Business Simulation Research Articles

Influences of entrepreneurship skills and universities on the promotion of entrepreneurial intentions of students; mediating role of business simulation games

PurposeEntrepreneurship has become a widely accepted concept in the past few decades due to its prominent role in economic activity and economic development of a nation. Promotion of entrepreneurship can be ensured with the help of entrepreneurship teaching and learning through higher education institutions. Similarly, entrepreneurship skills play a significant role in the promotion of students’ intentions to become entrepreneurs. This study aims to examine the role of universities and entrepreneurship skills on the entrepreneurial intentions of students.Design/methodology/approachBusiness simulation games is taken as mediator between university role and entrepreneurial intentions as well as entrepreneurship skills and entrepreneurial intentions. This research has used Smart PLS to perform a PLS-SEM technique with a data of 378 students from higher education institutions of Malaysia.FindingsThe results of data analysis show a positive role of universities and entrepreneurship skills in the promotion of student’s entrepreneurial intentions. Moreover, business simulation games positively mediates the relationship between dependent and independent variables.Originality/valueResults of this research prove that entrepreneurial skills and university support have a significant part in the promotion of entrepreneurship intentions of students. As students use the electronic resources such as business simulation games, their skills, attitude and practical knowledge is positively enhanced and eventually it positively impacts the intention of students to become entrepreneurs. Therefore, it is believed that promotion of entrepreneurial skills in students via business simulation games and positive role of universities in promoting entrepreneurship will have a significant positive influence on the students’ entrepreneurial intentions.

Overcoming strategic persistence: Effects of multiple scenario analysis on strategic reorientation

AbstractResearch SummaryTo thrive in an unpredictable world, managers must adapt their decision‐making to changing events. However, a major impediment to adaptation is strategic persistence, that is, the tendency to stick with previously successful strategies. We examined whether multiple scenario analysis can help to overcome the dysfunctional effects of strategic persistence. In a laboratory study using a multi‐round strategy simulation that required players to change strategies to succeed, we found that multiple scenario analysis alleviated the effects of strategic persistence by stimulating strategic reorientation, that is, adaptive shifts in patterns of strategic choice. Multiple scenario analysis influenced strategic reorientation indirectly, by fostering belief in a new strategy, and its effectiveness depended on prior performance. We discuss implications for research on the cognitive microfoundations of strategic adaptation.Managerial SummaryWhat can managers do when their previously successful strategy stops working? We found that using multiple scenario analysis, a common strategic planning technique can help decision makers switch to a new strategy. In our study, using a business simulation game that required players to change strategies to succeed, we found that those players who imagined different industry futures as part of a multiple scenario analysis exercise were more likely to believe in new strategies and as a result more likely to switch to the winning strategy. However, this intervention was less effective for players who had high levels of success with the old strategy. We discuss how scenario‐based intervention techniques can be used to assist managers with reorientating to a new strategy.

Harry Potter and the Artificially Intelligent Wand: Learning Team Communication in a Simulation Environment

Communication scholars have done an excellent work in creating business simulations to engage the students in learning communication concepts. However, more can be done to foster interactive business and professional communication pedagogy. Instructors must continue to devise new ways to enable the students to apply business communication concepts. In response to these calls, this article presents an example of a simulation based within the Harry Potter universe that emphasizes the ways team communication and proposal presentation manifest themselves in business speaking practices. This simulation enables students to engage with team communication issues by understanding persuasion and influence as an essential part of business and professional communication.

안전문화 구축을 위한 시뮬레이션과 메타버스와의 관계 연구

With the advent of the 4th industrial revolution due to the development of the communication industry, convergence between systems is actively taking place, with IoT, VR, Metaverse and AI at the center of it. Currently, simulators are used for education and simulation training in order to improve the safety culture or reduce human error in the main tasks of power facilities. However, detailed information on the phenomena occurring in power facilities during education and simulation training is not provided. Therefore, in this study, in order to improve the understanding of the relationship between driving operation and power facilities (human-machine system), we went one step further from the 3D educational video that has been used as an auxiliary material so far, and grafted virtual reality (VR) technology. This is a study on how to establish an integrated safety culture of electric power facility simulation training device (HMI), virtual reality (VR) and metaverse that can be directly experienced. And, as a research method to achieve the purpose of this study, a method combining OPC communication and Socket communication, which enables large-capacity signal processing, multi-connection, and two-way communication, was used. Because it can reduce human error, it responds to similar environments such as disasters, and furthermore, BCMS (Business Simulation Training in connection with the Continuity Management System) is also possible. In the future, it is expected that the concept to be conceived through this study will be able to proceed with additional research on the metaverse and safety culture construction related to the psychological therapy effect of ergonomics compared to the age of artificial intelligence.

