Business Simulation Research Articles

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.

Observing the creation of new knowledge in the economics laboratory—Do participants discover how to learn from outcome feedback in a dynamic decision problem?

Domain-general learning rules often enable decision makers to learn from outcome feedback which actions tend to achieve a desired goal. However, in novel and complex environments decision makers must explore how to learn, i.e., acquire procedural knowledge of how to elicit and evaluate outcome feedback that will enable them to navigate toward a desired goal despite the vastness of the set of possible policies. Using a dynamic business simulation, this study investigated: (1) whether and how frequently participants discovered an effective procedure to learn from outcome feedback that allowed them to navigate toward a policy that maximizes long-term business profit (and hence their monetary payoff from the experiment), and (2) whether high monetary incentives affected learning procedures and performance. We found that a number of participants discovered an effective learning procedure and succeeded in approximating the optimal policy. In line with the heuristic method, this learning procedure involved a simplification of the search space and the application of domain-general learning rules to this simplified space. Although the decision histories of about half of the participants feature the key aspect of the effective learning procedure—search among the different steady states of the dynamical system—implementation errors prevented many of the participants from realizing the full potential of the learning procedure. We found no evidence to suggest that high monetary incentives affect the effectiveness of learning. Overall, the study illustrates that a “prepared mind” can discover new, effective learning procedures, although their initial implementation may require substantial refinement.

Heterodox modeling: practicing well-tuned provisioning or commoning with networked multi-agent environments

Market-driven, profit-oriented, mainstream neoclassical economics is increasingly being challenged by alternative approaches such as heterodox economics. This article contributes to broader discussions in this field, especially of social provisioning, and suggests that integrating perspectives from the overlapping fields of media history and history of economy could not only provide valuable insights and attract more supporters, but even initiate a bottom-up transformation process. Historical knowledge regarding how neoclassical economics gained mainstream status in the early postwar decades provides hints on how to popularize non-profit-driven, well-designed approaches to social provisioning, often referred to as commoning. More specifically, the article firstly addresses the necessity of a large-scale appropriation of computational methods, procedures, tools, media, and models to experiment with economic issues, which are usually applied mostly by mainstream profit-driven approaches. Secondly, it presents the implications of such a practice, which I tentatively refer to as heterodox modeling, while remembering the 1960s North American context of business simulation games and their role within the large-scale effort to educate and train the newly-defined class of “business managers.” The article, thirdly, theorizes heterodox modeling as being based on a still imaginary, not-yet implemented, networked multi-agent online environment, which would integrate the modular programming of agent-based models, group exercises, role-playing, gaming, and testing of operations and processes within large-scale socio-ecological networks of commoning. Finally, the article argues not only to model heterodox economic theories, but at the same time to model in heterodox ways and highlight associated implications.

Use of Digital Technology to Support the Entrepreneurship Education Process

Entrepreneurship education is an important part of preparing individuals to develop the insights, skills, and attitudes needed to create and manage successful business ventures. This research aims to examine more deeply the use of digital technology to support the entrepreneurship education process. This research is a literature review that uses a qualitative method approach, which means it will analyse and interpret data by relying on information and text from special sources, namely Google Scholar and Google search engine. The study results show that the use of digital technology in entrepreneurship education has brought fundamental changes in the way students learn, interact and prepare themselves to become successful entrepreneurs. From easy access to information to virtual business simulations, global collaboration to digital marketing, technology has become a driving force in changing the approach to entrepreneurship education

Causal maps in the analysis and unsupervised assessment of the development of expert knowledge: Quantification of the learning effects for knowledge management purposes

