Abstract
As a new trend in learning, simulation games play an active and essential role in the area of educational technology. Gaming makes a positive impact on the learning process. It has the capability to enhance creativity, problem-solving, communication, decision-making, and collaboration (Faizan et al., 2015). This paper is aimed at exploring the factors that affect students’ acceptance and use of simulation games in management courses. In this study, the unified theory of acceptance and use of technology (UTAUT) is utilized to investigate students’ intentions regarding using simulation games for learning. The proposed model and its hypotheses are tested by surveying 115 students at Yanbu University College in Saudi Arabia. Data are gathered and analyzed using smart partial least square. After analysis, the results prove that performance expectancy, effort expectancy, and social influence have positive effects on behavioral intentions (BI) and that facilitating conditions have a positive impact on use behavior (UB). In addition, a positive effect is found between BI and UB. The authors utilize the study findings to highlight some recommendations that could improve the implementation of simulation games. Finally, future studies are recommended to increase the sample size for more reliable results and conclusions.
Highlights
Games and simulations are being used increasingly in the academic and business fields to enhance the learning process (Costin, O’Brien, & Slattery, 2018)
The results prove that performance expectancy, effort expectancy, and social influence have positive effects on behavioral intentions (BI) and that facilitating conditions have a positive impact on use behavior (UB)
Through which the authors aimed to test the influence of students’ performance expectancy (PE) for using simulation games on the intention to use said games, the results showed that PE positively affects students’ intention to use these games (β = 0.344, p < 0.005)
Summary
Games and simulations are being used increasingly in the academic and business fields to enhance the learning process (Costin, O’Brien, & Slattery, 2018). Business simulation games are one of the learning tools that have emerged in the past few years. “It has been nearly 40 years since the first known use of a business simulation game in a university class” (Faria & Nulsen, 2014). Simulations are defined as artificial environments created to manage individual experiences of reality (Bell, Kanar, & Kozlowski, 2008). One of the most critical features of simulations is the ability to increase, replace, create, and/or manage an actual learner experience to reflect the real world by providing realistic learning content and features (Cannon-Bowers & Bowers, 2009). The value of using simulation games is to give students the chance to practice their knowledge and develop certain skills such as leadership, strategic decision-making, and effective communication and to enjoy good collaboration and a collective sense of responsibility (Li & Dong, 2009)
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