Business Simulation Game Research Articles

Business Simulation Training Using Monsoonsim

Business simulation training has been conducted by the School of Information Technology, Information Systems Department, Ciputra University, using MonsoonSIM. The aim of this activity is to introduce the concept of Enterprise Resource Planning (ERP) to students through virtual business simulation game. This training was conducted online, due to to Covid-19 pandemic. By using MonsoonSIM software, students can manage a virtual company and learn the company's business processes. Learnings in this training were in the form of material module explanations, simulations, discussions, and evaluations. This program was attended by students from Junior High School and Senior High School. Participants not only play individually to learn from the game experience, but also in a team to compete to be the best virtual company that can dominate the market within a predetermined period of time. By participating in this training, students can manage the operational processes of a virtual company, understand existing resources, and can make a company planning strategy in order to survive and grow.

БИЗНЕС-СИМУЛЯЦИЯ КАК АДЕКВАТНАЯ ЭКОНОМИЧЕСКОЙ РЕАЛЬНОСТИ ОБРАЗОВАТЕЛЬНАЯ ТЕХНОЛОГИЯ

The authors proposed to consider business simulation as a modern educational technology adequate to economic reality, as an interactive model of the economic system, which, by its internal conditions, is as close as possible to the corresponding institutional unit: a division or an entire enterprise, industry, country. Based on the expert analysis, it was revealed that employers and students in universities have different assessments of the skills required for employment. This gap in the assessment of competencies can be partially leveled through the implementation of business simulation. The authors gave an analysis of the business simulation from the point of view of a competency-based approach. They identified groups of tasks that can be solved with the help of this educational technology, and formed the corresponding general cultural, general professional and professional competencies of students in economic areas of training. The authors identified the advantages of using business simulation in teaching, which lay the foundation for the formation of competencies: the possibility of using it in a distance form, activation of creative abilities, the development of creative thinking, independence and self-discipline of students, great interest of students in the learning process due to gamification, applied nature and a high degree proximity to economic reality, the ability to simultaneously solve many problems. The disadvantages of using business simulation were also considered: a lack of contact work between a teacher and a student, an increase in the time spent in front of the screen, the need for special training of teachers, excessive involvement in the game part of a business simulation, financial costs for technical development and the creation of the necessary infrastructure. Foreign business simulations are characterized, the use of which makes it possible to hone the skills of doing business and making optimal economic decisions. The problems and prospects of development in Russia of training based on business simulation were identified. It was emphasized that further research requires studying the experience of using business simulation games in universities and business schools.

The impact of business simulation games on Vietnamese students’ entrepreneurial intention

In Vietnam, business simulation games have been affirmed as a very effective business learning tool for entrepreneurship education. However, few educators have properly applied them to arouse students' desire to study entrepreneurship. This paper aims to explore the role of human-system interaction and subjective norms (extrinsic) with self-efficacy (intrinsic) in building students’ entrepreneurial intention using the theories of Self-Determination (SDT), and Stimulus-Organism-Response (SOR). The PLS-SEM was employed to analyze the data collected from 195 undergraduates from Vietnam’s southern business universities. The results showed that self-efficacy plays a full mediator between human-system interaction and entrepreneurial intention. Additionally, subjective norms strengthens the effect of human-systems interaction on self-efficacy, implying that subjective norms plays a moderating role in this connection. It is anticipated that the study's findings will provide practical applications for universities' boards of management, game designers, and future researchers to focus on developing entrepreneurship that accommodates students’ values.

A mobile game for enhancing Tourism and Cultural Heritage

This paper briefly describes the overall concept of ”TRAVEL TYCOON GREECE” (TTGR), a novel business simulation game which aims to simulate realistically a complete tourism experience. The latest image processing and computer graphics technologies were utilized to create accurate 3D backgrounds with different levels of detail, which were incorporated in the game engine and serve as a realistic and accurate terrain allowing the user to navigate in selected historical and touristic areas of Greece. A series of real-world scenarios representing multiple components of the tourism section were designed primarily for entertainment and marketing purposes. In order to motivate users to participate in the game or remain active, an incorporated ticketing platform allows users to win offers such as touristic products and services.