This study proposes an application of cognitive maps in the representation of cognitive structures of the experts and assessment of their development/modification as a result of a (computer or expert system-assisted) learning process. It strives to identify information needed for the guidance of the process of creation and management of expert knowledge by formal modeling tools. Changes in experts’ cognitive structures are assumed to stem from individual and collaborative (group-level) learning. The novel approach to assessing the outcomes of learning reflected as changes in the cognitive structures of experts or groups of experts, modeled by cognitive maps, does not assume any correct or desired outcome of the learning process to be known in advance. Instead, it identifies and analyzes the changes in (or robustness of) the constituents of the cognitive maps from different points of view and allows for quantifying and visualizing the actual effect of the learning. The proposed methodology can identify changes in cognitive diversity, causal structures in terms of causal relations and concepts, and the perceived importance of strategic issues over the learning period. It can also detect which cause–effect relationships have appeared/disappeared considering the pre-/post-mapping design. Thus, it provides an exploratory account on the changes in the cognitive structures of the expert(s) as a result of learning. The applicability of the proposed methods is illustrated in the assessment of the learning outcomes of a group of 71 graduate students who participated in an eight-week business simulation task. The results of the empirical analysis confirm the viability of the proposed methodology and indicate that the students’ understanding of the utilized concepts and associated relationships in the decision-making process improved throughout the learning activity, ultimately showing that the course learning has considerably improved students’ perception and knowledge. Based on the results, it can be concluded that the proposed approach has the potential to be effective in assessing learning outcomes in teaching–learning activities.

BUSINESS SIMULATION GAMES IN DEVELOPING PRE-SERVICE RESTAURANT MANAGERS’ SPEECH INTERACTION COMPETENCE USING GPTChat

The study aims to develop speech interaction skills in language learning of pre-service restaurant managers with focus on professional skills – decision-making in conflict and non-conflict communication situations using business simulation games; to explore the effectiveness of GPTChat as a tool for the development of students’ speech interaction competence in the context of business simulation games. A mixed research design was employed which involved 44 pre-service restaurant managers of the National University of Food technologies (Kyiv, Ukraine) in 2023. The quantitative research method was used to assess the students’ level of speech interaction competence using the Fisher Criterion. The qualitative research method was used for analyzing and interpreting data of the experimental learning. The results showed that the pre-service restaurant managers who were consulted by teachers, used GPTChat and business simulation games for developing their speech interaction and decision-making skills had higher results than those who only used GPTChat. It has been found that business simulation games allow pre-service restaurant managers to better understand the nature of conflict and non-conflict situations in their professional field, develop speech interaction competence, practice in decision-making in simulation environment. GPTChat can be used as a tool for creating various professional situations, analysing the algorithms of decision-making in conflict and non-conflict situations.

Creating experiential learning opportunities in enterprise education: an example of a facilitator-led business simulation game in a taught setting

PurposeSimulation in education has been well documented. Business simulation games (BSGs) are often digital and run by a third-party provider. This can create barriers to engagement from educator and student perspectives. This paper explores a facilitator-led BSG, posing the question: can facilitator-led BSGs provide practical experiential learning experiences within a taught setting.Design/methodology/approachExploratory inductive research recruited a sample of 45 student participants, an external examiner and a module leader. Qualitative data were collected using focus group discussion, participant obsession and facilitator reflection. Mixed-method feedback forms were also used.FindingsThe facilitator-led BSG offered a flexible approach to challenge or problem-based learning, experiential learning, collaborative learning and critical reflection. Student feedback was positive, and there was an increase in engagement within all elements of the module.Originality/valueThis paper presents a case study example of the implementation of a facilitator-led BSG, providing an alternative solution for teaching practitioners to structured simulations run by third-party hosts. This paper highlights a flexible approach to student-centric experiential and challenging learning through enterprise education within small-group settings. There are opportunities for further evaluation and exploration of the notion, which can be developed from this paper in future works.

Enhancing students’ engagement through a business simulation game: A qualitative study within a higher education management course

In this article, we investigate, through a qualitative feedback session organised in form of focus groups, if and how a business simulation game (BSG) can enhance students' engagement. Thus, to meet the aim of our study, we asked the participants (19 months after the game play) to describe their perceptions regarding the played BSG covering following topics: bonding opportunities, group dynamic, bridging theory and practice, skills development and motivation. Our study contributes to the frail research thread dealing with qualitative evaluation of students’ engagement, as a meta-construct of behavioural, emotional, cognitive and agentic dimensions.Our results show that the implementation of a BSG enhances students’ engagement within the teaching-learning-assessment process and supports skills development through experiencing theoretical concepts in practice. Furthermore, the use of BSGs in early semesters seems to ease the communication and cohesion among students.Overall, our research encourages higher education instructors to develop and/or implement BSGs within management and business subjects, mainly because their benefits outweigh possible drawbacks, and lead to the improvement of the students’ academic experience.

