Business Simulation Game Research Articles

Деловые имитационные игры как эффективный метод обучения

Деловые имитационные игры как эффективный метод обучения

Business Simulation Games as an Active Learning Teaching Methodology: Students’ Perceptions

The process of teaching and learning within management courses using business simulation games draws on innovative features to explore the complexity of decision-making processes and offers an effe...

A Case Study of Problem-Based Learning in a Start-up Education Using Business Simulation Games

A Case Study of Problem-Based Learning in a Start-up Education Using Business Simulation Games

Decision-Making in a Real-Time Business Simulation Game: Cultural and Demographic Aspects in Small Group Dynamics

Simulated virtual realities offer a promising but currently underutilized source of data in studying cultural and demographic aspects of dynamic decision-making (DDM) in small groups. This study focuses on one simulated reality, a clock-driven business simulation game, which is used to teach operations management. The purpose of our study is to analyze the characteristics of the decision-making groups, such as cultural orientation, education, gender and group size, and their relationship to group performance in a real-time processed simulation game. Our study examines decision-making in small groups of two or three employees from a global manufacturing and service operations company. We aim at shedding new light on how such groups with diverse background profiles perform as decision-making units. Our results reveal that the profile of the decision-making group influences the outcome of decision-making, the final business result of the simulation game. In particular, the cultural and gender diversity, as well as group size seem to have intertwined effects on team performance.

THE PEDAGOGICAL CONDINIONS FOR PROFSSIONALLY ORIENTED TEACHING FOREIGN LANGUAGE TO FUTURE SPECIALISTS OF ECONOMIC PROFILE

The article presents the pedagogical conditions for professionally-oriented teaching foreign language defined and substantiated by the authors. It shows that challenges, which modern students face, cause relative transformations in teaching process and provided educational content. The article focuses on comprehensive communicative competence models, formation of positive motivation, interdisciplinary connections, business simulation games and role-playing.

웹 기반의 경영시뮬레이션 게임 개발 방법론

웹 기반의 경영시뮬레이션 게임 개발 방법론

Developing a Sustainable Innovative Pedagogy for Teaching Innovation & Entrepreneurship, Leading Studentss Thinking Towards Nature for Restoring the Ecological Balance Through Social Entrepreneurship Startups

Learning and Teaching of entrepreneurship has been a big challenge for higher education institutions. While the subject spans the entire spectrum of management learning, the psychometric traits linked to entrepreneurial behavior have always been difficult to inculcate in students coming from diverse cultural background. For sustainable learning of entrepreneurship, it is important to develop an eco-system which engages students through various stages of entrepreneurial journey without the encumbrance of financial & logistics constraints. The effectiveness of management and business simulation games was found to be sub-par in sustaining student interest over a longer learning period. To overcome these challenges, the authors conceptualized an innovative learning pedagogy testing a theoretical model through a longitudinal study integrating physical resources, knowledge management, IT interface through a virtual reality based game and several labs in campus to support the initiative. All institutions today are supporting startups but few have a focus of leading students thinking towards natural wealth and develop ways and means of harnessing it without disturbing the ecological balance. In developing economies of Asian African region, almost 80% resources are offered by nature and population of equivalent proportion is dependent on value added products and services that have their roots in natural abundance produce. In modern evolving times, most of the efforts are centered on IT applications to make urban processes faster and smoother. While this effort helps the 20% to 35% of total population, intense competition in startups based on intangibles leads to a high failure rate. The authors thus wanted to chart a course of action through an innovative pedagogy which leads to divergent thought process in students, generating oft-the-beaten-track ideas and then support the students in taking their ideas to launch stage through numerous interfaces adding value and making them more secure of failure through subsequent stages.

