Abstract
The use of simulations in business education started in 1957, since then, hundreds of simulations have been developed and/or introduced in the classroom. In this paper, we present a literature review of the impact that business simulations have in developing decision-making skills, integrative, experiential learning, and teamwork skills. Building on the generative learning theory, experiential learning theory and bloom?s taxonomy, we tested the simulation GlobalDNA with a sample of undergraduate students divided into 4 groups. The objective was to obtain feedback of the applicability and benefit of using this software to teach decision-making in international business courses from a student and instructor experience perspectives. Results showed GlobalDNA being applicable to senior level or capstone international business strategy courses and appropriate as an experiential learning tool. Students we asked, at the end of the class to submit introspective summaries regarding the software program. We found supporting evidence and student perceived benefits for implementing simulations into the international business curricula to represent the experiential learning prong, and GlobalDNA provided a relevant backdrop for it.
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