Abstract
This study investigates the design and assesses effectiveness of visual and interactive components in educational business games. Two visual-interactive games were designed: a quality control game and simulation of queuing processes. One hundred and ten undergraduate business students were divided into treatment and control groups to investigate the games. Control students received classroom instruction and played a text-based game. Treatment students received limited classroom instruction and played two visual-interactive games. Students liked the visual games and a subset of students played excessively. Treatment students better approximated an optimal solution to the quality control game (p<.003). There were, however, no differences between treatment and control groups on post-test measures of domain knowledge Visual components allow designers to add increasing complexity and realism to games. Visual-interactivity, however, requires careful designs to guide students to correct generalizations. Also, visual-interactive games strongly motivate only a subset of business students.
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