Effects of national culture on group decision making: a comparative study between Thailand and other Asian countries

This study examines group decision making by employing a business simulation game. We investigate whether differences in individual countries' business cultures determine the distinguishing features of group decision making. In particular, this study compares groups categorised by agent, strategy, and the population of agents. Group characteristics are analysed based on the ranking by Hofstede (1980), along four dimensions - power distance, individualism, masculinity, and uncertainty avoidance, of Japan, China, Hong Kong, and Thailand. The four experiments were conducted locally with graduate students at business schools in Japan, China, Hong Kong, and Thailand. The results show that there are differences in the approach to cooperation among teams from each country as we hypothesised and that country-specific variables are the source of differences in behaviour. The research findings have implications of cultural dimensions on business practices and managerial behaviour.

An Empirical Study on the Educational Effects and Success Factors of a Business Simulation Game

An Empirical Study on the Educational Effects and Success Factors of a Business Simulation Game

Measuring the Impact of a Marketing Simulation Game

Background. The evidence from past research suggests that business simulation games (BSGs) do offer a meaningful educational experience. One characteristic lacking across past research studies is the trait of indecisiveness. Aim. This study sought to explore whether business students would self-report a change in their perceptions of their indecisiveness after participating in a business simulation games (BSG). In addition, whether higher performance simulation decision makers would self-report being less indecisive (i.e. able to make decisions in a timely manner) than lower performance simulation decision makers. Method. Using a pre-test and post-test design with a comparison to an untreated control group, the change in 386 business students’ perceptions of their indecisiveness was assessed using a self-reporting questionnaire. Results. The findings showed a statistically significant reduction in the level of perceived indecisiveness as a result of the simulation experience. The higher performance students reported being less indecisive than lower performance students while both higher performance and lower performance students reported a reduction in perceived indecisiveness. The level of self-reported perceived indecisiveness amongst a control group of 137 business students indicated no significant change. Conclusion. If the combination of practice and positive reinforcement increases the comfort level (reduce feelings of risk and threat) of decision makers then perceived indecisiveness should decrease as a result of simulation participation, which may generalize across situations demanding decisions.

Irrigation water policy analysis using a business simulation game

Despite numerous studies on farmers' responses to changing irrigation water policies, uncertainties remain about the potential of water pricing schemes and water quotas to reduce irrigation. Thus far, policy impact analysis is predominantly based upon rational choice models that assume behavioral assumptions, such as a perfectly rational profit-maximizing decision maker. Also, econometric techniques are applied which could lack internal validity due to uncontrolled field data. Furthermore, such techniques are not capable of identifying ill-designed policies prior to their implementation. With this in mind, we apply a business simulation game for ex ante policy impact analysis of irrigation water policies at the farm level. Our approach has the potential to reveal the policy-induced behavioral change of the participants in a controlled environment. To do so, we investigate how real farmers from Germany, in an economic experiment, respond to a water pricing scheme and a water quota intending to reduce irrigation. In the business simulation game, the participants manage a ‘virtual' cash-crop farm for which they make crop allocation and irrigation decisions during several production periods, while facing uncertain product prices and weather conditions. The results reveal that a water quota is able to reduce mean irrigation applications, while a water pricing scheme does not have an impact, even though both policies exhibit equal income effects for the farmers. However, both policies appear to increase the variation of irrigation applications. Compared to a perfectly rational profit-maximizing decision maker, the participants apply less irrigation on average, both when irrigation is not restricted and when a water pricing scheme applies. Moreover, the participants' risk attitude affects the irrigation decisions. This article is protected by copyright. All rights reserved.

Letter from the Editors: Special Issue on Is Your “IB” Research Truly “International”?

This editorial introduction to the special issue of AIB Insights focuses on the issue theme: Is Your “IB” Research Truly “International”? The issue includes “Is Your “IB” Research Truly “International”?” by Jean J. Boddewyn; “Russian Foreign Trade under a New Wave of Political Pressure: A Glance from the Inside” by Andrey Mikhailitchenko and Sanjay Varshney; “Tax Avoidance by Multinational Companies: Methods, Policies, and Ethics” by Farok J. Contractor; “Irish-Dutch Sandwiches, Corporate Inversions, and Arm’s Length Transactions: International Tax for IB Courses” by James Nebus; and “Effective Use of Business Simulation Games in International Business Courses” by Tim Rogmans.

