Business Simulation Games Analysis Supported by Human-Computer Interfaces: A Systematic Review

Abstract

This article performs a Systematic Review of studies to answer the question: What are the researches related to the learning process with (Serious) Business Games using data collection techniques with Electroencephalogram or Eye tracking signals? The PRISMA declaration method was used to guide the search and inclusion of works related to the elaboration of this study. The 19 references resulting from the critical evaluation initially point to a gap in investigations into using these devices to monitor serious games for learning in organizational environments. An approximation with equivalent sensing studies in serious games for the contribution of skills and competencies indicates that continuous monitoring measures, such as mental state and eye fixation, proved to identify the players’ attention levels effectively. Also, these studies showed effectiveness in the flow at different moments of the task, motivating and justifying the replication of these studies as a source of insights for the optimized design of business learning tools. This study is the first systematic review and consolidates the existing literature on user experience analysis of business simulation games supported by human-computer interfaces.

The Impact of Serious Games in Economic and Business Education: A Case of ERP Business Simulation

“…Business simulation enables players to operate in the virtual environment for training purposes [33]. According to Greco et al [34], business games are very popular within management education, and, as summarised by Ferreira et al [35], business simulation games present an example of e-learning methodology in business education. As mentioned, one of the well established representatives of business simulation games is the ERPsim simulation [5] aimed at teaching ERP concepts.…”

Business Simulation Games in Higher Education: A Systematic Review of Empirical Research

“…Table 1 presents some of the reviews and meta-analyses published between 2009 and 2022 on game-based learning and their respective scopes: Although the past reviews focused on the simulation games' effectiveness in building knowledge and skills, there are limitations in these studies. For example, the latest SLR by Ferreira et al [20] only focused on researchers that used electroencephalogram (EEG) or eye tracking (ET) signals as data collection methods. Another limitation of this review is the limited amount of research linking ET and EEG devices to help study the BSG user experience which is a drawback of this work.…”

How to Use Artificial Intelligence to Improve Entrepreneurial Attitude in Business Simulation Games: Implications From a Quasi-Experiment

“…COVID-19 pandemic imposes restrictions on social distancing, enabling mobile learning to be widely adopted in universities (Yuan et al, 2021;Zea et al, 2021). Distance and digital learning have also been rapidly promoted in entrepreneurship education (Zulfiqar et al, 2021), because it is more adaptable to the development of the times and promotes students to obtain educational resources as much as possible (Ferreira et al, 2021). As a virtual dynamic learning tool, business simulation games (BSGs) have been developed as a realistic learning strategy, which are currently recognized by more and more scholars in entrepreneurship education (Faria et al, 2009).…”

“…Students learn better when they construct knowledge in a more engaging environment (Lopez-Gazpio, 2022). AI can also collect participants' motivation and attention levels in different links through neuroscience techniques such as electroencephalogram signal and eye tracking, so as to fully understand the participants' gaming experience and the attractiveness of the game (Ferreira et al, 2021). Finally, AI can save and share game data, which can help reduce the time and cost of the game (Matulis and Harvey, 2021), facilitate quick access to educational support for students (Kuleto et al, 2021),thereby promoting the maximum effect of entrepreneurship education.…”