БИЗНЕС-СИМУЛЯЦИЯ КАК ИНТЕРАКТИВНЫЙ МЕТОД ПОДГОТОВКИ ЭКОНОМИСТОВ

n the article, the authors identified the essence of the main categories of research: simulation, computer simulation, business simulation. Business simulation is viewed as an interactive method for training economists, which has a system of rules and objectives and is aimed at forming a set of competencies that will help the student in subsequent economic activities. Business simulation has a clearly defined educational goal — the development of practical skills and competencies by the participants. The authors identified the key advantages of using business simulation, including: differentiation and adaptability of model changes; an integrated approach to the study of an object, verifiability of various approaches, the possibility of solving a variety of problems. The authors noted the disadvantages of using business simulation: psychological characteristics of the transition to innovative methods of training students, poor awareness, lack of digital competencies, low motivation of teachers, problems with access to resources and tools. With the use of a systematic analysis of the advantages and disadvantages, the expediency of introducing business simulation into the educational process in higher educational institutions for students of economic training is substantiated. The authors analyzed the experience of using business simulations popular in foreign universities and business schools, including Blue Ocean Strategy Simulation (BOSS), Capsim Capstone Business Simulation, Capsim Foundation, Cesim, Edumundo, Online Simulations Harvard Business Publishing Reality Works Business Education Simulations, Traction. The authors considered Russian projects of business simulations: Business course: Corporation Plus, Nixdorf «Exchange», Nixdorf «Delta», ViAL +. The authors identified economic disciplines, in teaching which business simulation should be used (accounting and audit, economic theory, finance, enterprise economics, management, trade, investment analysis, marketing). This will allow updating education and bringing new business graduates to the market and, as a consequence, increasing the efficiency of the national economy. It was emphasized that further research requires studying the experience of using business simulation games in universities and business schools

Encouraging gameful experience in digital game-based learning: A double-mediation model of perceived instructional support, group engagement, and flow

In the current digitalization era, digital game-based learning (DGBL) is used in education to engage and motivate students. Gameful experience (GE) is a crucial precondition to determine the effectiveness of these games. However, previous research focused solely on the effects of games on inter alia student engagement, and empirical research regarding GE is lacking. Therefore, this study provides deeper insights into GE by empirically investigating the factors that encourage students’ GE. Grounded in the theory of experience, a double-mediation model is developed that considers the direct relationship between perceived instructional support and students’ GE and examines the mediating roles of group engagement and flow in this direct relationship. Data from 336 students participating in a team-based business simulation game at two universities in Germany were analyzed using regression-based mediation analysis via SPSS Process. The results revealed that perceived instructional support promoted students’ GE. Moreover, group engagement and flow sequentially doublemediated the positive relationship between perceived instructional support and GE.Thus, to encourage students’ GE, educators and education institutions should provide appropriate instructional support that promotes group engagement as well as flow among students.

The influence of emotional intelligence on team cohesion and the mediating effects of self-efficacy and trust: time-lagged approach

PurposeUsing the input-mediator-output-input (IMOI) model, this paper aims to use longitudinal data to test team level self-efficacy and trust as mediators in the relationship between team emotional intelligence (EI) and team cohesion (TC) and examine the relationship between TC and team performance.Design/methodology/approachIn an experimental design, 347 senior business students (84 teams) played a simulation game for 12 weeks. The authors collected data at three different time points to avoid reverse causal effects in the mediation relationship.FindingsAs hypothesized, trust and self-efficacy mediate the relationship between EI and TC. Moreover, TC is a strong and significant predictor of team performance.Research limitations/implicationsThe authors measured most variables using a self-reported survey, which can cause common method bias, and the authors used a business simulation game for the team task with student participants, which may limit the generalizability of the findings to other team contexts or populations.Practical implicationsWhen forming work teams, managers should consider levels of EI and self-efficacy because they facilitate the development of trust and TC, which, in turn, lead to improved performance.Originality/valueThis study contributes to the literature on EI and TC by revealing the mediating effects of trust and self-efficacy and contributes to the team literature by leveraging the IMOI model to explicate the mediation effects. This study’s longitudinal study design clarifies the causal relationship among EI, trust and self-efficacy and TC, thereby eliminating reverse causation concerns.

