Evaluating business simulation software: approach, tools and pedagogy

King, Melanie; Newman, Richard L.

doi:10.1108/10748120910998399

Cited by 30 publications

(15 citation statements)

References 7 publications

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“…Business games, also known as business simulations, are another well-established category of serious games that are being used for many decades (originally in nondigital formthus, they were not called serious games) in business schools [87,88]. In SimVenture, the target of the player is to manage a company, dealing with four major types of issues: production, organization, sales and market, and finance.…”

Section: In-game Assessmentmentioning

confidence: 99%

Assessment in and of Serious Games: An Overview

Bellotti

Kapralos

Lee

et al. 2013

Advances in Human-Computer Interaction

436

270

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There is a consensus that serious games have a significant potential as a tool for instruction. However, their effectiveness in terms of learning outcomes is still understudied mainly due to the complexity involved in assessing intangible measures. A systematic approach—based on established principles and guidelines—is necessary to enhance the design of serious games, and many studies lack a rigorous assessment. An important aspect in the evaluation of serious games, like other educational tools, is user performance assessment. This is an important area of exploration because serious games are intended to evaluate the learning progress as well as the outcomes. This also emphasizes the importance of providing appropriate feedback to the player. Moreover, performance assessment enables adaptivity and personalization to meet individual needs in various aspects, such as learning styles, information provision rates, feedback, and so forth. This paper first reviews related literature regarding the educational effectiveness of serious games. It then discusses how to assess the learning impact of serious games and methods for competence and skill assessment. Finally, it suggests two major directions for future research: characterization of the player’s activity and better integration of assessment in games.

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Section: In-game Assessmentmentioning

confidence: 99%

Assessment in and of Serious Games: An Overview

Bellotti

Kapralos

Lee

et al. 2013

Advances in Human-Computer Interaction

436

270

View full text Add to dashboard Cite

show abstract

“…The reported benefits of business simulations include increased motivation (Fripp, 1997), experiential learning (Adobor and Daneshfar, 2006;Feinstein et al, 2002), integration of diverse student populations (Piercy and Caldwell, 2011) the development of critical thinking skills (Springer and Borthick, 2004;Martin and McEvoy, 2003;Doyle and Brown, 2000), a risk free environment (Fripp, 1997), a simplified real world (Doyle and Brown, 2000), the development of team working skills (King and Newman, 2009), and the acquisition of time management skills (Doyle and Brown, 2000). Business simulations allow students to make strategic decisions based on their theoretical knowledge in a safe environment (Adobor and Daneshfar, 2006).…”

Section: Business Simulations In Higher Educationmentioning

confidence: 99%

The impact of critical thinking disposition on learning using business simulations

Bell

Loon

2015

The International Journal of Management Education

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This research seeks to determine the relationship between students' critical thinking disposition and their learning while engaging in a business simulation at a UK higher education institution (HEI). The research informs educators making decisions about the use of simulations as to the value of considering critical thinking dispositions. Previous research has found that simulations are an effective way for students to engage actively in learning, bridging the gap between theory and practice. It has also been found that such simulations can develop students' critical thinking skills. However, hitherto no research has been undertaken into the role that existing critical thinking disposition has on the learning of students, as measured by the degree to which students perceived that they met the module's intended learning outcomes. This research offers insights into the role and importance of critical thinking disposition and its component dimensions and how this impacts student learning. The results indicate that the level of critical thinking disposition is positively related to the students' learning. The implications of the research suggest educators should target business simulations at specific cohorts of students. The relative importance of the critical thinking disposition constructs and the practical educational implications of these findings are discussed.

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“…Basically, realism and user-friendliness are the most important features to be considered. Adobor and Daneshfar (2006) propose three main features to assess simulation game; team dynamic, user-friendliness and realism, and King and Newman (2009) suggest the evaluation to be based on user and technical perspectives. The absence of simulation game based on Asian business environment made it more compelling for instructional simulation researchers to develop suitable business simulation for universities in the Asian region.…”

Section: Implication To Business Educationmentioning

confidence: 99%

Developing Creative Teaching Module: Business Simulation in Teaching Strategic Management

Abdullah¹,

Hanafiah²,

Hashim³

2013

IES

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Globalization and liberalization in the business environment have changed the requirements of types and qualities of human capital needed by the corporate sector. In relation to this, business graduates not only need to have theoretical understanding, but they also need to have creative thinking, communication skills and decision making skills based on multidisciplinary knowledge. Simulation game in business education is suggested to fill the gap by exposing students to real business situations. This study evaluates the effectiveness of business simulation in teaching Strategic Management in Faculty of Economics and Management, Universiti Kebangsaan Malaysia (UKM). A total of 48 students participated in the business simulation game and answered a survey at the end of the Strategic Management course. The objective of this paper is to present the findings in terms of contextual and processual context of using business simulation as an approach in teaching strategic management. The important findings of this research are the ability of simulation in transferring theory to practice, applying multidisciplinary knowledge, managing team dynamics, making decisions in uncertainties and managing in realistic situation. This study highlights the potential of business simulations in developing competent business graduates that fulfill the requirements of the industry.

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Evaluating business simulation software: approach, tools and pedagogy

Cited by 30 publications

References 7 publications

Assessment in and of Serious Games: An Overview

Assessment in and of Serious Games: An Overview

The impact of critical thinking disposition on learning using business simulations

Developing Creative Teaching Module: Business Simulation in Teaching Strategic Management

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