acting locally we will create collective well-being for every society’s member.

This chapter extensively explores the application of simulations in business education, underscoring their potential to improve learning outcomes. Through a comprehensive examination of current research, it emphasizes the pivotal role of simulations in enhancing the learning experience. The impact of simulation-based learning on business education is a central focus, covering studies on business simulation games, computer simulations, and their influence on skills, processes, and overall effectiveness. Various studies highlight positive outcomes associated with simulation-based learning environments. The chapter also throws light on the rationale for integrating computer simulations into business education, stressing the importance of aligning teaching methodologies with different stages of learning, as outlined by Bloom's taxonomy. This succinct review offers valuable insights for educators, researchers, and practitioners interested in implementing simulation-based learning in business education.