Business Games and Simulations: Which Factors Play Key Roles in Learning
The paper reports the results of an empirical study on the effects and impact of a specific business game, which is also a team competition, treated as an innovative teaching tool in learning. The paper starts by introducing business games and simulations as methods able to improve learning experiences and goes on by dealing with the specific business game simulation used for the aims of our research. Considering the most relevant empirical studies on business games and simulations, the following four factors were extracted in order to test their importance for learning: Decision-Making Experience (DME), Teamwork (T), Simulation Experience Satisfaction (SES), Learning Aims (LA). Each construct has been investigated by using a questionnaire administrated to 48 participants of the Stock Market Learning Simulation divided into 10 teams. Results show the importance of these factors in detecting critics aspectal of learning using a business game simulation.
KeywordsBusiness games and simulations learning
Unable to display preview. Download preview PDF.
- 6.Gredler, M.E.: Games and simulations and their relationships to learning. Handbook of Research on Educational Communications and Technology 2, 571–581 (2004)Google Scholar
- 7.Härtel, C., Härtel, G., Barney, M.: SHAPE: Improving decision-making by aligning organizational characteristics with decision-making requirements and training employees in a metacognitive framework for decision-making and problem-solving. The International Journal of Training Research 4, 79–101 (1998)Google Scholar
- 8.Hirokawa, R.Y., Poole, M.S.: Communication and group decision making, vol. 77. SAGE Publications, Incorporated (1996)Google Scholar
- 9.Kivimäki, M., Kuk, G., Elovainio, M., Thomson, L., Kalliomäki-Levanto, T., Heikkilä, A.: The team climate inventory (TCI)—four or five factors? Testing the structure of TCI in samples of low and high complexity jobs. Journal of Occupational and Organizational Psychology 70, 375–389 (1997)CrossRefGoogle Scholar
- 12.Kolb, D.A.: Experiential learning: Experience as the source of learning and development, vol. 1. Prentice-Hall, Englewood Cliffs (1984)Google Scholar
- 13.Kolb, D.A., Lewis, L.H.: Facilitating experiential learning: Observations and reflections. New Directions for Adult and Continuing Education (30), 99–107 (1986)Google Scholar
- 14.Mintzberg, H.: Crafting strategy. Harvard Business School Press (1987)Google Scholar
- 15.Nilniyom, P.: The impacts of group climate on creativity and team performance of auditors in Thailand. International Journal of Business Research Publisher: International Academy of Business and Economics 7(3) (2007)Google Scholar
- 17.Tidhar, G.: Team-oriented programming: Social structures. Technical Report 47, Australian Artificial Intelligence Institute, Melbourne, Australia (September 1993)Google Scholar
- 18.West, M.A., Farr, J.L.: Innovation and creativity at work: Psychological and organizational strategies. John Wiley & Sons, Chichester (1990)Google Scholar