A Longitudinal Study of the Skills and Attitudes Conveyed by Two Business Simulation Games in Pécs, Hungary

Abstract

Background. Business simulation games have been used since 1979 at the University of Pécs. Since 2000, two games have been taught: a green business simulation developed on site and known as BUSINESS SIMULATION CHALLENGE and the MULTINATIONAL MANAGEMENT GAME. In this research we report on a longitudinal study of the results of the two business simulations; and investigate the effects of the Green Business simulation. Method. This survey-based research included 329 students that completed a questionnaire on business simulations since 2000. Surveys were carried out to measure the effect of the two simulations. There are data from three periods up to recent years. Frequency tables, univariate ANCOVA, T-tests and cross-tabulation were used to analyse the data. Results. - Generations’ attitudes and skills do not change with the passage of time, and the skills and knowledge, conveyed by the simulations can be considered as constant throughout the period. - This study confirms that main managerial skills are developed with simulation games but there is no need for enhanced mathematical and financial knowledge. - The green simulation successfully developed the green attitude of students, but only in cases where the green option was rational. - More educated students enjoy greater challenges, namely the need for deeper analysis. - Simulation courses in universities provide a higher level of motivation than do commercial simulations. Conclusion. It can be stated that almost the same results can be achieved by general purpose simulations which have a different focus (analytical or strategy-oriented game). Results also indicate that more simulation courses in universities would stimulate higher student motivation.

Best Practice of Using Digital Business Simulation Games in Business Education

“…Experiences from previous years (40%) and good orientation in financial statements (35%) were perceived by the students as the most important factors for reaching the highest index PI/EVA. Even in the partial analyses for each year during 2016-2021, it was found that the results do not differ significantly and can be agreed with the research study "Attitudes and skills of generations do not change over time and the skills and knowledge that simulations convey can be considered constant throughout the period" [42].…”

El uso de la gamificación en la enseñanza del emprendimiento: actitud e intención de uso por parte del profesorado universitario

“…A pesar de haber recibido críticas (Bogost, 2011) por tratarse de una especie de "cajón de sastre" en el que todo cabe, precisamente quizás por eso ha sido uno de esos términos "afortunados" que han calado entre diferentes públicos (tanto académicos como no académicos) y sectores (no sólo el sector educativo sino también la industria del entretenimiento, el área de la salud, el marketing, y el ámbito empresarial en su conjunto). Este afán aglutinador del término gamificación, así como la juventud del campo de estudio, ha provocado ciertas controversias y solapes con otros términos como los juegos serios o serious games (SGs) (Alexiou, Schippers, Oshri, y Angelopoulos, 2020), el game-based learning (GBL) (Hooshyar et al, 2020), los educational games (Yu, Gao, y Wang, 2020) o los simulation games (Kiss, y Schmuck, 2020).…”