E-mpowering Learning: Innovating Entrepreneurship Education through Digital Media Inclusion and Digipreneur Approach at Andikpas LPKA Class I Palembang

This study aims to develop E-Mpowerment learning media that involves the inclusion of Digipreneur entrepreneurship at Andikpas LPKA Class I Palembang. The development method used is the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The study involves education experts, entrepreneurship experts, and students of Andikpas LPKA Class I Palembang as respondents. The result of the development of E-Mpowerment learning media is an interactive digital platform that provides entrepreneurship learning materials tailored to the needs of students at Andikpas LPKA Class I Palembang. The platform is equipped with interactive learning features such as instructional videos, business simulations, and interactive quizzes. Additionally, the platform provides content that can be accessed independently by students and supports Digipreneur entrepreneurship inclusion. This study has generated positive feedback from education experts, entrepreneurship experts, and students. They stated that the E-Mpowerment learning media is effective in improving students' understanding of entrepreneurship concepts, digital skills, and learning motivation. Furthermore, Digipreneur entrepreneurship inclusion provides opportunities for students to develop creativity, innovation, and an entrepreneurial mindset. In conclusion, this study has successfully developed effective E-Mpowerment learning media to enhance entrepreneurship skills among students at Andikpas LPKA Class I Palembang. This learning media provides an interactive and inclusive learning experience through the Digipreneur entrepreneurship approach. It is hoped that this research can serve as a reference for the development of innovative and technology-relevant learning media in the context of entrepreneurship education.

Teaching Business Concepts Effectively: A Desk Research Approach

This article generated from a desk research approach focuses on exploring strategies in teaching business concepts effectively to high school students. Findings shows that effective strategies to teach business topics to students must involve problem-based learning approach, case-based learning, experiential learning and internships, flipped classroom, gamification and business simulations, and collaborative and team-based learning.

Bridging Theory and Practice: Assessing the Effectiveness of Edumundo Business Simulation Software in Masters-Level Education

Bridging Theory and Practice: Assessing the Effectiveness of Edumundo Business Simulation Software in Masters-Level Education

Analysis Learning Model With Biometric Devices for Business Simulation Games: Brazilian Case Study

Analysis Learning Model With Biometric Devices for Business Simulation Games: Brazilian Case Study

Web-Based Business Simulation Practice Course Learning Application

This research is planned to continue and realize the results and objectives of previous research in 2022 with applied research on innovative products, namely Practical Learning Applications for Virtual Business Simulation Courses in the Business Administration Study Program. The long-term goal of this research is to develop project-based and digital technology-based Business Simulation learning courses used by students and lecturers. The method used to achieve this is the R and D method. The target for this research output is Copyright and publication of the accredited national journal Sinta 2. This research produces a virtual business simulation learning application based on a research model that was created in 2022. Research This is a type of action research and development using the Research and Development (R&D) method. This research also tested innovative products practiced by 70 5th-semester students, 10 people were taken from each 5th-semester class of the Business Administration Study Program (7 classes) as test respondents in using this Business Simulation application. The Business Simulation Application was created under the business simulation learning process contained in the RPS for the Business Simulation Course. This simulation application is web-based and is equipped with a video tutorial to make it easier to use. Application testing results show that this business simulation application makes business work easier and faster for the positions of manager, head of administrative supplies, and head of finance.

