Comparing games and case methods in enhancing student learning

Tan, Kim Hua

doi:10.1504/ijil.2007.012379

Cited by 15 publications

(10 citation statements)

References 9 publications

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“…Educational games, in a broad sense, can be defined as activities designed to mimic the external world realities within a classroom setting using board games, computer-based games, role plays, and exercises that allow students to learn by experimenting alternative ideas in a risk-free environment (Tan 2007). The effectiveness and importance of using educational games in teaching management science (MS) and operations research (OR) courses were discussed by Griffin (2007) and Ben-Zvi and Carton (2007).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Then, student teams competed against each other to develop the process for the same product. Several advantages of using educational games were reported by Tan (2007), including their dynamics and interactive abilities to create a stimulating learning environment, making students' learning more interesting. However, because most developed games are based on the simplified versions of realities, they rarely represent the real business situation.…”

Section: Literature Reviewmentioning

confidence: 99%

“…However, because most developed games are based on the simplified versions of realities, they rarely represent the real business situation. In addition, the game approach appears to lack the effectiveness in training students' critical thinking, analysis, and problem-solving abilities (Tan 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

“…In addition to business school teaching, the case method has been adapted to engineering classes (Raju and Sanker 1999) and materials science courses (Davis and Wilcock 2003). Whereas the case method reaps many advantages in training students with more intellectual abilities, it faces a major disadvantage: Students cannot experiment their ideas and learn from the consequences of their decisions (Tan 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations

An Educational Game with Dragons’ Den Experiences for Supply Chain Management Training

Feng

Audy

Rönnqvist

et al. 2020

INFORMS Transactions on Education

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This article presents an educational game to engage university and industrial stakeholders in collaborative training for supply chain management courses. The game will help students learn complex supply chain management issues. There are two integrated parts: a case ethod through an industrial case and an activity-based game featuring role plays based on international television shows such as Dragons' Den in Canada or Shark Tank in the United States. We developed a game framework to illustrate how the game can be prepared and played in classrooms. Although the game is primarily developed for classroom teaching, it may be adapted to other training environments. We have provided two examples to demonstrate how the game can be played as a short game in conference environments. Game experiences and feedback are presented with comments from various game participants. By interacting with stakeholders and tackling a real-world business case, students can better understand stakeholders' business goals, the importance of supply chain collaboration, and the impacts on supply chain decisions.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

An Educational Game with Dragons’ Den Experiences for Supply Chain Management Training

Feng

Audy

Rönnqvist

et al. 2020

INFORMS Transactions on Education

View full text Add to dashboard Cite

show abstract

“…The use of simulation games, instead of traditional lectures, for improving students' learning has been encouraged by many research studies in the past [27,53]. Learning through simulation games has become an interactive way to deliver knowledge, since the students gain better understanding of the materials as they are encouraged to participate through a collaborating environment [20, 21, and 30].…”

Section: Literature Reviewmentioning

confidence: 99%

A Business-Analytic Approach to Identify Critical Factors in Quantitative Disciplines

Oztekin

Khan

2014

Journal of Computer Information Systems

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Most business students in universities across the UnitedStates find the quantitatively oriented courses challenging to comprehend the course material to a degree necessary to develop capability and confidence level to solve business problems. A determination of critical factors that influence performance in such courses is critical to designing class instructions. Instructors teaching these classes agonize over the fact that these courses are amongst the most difficult to teach as they encompass relatively harder concepts transformed into analytical skill sets with real applications to business operations that students struggle to grasp. This study employs a machine learning-based approach to determine critical success factors by analyzing the dataset of a focus course and provides some guidelines to educators for improving their teaching effectiveness. Information fusionbased sensitivity analyses on the data mining models provide an unbiased weighting scheme for the rank order of the variables that help predict the students' comprehension level.

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