Developing future managers through business simulation gaming in the UK and Hong Kong: exploring the interplay between cognitive realism, decision-making and performance

PurposeThis paper investigates how individuals' decision-making approach and perceptions of a game's cognitive realism affect the performance of virtual businesses in a web-based simulation game.Design/methodology/approachSurvey data are collected from 274 business simulation game users and is analysed using the fsQCA technique.FindingsThe study identifies three alternative pathways to high and low performance in a business simulation game. Results indicate that a flexible decision-making approach exists in all high performance pathway solutions. Where a game is perceived to be realistic, a more focused decision-making approach is associated with high performance. However, where perceived cognitive realism is absent, a less focused experimental decision-making approach is employed, which increases the chances to achieve low performance. Finally, perceived cognitive realism and an experimental decision-making approach are found to be mutually exclusive for achieving high performance.Originality/valueWhilst the learning benefits of web-based simulation games are widely acknowledged, the complex interplay amongst factors affecting performance in games is under-researched. Limited research exists on how perceptions of a game's cognitive realism interact with user decision-making approaches to affect performance.

USING DIGITAL BUSINESS SIMULATORS IN ECONOMIC AND MANAGERIAL DEVELOPMENT OF MASTER’S IN INFORMATION TECHNOLOGIES

The article substantiates the use of digital business simulators as the type of digital educational resources for decision-making knowledge, skills, and attitudinal and behavioral readiness development in economic and managerial training for a Master’s in Information Technologies. The use of digital business simulations as the tool for immersive practices implementation in the educational process provides the possibility to conduct imitated experiences to serve an educational and research-related purpose. Contract Design and Principal-Agent dilemma simulation usage allows the modeling of situations realistically imitating reality and helps to form a basic attitude and understanding of contractual design and information asymmetry concepts in the economy and managerial science. The concepts are crucial for future professionals working in IT, interacting in teams, and developing in people- and task-management areas. The use of multi-user simulated environments for educational interaction of the groups of students provides a close to a realistic experience of acting in life- and work-specific situations. These experiences serve to ignite interest, improve motivation to learn, and establish the ground for a further deeper discussion on the topics and formation of the attitudinal and behavioral components of the economic and managerial competence as part of the soft skills of the Master’s in IT students. The educational activity described and analyzed in the article proved to be useful for both educational and research-related purposes. The mistake, made by the organizer of the activity provided additional learning possibilities for the group and valuable input for the research. The students showed involvement, dedication, and active participation in the active learning imitated experience. The group showed learning progress toward conventional optimality in the simulated concepts. Used digital education resources provided acceptable ease of use and satisfying functionality of the analysis tools. The behavioral specifics, based on the gender differences were unpredicted, but valuable results of the educational experience. Further efforts will be put to the improvement of the technical integration of such simulators into the digital educational environment of higher education institutions and the development of methodological support for the use of such simulators in the educational process.

Music at Workplace: Is it trully Improving Employees’ Performance?

The purpose of this study was to compare the performance of employees who listened to music while working to those who did not. This study was conducted at the Business Simulation Laboratory, Department of Business Administration of Ujung Pandang State Polytechnic. This study employed an Experimental Research Method with a quantitative methodology. The total participants, 94, were divided into 2 groups, employees with treatment (listening to the music while working) 48 and employees without treatment, with 46 participants. The study's empirical findings indicated that there were productivity differences between employees who got the treatments (listening to music while working) compared to those who did not. The employee who works with music in the workplace performed a more excellent average performance than those who work without music. Listening to favorite songs encourages employees to improve their work efficiency.