Effects of the heterogeneity of game complexity and user population in learning performance of business simulation games

Learning Small Business Management in an Interactive Environment with Blogs and Simulations

“…The results of the study suggest that combining both a blog and simulation were effective in the learning of the course and that students liked both the blog and simulation and learning in an interactive environment was important to almost all of the students (n = 37, 86%). This supports earlier studies that show having discussion (Tao et al, 2012) and a perception that a simulation is easy to use (Tao, et al, 2009), can enhance the leaners satisfaction in a course. When combining the use of a blog with a simulation, learning can be positively affected because the blog offers students a place to support their individual simulation learning within a classroom community, and it could lead to a perception that the game is attractive and easy to use by allowing discussion with other classmates on using the simulation.…”

“…In a research study by Faria and Wellington (2005), business gaming was found to be a relevant and meaningful teaching tool and a discipline specific based simulation, can be helpful in supporting the overall learning assurance process (Hall & Ko, 2006). Tao, et al (2012) found that students using a simulation in a business class continually improved their performance in the game when they had greater dynamics in group discussion. In another study, perceived ease of use in playing the game and attractiveness of the game played a critical role in determining the student satisfaction (Tao, Cheng, & Sun, 2009).…”

“…The goal of a game is to determine who wins or loses with competitors; the game has constraints and a linear objective. A simulation however, tries to find the relationship between cause and consequence (Tao, Yeh & Hung, 2012).…”

Factors Affecting Students’ Continued Usage Intention Toward Business Simulation Games

“…Simulation games can be used to support the aim of business classes, which is to provide learners with an opportunity to acquire the skills and competencies they will need in their later careers (Pivec, 2007). Recently, the impact and value of simulation games are frequently investigated in the context of business and management education (e.g., Ben-Zvi, 2010; Lin & Tu, 2012; Lov, 2015; Tao, Cheng, & Sun, 2009; Tao, Yeh, & Hung, 2012). However, few studies have investigated why students are willing to reuse the games or not (e.g., Tao et al., 2009).…”

O uso da Análise Relacional Grey como proposta de avaliação de empresas: um estudo em ambientes laboratoriais de gestão

“…Apesar de todas essas considerações, Sauaia e Oliveira (2011) afirmam que a utilização de dados de empresas simuladas para testar métodos de análise de empresas e formas de classificá-las é possível e usual, pois tratam-se de empresas que operam no mesmo setor e que iniciam suas operações nas mesmas condições, se diferenciando ao longo da simulação. Ademais, é possível se ter acesso a todos os relatórios contábeis e as decisões tomadas para se chegar a esse resultado, possibilitando, caso seja desejado, uma análise mais completa sobre o que levou cada empresa a obter o resultado apresentado (Tao, Yeh & Chin, 2012).…”