Effective Use of Business Simulation Games in International Business Courses

This paper provides an account of technology-based international business simulations and discusses six suggestions for the effective use of simulations based on experience and academic research on the topic. It constitutes a valuable addition to the teaching repertoire of IB educators interested in covering international tax issues in the classroom, and using international business simulations in their courses.

Building Simulation Game-Based Teaching Program for Secondary School Students

Background.Business simulations are being played by a growing number of students. One potential scope for their implementation is the introduction of game-based programs at an early stage of the education ladder. Teaching programs with computer-aided simulations are new tools addressed to both secondary school teachers and students. Aim. This article describes a secondary school program supported by a business simulation game. The program was designed to teach students fundamental knowledge in the fields of economics and business. Methodology. The article gives insight into the design process and the final product of this teaching and learning program. Demand modeling, econometric decision modeling sample, insights into game scenario design, and the teaching program material offer a broad picture of the scope and nature of this project. Results and Recommendations. The project illustrates the process of educational game design in a setting of many limitations. Application of user-centered design and flow methodologies was helpful in designing and implementing this game into a teaching program for secondary school students. The students benefit from an optimal experience owing to a goal-oriented, evolutionary model of demand and costs developed for the purpose of implementation of the project.

Effectiveness of Learning Through Experience and Reflection in a Project Management Simulation

Aim. In close cooperation with an international automotive supplier we developed the “C2” business simulation game in order to meet real work practice needs. Based on the example of a site-location decision and the setup of a new factory in China, the participants of the game experienced the challenges of an interdisciplinary project team as well as project management in complex and rapidly changing situations. During the game we used the creative learning method LEGO® Serious Play®,1 which helps to express different understandings through hands-on modelling. The aim of the game is to acquire and improve both technical project management knowledge and soft skills of the participants. Method. In total, 47 students participated in one of six two-day game sessions. They reported self-perceptions about their skill level through pre- and post-game questionnaires. Further data were collected during the simulation game based on observations, lessons learned reflections of the participants and evaluation questionnaires. Results. Results from our pre- and post-game self-assessment questionnaires show that the “C2” business simulation game improves not only conceptual knowledge about project management but also team working and the participants’ other soft skills. Results indicate that the students’ reactions to the simulation game were positive, and students felt that the LEGO Serious Play method helped them to better cope with challenges of teamwork, influences of stakeholders, risk factors and unpredictable project situations. Conclusion. These results suggest that our business simulation game has the potential to be an effective learning and training tool to provide students with relevant skills necessary for project managers. By giving students the opportunity to act in an authentic scenario based on a real project case, we can support their action-oriented as well as their trial-and-error learning, or in short their learning through experience.

A Game-Based Approach to Raise Quality Awareness in Ramp-Up Processes

Today's production systems are complex sociotechnical systems. Both technical challenges, as well as the integration of human employees with their diverse abilities, wants, and needs, must be considered. Due to a growing number of product variants, shorter lead times, and global supply chains, planning production systems is becoming increasingly difficult, both on the technical and human levels. The highly volatile and uncertain character of production systems is intensified by the growing complexity and need for results in shorter decision times for ramp-up management. To handle the increasing complexity, human decision makers must be adequately trained for the ramp-up period. Therefore, the influential factors and their magnitude from both the technical and the human perspective must be identified and understood. This knowledge can help to manage the complexity of ramp-up processes, reduce the disturbances within the processes, and strengthen their overall resilience against failures.To adequately understand the human and technical factors that relate to ramp-up processes, it's necessary to have an experimental framework. This framework should support the identification and quantification of sociotechnical factors, enabling practitioners and researchers to model suitable interventions. In this article, the authors propose, develop, and evaluate a business simulation game that serves as such an empirical framework. The game is furthermore suitable to train managers before the ramp-up process. The achieved performance in the business simulation game may be used to evaluate a person's suitability for the task and to identify individual training potential.