Emotional Intelligence, Trust, and Functional Behavior: Longitudinal Study of Achievement Approach to Leadership Emergence

Leadership emergence refers to the phenomenon where an individual voluntarily takes a leadership role even when there is no designated leader. There have been many studies that investigated the antecedents of leadership emergence but few studies have investigated the integrative process of leadership emergence. Based on the achievement approach to leadership emergence, the current study attempts to explore how an individual’s trait, state, and behavior are related to leadership emergence. The study found that an individual with high emotional intelligence is more likely to emerge as a leader by perceiving trust and showing task behaviors. We collected longitudinal data from 171 participants (43 groups) who played a business simulation game as a group task for 11 weeks. The data analysis revealed that emotional intelligence is positively related to trust, which in turn has a positive impact on task behavior. Additionally, task behavior has a positive impact on leadership emergence. In the study we discussed implications, limitations, and future research issues.

Creating Gameful Experience as an Innovative Approach in the Digital era

In the current digitalization era, games have become a crucial new method for digital game-based learning (DGBL) in higher education. Regarding the use of games in DGBL, the development of meaningful learning experiences within games, i.e., gameful experience (GE), among students is decisive, as GE is a necessary precondition determining the effectiveness of games. Therefore, this study provides deeper insights into the GE and empirically investigates the factors creating GE among students. Grounded in the theory of experience, a double-mediation model is developed that considers instructional support, group engagement, and flow as determinants of students’ GE. Based on data from 336 students participating in a team-based business simulation game at two universities in Germany, regression-based mediation analysis revealed that instructional support promoted students’ GE. However, in this relationship, the interpersonal factor, group engagement, alone did not indirectly create students’ GE in terms of absorption and dominance. Instead, the individual factor, flow, mediated the corresponding relationship. Furthermore, group engagement and flow together sequentially double-mediated the relationship between instructional support and GE. Consequently, in the context of DGBL, appropriate instructional support as well as high levels of group engagement and flow are important to create students’ GE.

Creating a Modified Monopoly Game for Promoting Students' Higher-Order Thinking Skills and Knowledge Retention

ABSTRACTThis study modifies a popular business simulation game, Monopoly, to assess its effectiveness as a learning and teaching tool for helping high school accounting students acquire and apply foundational accounting concepts. The study compares an accounting-focused, Modified Monopoly simulation game with two other instructional methods. Using a quasi-experimental approach that involves three learning groups with random assignment of treatments based on school/class, a sample of 144 accounting students was obtained. This study found students using Modified Monopoly showed significantly greater improvement between their pre- and post-test scores than students in Computer-assisted instruction (CAI), but significantly less improvement than a paper-based extended accounting problem (EAP). However, students using Modified Monopoly, similar to CAI students, did not suffer the same significant decay in knowledge as students in EAP. These results offer evidence for the significant and more enduring learning benefits that Modified Monopoly can produce in students' higher-order thinking skills.Data Availability: Data are available upon request.

Perceived self-efficacy of students in a business simulation game

Abstract Self-efficacy is an individual's confidence in the personal ability to complete a task under specified conditions. Game self-efficacy is the belief of game players that they would win in a business simulation game competition. To understand the composites of such belief, an instrument of 30 statements was developed and statistically tested on 227 undergraduate students at the end of a business simulation game competition. The factor analysis produced eight factors of perceived game self-efficacy, namely, innovation, experimentation, conviction, openness, focus, proactivity, conceptualisation and determination. These factors have significant research implications for goal-oriented behaviour, goal setting and performance enhancement at work and in games and competitions, and in developing simulation games.