Innovative Approaches and Information Technologies in Organizational Support of Educational Activities

The aim of the article is to develop a new approach to organizing educational activities in higher education institutions that aligns with the goals and principles of the Bologna Process, specifically aiming to promote flexibility, mobility, and the improvement of the quality of higher education in accordance with the standards adopted in the European Higher Education Area. To address the set tasks, a complex of research approaches and methods was employed: the literature review method – to investigate literary sources and analyze previous studies on the use of business simulations, particularly in higher education, and their impact on the educational process; the abstraction method – to identify components of modern business simulations; "Lean Canvas Analysis" – to analyze key components of the IT application's business model. The scientific novelty of the work lies in the development of a concept for establishing active collaboration between higher education institutions and enterprises in the education process of learners using information technologies. Conclusions. The research highlighted the importance of transforming educational business simulations from a simple element of methodological support into a key tool for organizational support in higher education institutions. Considering these aspects, further research and development of business simulations in educational programs can significantly improve the quality of preparing learners for professional activities. Overall, the use of business simulations in education can contribute to more effectively implementing the principles of the Bologna Process, fostering the qualitative preparation of learners and their readiness for the challenges of the modern job market. The innovative approach proposed in the paper for forming an individual educational trajectory based on stakeholder proposals provides learners with the opportunity to acquire practical skills that meet real workplace needs. It also ensures that enterprises have access to highly qualified professionals with experience in their field. Keywords: organizational support of higher education institutions, informational support of higher education institutions, quality of education, Bologna Process.

Application of Business Simulation Games in Flipped Classrooms to Facilitate Student Engagement and Higher-Order Thinking Skills for Sustainable Learning Practices

It is very important to adopt innovative digital technologies in educational systems to overcome the challenges in modern learning environments, especially in the post-COVID-19 era. The fourth Sustainable Development Goal (SDG) of the 2030 Agenda is supported by new educational trends that consider game-based learning as a pedagogical method in the classroom. Teaching sustainability management in higher education institutions with innovative digital tools plays a fundamental role in the transition toward sustainable societies. Suitable game design elements play a significant role in facilitating sustainable learning. This study explored the effectiveness of incorporating business simulation games with project-based learning (PBL) in a flipped classroom setting. This approach was adopted within the context of a university cross-border e-commerce course to prepare students for acquiring 21st-century skills such as higher-order thinking skills in a rapidly changing educational landscape. A quasi-experimental method was employed, involving a total of 60 university students from China’s Zhejiang Province. Participants completed an online questionnaire designed to assess their learning engagement across three dimensions (cognitive, emotional, and behavioral) as well as their higher-order thinking skills (problem-solving, critical thinking, and creativity). The results show that the business simulation games combined with flipped classroom learning had a significantly positive impact on students’ learning outcomes, enhancing their problem-solving, critical thinking, and creative capabilities. Importantly, this approach also improved student engagement and promoted sustainable practices by applying real-life scenarios in an interactive environment. We conclude that business simulation games integrated with project-based learning (PBL) in flipped classroom settings represent a valuable educational approach. This approach not only enhances learning engagement but also fosters the development of higher-order thinking skills, encouraging students to adopt sustainable learning practices.

Team knowledge sharing: A game-based learning approach

Introduction. Business simulation games that have been widely used in teaching in recent years have been proven to help students develop teamwork and problem-solving skills.Aim. The current research aims to assess how team cohesion and knowledge sharing attitudes relate to organisational climate and knowledge sharing (KS) intentions.Methodology and research methods. Through the use of a game-based team learning environment, this study examined the students’ attitudes and intentions regarding KS. As part of the study, questionnaires were also administered to 202 students at business colleges in Ho Chi Minh City, Vietnam. Bootstrapping estimation was used to test all hypotheses using a structural equation model (SEM).Results. The research findings showed that (1) organisational climate positively influenced team cohesion, as well as KS attitudes positively influencing KS intentions; (2) organisational climate was positively related to KS attitudes and intentions; (3) team cohesion was positively associated with KS attitudes and intentions; and (4) a significant relationship exists between organisational climate and KS intentions through the mediation of team cohesion and KS attitudes.Scientific novelty. The study helps to examine the relationships between the four variables that have been done before.Practical significance. The research findings suggest that teachers should establish grading standards and encourage students to express their opinions. In addition, it is crucial to create a good atmosphere and enhance cohesion in the class so that they can trigger students’ KS attitudes and intentions.