The ERP Challenge: An Integrated E-learning Platform for the Teaching of Practical ERP Skills in Universities

This paper investigates the teaching of practical ERP skills to students at German-speaking Universities. The discussion is centred on an innovative teaching concept called “The ERP Challenge”, which was developed to give students a hands-on experience with a commercial standard ERP system (Microsoft Dynamics NAV). The ERP Challenge consists of a business simulation game based on a real-world company case, an e-learning platform and the actual ERP system. The software platform for the ERP Challenge combines these elements in a seamlessly integrated way. We describe the design science process for the development of the software platform, the evaluation process for its refinement and the possibility to provide the solution as a hosted service. The findings from two supporting empirical surveys are presented; these show that the ERP Challenge is perceived as a successful means of providing ERP skills by the students and that the feasibility of a hosted service needs to be carefully examined.

Business Simulation Game Design Based on Real Time Strategy Using SpringRTS Engine

Competition in today's business world is getting tougher and raises the number of changes, in which the changes occur more rapidly. Because of that the ability and skills of human resources should also be able to learn quickly to adapt the changes in business world. Therefore, entrepreneur needs a tool that can give the effect of teaching and improve the ability of decision-making and reduce the financial risk for businesses. This research aims to develop a game which can do business simulation. In the process of developing this game, SpringRTS framework is used to maintain the development. There are some steps being taken, which originated from the literature study followed by analysis and design requirements and proceed with expressing ideas that have been done on the analysis and design steps into a tangible form, which includes 3d modeling, uv texture mapping, 3d assembling and coding with the Lua programming language. This research successfully produces business simulation game that can give the effect of teaching in a game without compromising the beauty of the graphics aspect according to research output which made a simulation game with 3 dimensional graphics which make the user whom played it did not easy to became bored.

Business simulation games with and without supervision: An analysis based on the TAM model

Training in business administration is evolving significantly over recent years. Training in business administration is now building on the acquisition of competences in a variety of on-site and off-site subjects using diverse teaching and learning methods. One of the aspects determining the success of this type of methodology is people's opinion. This research analyzes the degree of acceptance by students of two business administration training methodologies, one building on a non-directed and autonomously managed simulator and another building on a simulator for management teaching. The empirical research predicates on the technology acceptance model (TAM) by Davis (1986) and Davis et al. (1989). The results reveal significant differences in the relationships between the constructs of the model for the two groups, explaining the technology acceptance behavior for users within the context of a business game technology. In particular, the results show that in the case of the on-site-assisted business game-training programs tested, perceived ease of use has a significant effect on attitude to use, whereas for the web-based business game-training program, perceived usefulness has a significant effect on intention to use. From these results, the study argues the implications for the theory and the practice.

The Impact of SimVenture on the Development of Entrepreneurial Skills in Management Students

The purpose of this study was to bridge a gap in our understanding of the role business simulation games can play in the development of entrepreneurial capabilities in undergraduate students. While entrepreneurship education has come a long way from being a branch of business and management studies, to its current status as a core discipline in its own right, the debate on the pedagogy of entrepreneurship education continues. The best results in entrepreneurship education are achieved when students are exposed to action-oriented experiential learning that encourages problem-solving, creativity and peer evaluation. Game-based learning is an emerging pedagogy that brings together the evolving nature of young learners and experiential learning. Grounded in the theory of experiential learning and action research methodology, this study investigates how a particular business simulation game, SimVenture, develops not only students' business and management skills but also their entrepreneurial attitude and values. The findings suggest that the business simulation allowed students to face their limitations, overcome some of them and make significant progress in their learning. Using SimVenture improved students' appreciation of business in general and the challenges entrepreneurs have to face in running a business.