Sales Simulation Games

Abstract

This study combines the perspective of students ( n = 137) and sales instructors ( n = 248). It compares how well selling and sales management simulation games, case discussions, and traditional lectures are perceived to conform to the seven principles for good practice in undergraduate education. The study further compares each method’s performance on perceived learning outcomes. Differences between instructors who adopted a simulation game and nonadopters are investigated. Finally, we investigate the reasons why some instructors adopt and others choose not to adopt simulation games for their selling and sales management classes. We find that students consider simulation games more fun, but less useful than lectures, and about equally useful as case discussion. Computerized simulation games are less frequently used in sales education than in other business disciplines. The perceived lack of suitable games is the main reason why instructors do not adopt simulation games for sales education. Contrary to earlier speculation, prior professional work experience of the instructor is unrelated to simulation game adoption, and years of teaching experience is positively related to the use of simulation games.