Geometry of deviation measures for triangular distributions

Triangular distributions are widely used in many applications with limited sample data, business simulations, and project management. As with other distributions, a standard way to measure deviations is to compute the standard deviation. However, the standard deviation is sensitive to outliers. In this paper, we consider and compare other deviation metrics, namely the mean absolute deviation from the mean, the median, and the quantile-based deviation. We show the simple geometric interpretations for these deviation measures and how to construct them using a compass and a straightedge. The explicit formula of mean absolute deviation from the median for triangular distribution is derived in this paper for the first time. It has a simple geometric interpretation. It is the least volatile and is always better than the standard or mean absolute deviation from the mean. Although greater than the quantile deviation, it is easier to compute with limited sample data. We present a new procedure to estimate the parameters of this distribution in terms of this deviation. This procedure is computationally simple and may be superior to other methods when dealing with limited sample data, as is often the case with triangle distributions.

Unlocking student success

This paper draws upon the authors' extensive experience in designing and delivering simulation-based courses in both Australia and New Zealand. Through their first-hand experience, they have found that simulation-based courses offer distinct advantages compared to traditional pedagogical approaches. Participants in these courses exhibit enhanced learning and retention due to their active engagement and sense of ownership in the learning process. By adopting a "hands-on" approach, the majority of course time is dedicated to experiential learning and discovery rather than passive listening (Garris, Ahlers & Driskell, 2002). The purpose of this article is to present and elaborate on how simulations can be used in business education along with insights the authors have gained over the years. In most business simulations, learners are immersed in the role of managing a firm within a competitive environment(s), engage in competition with other firms operating in the same industry, and strive to effectively produce, market goods, and optimize resource management for sustainable growth. Throughout the process of completing the simulation students have noted that they not only expand their business knowledge but also improve their employability skills, particularly teamwork, problem solving, communication and critical analysis. This paper also reflects on the relationships built throughout the simulation course.

Promoting Entrepreneurial Intentions and Competencies Through Business Simulation Games

Business simulation games (BSG) offer a unique opportunity to provide students with hands-on experience in a simulated business environment. This study aims to explore the effectiveness of BSG in promoting entrepreneurial intentions and competencies among undergraduate students. The study was conducted with 48 students, who participated in BSG as part of their entrepreneurship education (EE). The study used a quasi-experiment to measure changes in students' cognitive and non-cognitive entrepreneurial competencies, as well as their entrepreneurial intentions. The results show that participation in the BSG significantly improved students' cognitive and non-cognitive entrepreneurial competencies, as well as their intention to start a new business. The study concludes that BSG can be an effective teaching strategy for promoting EE and developing entrepreneurial competencies among undergraduate students. However, further research with larger sample sizes and diverse populations is needed to confirm these findings and explore how combining BSG with other teaching methods or interventions can enhance the development of entrepreneurial competencies and intentions.

Business Simulation Games for the Development of Intrinsic Motivation-Boosting Sustainability: Systematic Review

Background: The 4th Sustainable Development Goal (SDG) of the 2030 Agenda is supported by new educational trends that consider game-based learning as a pedagogical method in the classroom. In particular, simulation games and motivation are relevant elements since they can play a significant role in quality education. As a result, during the last few years, research into potential interventions as well as business simulation games (BSGs) for the development of intrinsic motivation (IM) in higher education have skyrocketed. However, no reviews of the interventions and outcomes in this topic have been released. Therefore, the goals of this research were (1) to analyze the relationship between the use of BSGs and the IM of students in higher education, and (2) to identify the aspects that can be promoted by the BSGs to develop IM. Methods: In accordance with PRISMA recommendations, a systematic review was carried out of PubMed, Web of Science, Scopus, and ProQuest. Results: From the 329 investigations that were initially selected, 12 studies underwent a complete assessment, in which all interventions and results were gathered and assessed. Conclusions: There was unanimity on the importance of using BSG to foster IM in higher education.