The Use of Interactive Methods in Teaching the Russian in Technical Universities of Kazakhstan

The article aims to consider business simulation games and empirical training abroad as a part of continuing education system with a focus on their practical significance and value for socialization for water management students. Programs of Moscow Timiryazev Agricultural Academy and foreign real and virtual simulation games scenarios were used as materials. The comparative method and the methods of modeling and visualization were applied. The examples of business simulation game implementations in the field of water management, including Aqua Republica, International Drought Tournament, Shariva and Ravilla, were studied and the main advantages of such games were pointed out. The two options of seasonal practice in Europe planned by the Russian State Agrarian University — Moscow Timiryazev Agricultural Academy and the experimental Canadian-Cuban program of training abroad were analyzed in detail as an example of the effective practical learning. After the comparison of Russian and foreign practices the formula of any new method in today’s higher education has been provided and the most effective blended learning methods have been pointed out. The results of the study can be used in the development of curricula and courses of agrarian higher educational establishments in Russia and abroad.

Lifelong Education in Business: Role of Simulation Games in the Teaching Process

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.

Towards a manager's mental model: Conceptual change through business simulation

Mental models are relevant in both managerial decision making and management education. Decision-making studies have demonstrated how managers benefit from more accurate mental models by gaining higher-quality heuristics and better performance. However, management education studies assessing mental models as learning outcomes remain rare. This study aims at understanding how students' mental models change during a business simulation course. We designed a pre- and post-simulation concept map assignment that illustrated students' mental models as number of concepts, connections between concepts, and written explanations. The findings of our study demonstrate that students’ mental models changed through two interconnected processes: addition of new knowledge and change of misconceptions in existing knowledge. Based on these results, we composed a model of conceptual change through business simulation gaming. Our study contributes to the research on learning from business simulations and addresses the recent call for more conceptual change research in social sciences by enhancing the conceptual change discussion in the management education literature.

Understanding and Predicting Students’ Entrepreneurial Intention through Business Simulation Games: A Perspective of COVID-19

COVID-19 has disrupted educational institutes across the world. Teachers and students are now forced to teach and study online for an unidentified period, which severely hampers the learning capacity as well the student’s intention toward entrepreneurship. This study compared the impact of traditional teaching and teaching through online management simulation games on student learning performance and further leads to entrepreneurial intention. To further understand the desirability of business simulation games, we used the technology acceptance model (TAM) and extended it by employing knowledge sharing, knowledge application, learnability, perceived pleasure, and self-efficacy as exogenous variables. For this purpose, time-lagged data were collected from 277 students enrolled in entrepreneurship courses in public sector universities. To deal with homogeneity and generalizability issues, students from different collaborative universities were asked to participate in the study. Structural equation modeling was employed for analysis, where the results depict that the students learning performance was enhanced after using simulation games compared to regular theoretical online lectures, which further encouraged them to be entrepreneurs. We also concluded that simulation games are novel and effective online teaching methodology for students during a time of crisis. The study concludes with its theoretical, practical implications, and directions for future researchers.

Education and training of manufacturing and supply chain processes using business simulation games

Various studies confirm the positive outcomes of business simulation games, which can be effectively used in the education of manufacturing and supply chain processes. The use of them in education increases business knowledge, causes better understanding of business processes, improves decision making, problem-solving, and interpersonal communication skills. General business simulation games with manufacturing functions included are described briefly. Twenty-two specialized manufacturing and supply chain simulations are discussed in detail showing their features and decision-making possibilities. The study is useful for educators, trainers, and companies looking for practical learning methods. The discussion of the games gives them an opportunity to better understand available business simulations and be able to choose the appropriate one for their expected learning outcomes.

Human-centered performance management in manual assembly

This paper presents results from an ongoing empirical study that investigates the effect of human-centered performance management with regard to operational performance and work motivation of shop floor workers. The approach is based on gamified information provisioning. To date, the concept of gamification has been applied in numerous fields, yet hardly any related work provides empirical findings for the production environment. Based on previous approach, we realized our approach prototypically as an MES application. Then, we integrated our application into a business game simulation. The study design builds on an application scenario in manual assembly. Two treatment groups were defined for investigation. Qualitative observations show that the provision of gamified metrics-based information proves to be a motivation driver.

Instilling Entrepreneurial Mind-Set through Entrepreneurship Education: A Systematic Review of Literature

Entrepreneurship has never been more significant than at the present moment, when economies across the world encounter the challenges of economic growth, connecting the inequality gap and solving social problems. Society necessitates individuals equipped with entrepreneurial and innovative skills, attitudes and behavior. Education is one way the government can grasp to create an environment for entrepreneurship. Entrepreneurship education has generated considerable interest in recent decades. More so, entrepreneurship education fosters entrepreneurial mind-sets, behaviors and capabilities in young people enabling them to create and lead new organizations and entrepreneurship educators are hence looking for pedagogies that enable students to be exposed to multiple experiences in entrepreneurial decision-making. However, the argument on the pedagogy of entrepreneurship education still remains agnostic. The finest outcomes in entrepreneurship education are achieved when students are exposed to action-oriented experiential learning that encourages problem-solving, creativity and peer evaluation. Building upon insights from existing literature, the findings suggest that, by embracing game-based learning model for entrepreneurship education, and design thinking approach in entrepreneurship education can foster entrepreneurial mind-set. Notably, business simulation games can play in the development of entrepreneurial capabilities in undergraduate students.

A relatív hatékonyságvizsgálat (DEA) alkalmazása üzleti szimulációs játékban nyújtott teljesítmény értékelésére

Az üzleti szimulációs játékokban résztvevők teljesítményének értékelése nehéz feladat a szubjektív értékelési szempontok és a nehezen aggregálható kvantitatív információk miatt. A cikk célja annak bemutatása, hogyan alkalmazható a relatív hatékonyságvizsgálat (DEA) a szimulációs játékokban résztvevők teljesítményének átfogó értékelésére. A cikk áttekinti a szimulációs játékok jelentőségét az oktatásban, valamint az eredmények kiértékelésének problémáit és gyakorlatát. A tanulmányban állandó skálahatékonyságú, inputorientált, radiális DEA-modell segítségével elemzik a szerzők egy termelésszimulációs játékban részt vevő hallgatók teljesítményét. Az értékelés sajátos szempontjait figyelembe véve súlyszámkorlátok alkalmazásával oldják meg, hogy valamennyi fontos értékelési kritérium szerepeljen a vizsgálatban. Az ismertetett módszer egyrészt új utat nyithat a szimulációs játékok résztvevőinek teljesítményértékeléséhez, továbbá a DEA egy eddig fel nem tárt új alkalmazási lehetőségére is rámutat. A teljesítményt átfogóan jellemző hatékonysági mutatón túl, a nem hatékony működés okai, és a mintaként szolgáló döntési stratégiák is azonosíthatók, továbbá a teljesítményjavítás útjai feltárhatók.

Prospective Impact of Business Simulation Gaming on a Public Sector Management

Studying applications of mathematics, economics and behavioral sciences for various problems in business education seems to be prerequisite because its applied nature is obvious. So far, the public sector management and the decision making manner in this sector significantly differed from the private sector. However, public management has undergone significant changes nowadays, mainly due to more and more complex contemporary decisional problems it must face. Obviously, managerial cognitive capabilities can be taught, and have been taught in business education for years. The question arises if it is possible to adopt selected experiential techniques of pattern recognition, interconnected thinking and holistic learning, already successfully utilized during classical managerial training, to the betterment of the public sector management. The answer to this question constitutes the objective of this examination.