Assessing the impact of business simulation as a teaching method for developing 21st century future skills

PurposeHigher education institutions are undergoing a change in their teaching–learning practices, with the core goal of giving students the necessary skills and competencies to succeed in a complex and uncertain society. This study aims to evaluate the effectiveness of business simulation as a pedagogical strategy for teaching 21st-century competencies to undergraduate students. The study looks at students’ self-perception on how business simulation impacts future skills such as entrepreneurship, employability and sustainability.Design/methodology/approachThe research incorporates a one-week workshop for undergraduate business students using AnyLogic business simulation. For this study, a 24-item skills-based survey was used as the instrument for eliciting input about students’ self-perceptions. To measure the impact of business simulation on overall student learning, a theoretical framework was developed and tested using SmartPLS version 4 for construct reliability, validity and hypotheses testing.FindingsBased on the students’ feedback, the finding shows that most of the 24 soft skills were facilitated by the business simulation used. The simulation significantly affects the development of entrepreneurial and employable skills. On the contrary, it has little effect on enhancing sustainability skills. In addition, the study suggests that factors like gender and expertise had little overall impact on the results.Practical implicationsThe most apparent practical implication of this study is that business schools should focus more on skill development by stressing on experiential teaching methods like business simulation to help students build various skills and become more prepared for the actual world of business.Originality/valueThe research presents fresh empirical data that add to the continuing discussion on active learning in business education and assist educators in avoiding some potential drawbacks of these innovative teaching techniques. With the right direction and criticism throughout the simulation, this learning experience has shown to be useful for everyone involved.

Using Gamification to Develop Students As Strategic Thinkers – A Qualitative Perspective

The use of gamification as an instructional strategy has gained significant attention in recent years as a way of increasing student engagement and motivation. Gamification involves the application of game design principles to non-game contexts, such as higher education. One area in which gamification has shown particular promise is in developing students' strategic thinking abilities. This qualitative study explores university students' post-module reflections on their experience of working in teams over the course of a seven-week intensive postgraduate business analytics simulation module. Reflections were analysed using thematic analysis to identify common themes and patterns with respect to students’ strategic thinking in terms of decision-making. The study findings strongly suggests that gamification, particularly the use of business simulations, can be an effective tool for developing students' strategic mindsets, in terms of the process for decision-making, impact of critical incidents, the lessons they learned and corrective action taken, along with the role of the team itself.

Teaching with business simulation games: Identifying and overcoming hurdles to adoption.

Although the use of business simulation games (BSG) in higher education has grown steadily, there are still many instructors who have never taught with BSG and their use in several academic disciplines remains very low. Existing research has primarily used quantitative surveys to identify the hurdles that prevent faculty from teaching with BSG. This article uses a focus group methodology to further investigate the obstacles to using BSG and subsequently applies a change management framework to identify levers that can be used to promote the use of BSG. The obstacles to adoption are classified into categories of suitability, risk and resources.
 Focus group participants expressed concerns over the suitability of existing BSG for their courses and the expected time required to identify, evaluate and prepare to teach with BSG. These factors made most focus group participants consider teaching with BSG as fraught with risk. In response, universities can encourage faculty to start using BSG in their teaching through the provision of resources, information and training, and through organizational adjustments such as incentives and flexibility to adjust course syllabi. A full range of measures is identified and the environmental contexts in which each one is likely to be effective are discussed. The individual levers that can bring about change have different environmental contexts in which they are likely to be effective.

Multiplying success: the power of multiple simulations with graduated weighting and coordinated sequencing for learner engagement

PurposeThe increasing need for student engagement and the wide availability of digital teaching resources are providing opportunities for careful consideration and planning of assignments within and among business management courses. This paper aims to examine implementation strategies for integrating multiple business simulations with gradually increased assignment weighting and coordinated implementation in a university business curriculum.Design/methodology/approachA case study research design with a pattern-matching logic is used to represent a critical test of formulated programmatic and learning theories that have a set of propositions and circumstances with which the proposals are believed to be true. Applied digital management education tools used in a graduated weighting scheme compare an empirically-based pattern with a predicted pattern.FindingsSystemic program-wide implementation of teaching resources such as simulations, microsimulations and application-based activity role-playing assignments can deliver engaging internal course and coordinated management program experiential-type learning. Carefully planning graduated assignment weights can be a practical strategy for using a low-risk approach to enhance experiential learning.Practical implicationsThe strategies proposed provide a practical approach for controlling the learning pace and facilitating low-risk experiential learning through the modern digital business education landscape.Originality/valueThis paper investigates innovative implementation ideas to strategically arrange simulation assignments that can enhance success and prepare students future management work-based training. It explores the value of incorporating different types of business simulations and advanced active learning activities to provide students with engaging experiential learning experiences.