Fame and Fortune: Developing a Simulation Game for the Music Industry Classroom

Abstract

This study documents the development of a classroom game simulating the effects of contractual arrangements on the economic relationships between artists, record labels, and consumers. The game was tested with multiple revisions in classroom settings over a period of three years by using surveys, interviews, session videos, and teacher observations. Using the approach of Grounded Theory, observations and insights were extracted from the collected data with the goal of identifying effective strategies for developing and using classroom simulations. Findings include evidence of deeper engagement with the subject through cognitive, psychomotor, and affective learning.

Business Simulation Games for the Development of Intrinsic Motivation-Boosting Sustainability: Systematic Review

“…With respect to interventions detailed in Table 4, they can be classified in three different ways. First, a number of simulation games are board games, where students play by moving small objects around on a board [20,21,23], whereas other simulation games are digital, taking advantage of the great development that has taken place in recent years in information and communication technologies [10,11,[17][18][19][22][23][24][25]33]. Additionally, we can find simulations carried out on the whole company [10,11,[19][20][21][22]33], on a functional area of the company (such as finance) [17,23,24], or on a specific area (such as communication) [23,25].…”

“…First, a number of simulation games are board games, where students play by moving small objects around on a board [20,21,23], whereas other simulation games are digital, taking advantage of the great development that has taken place in recent years in information and communication technologies [10,11,[17][18][19][22][23][24][25]33]. Additionally, we can find simulations carried out on the whole company [10,11,[19][20][21][22]33], on a functional area of the company (such as finance) [17,23,24], or on a specific area (such as communication) [23,25]. Finally, there are games where students can compete in groups against other students [10,11,[17][18][19][20][21][22][23]25,33], whereas other games can only simulate competing against the computer [23,24].…”

“…Additionally, we can find simulations carried out on the whole company [10,11,[19][20][21][22]33], on a functional area of the company (such as finance) [17,23,24], or on a specific area (such as communication) [23,25]. Finally, there are games where students can compete in groups against other students [10,11,[17][18][19][20][21][22][23]25,33], whereas other games can only simulate competing against the computer [23,24]. In general, most of the studies have worked with digital games, most of them are collaborative because they allow interaction with other participants, and they are not evaluable.…”

“…Self-determination theory (SDT) [14][15][16], which proposes a taxonomy consisting of demotivation, extrinsic motivation, and IM, served as the foundation for a large section of the scientific community that has focused on interventions for the development of motivation. IM is an outcome that arises when a person is performing some activity and gets some enjoyment just by performing the activity [17][18][19][20]. Additionally, there is a strong association between IM and achievement, high-quality education, and well-being [21].…”

“…In relation to the results and conclusions of the studies presented in Table 3, it can be observed that the majority of them consider that IM has been promoted after the interventions. There are different aspects that have allowed the interventions to promote the increase in IM: the simulator must have a well-defined structure and be realistic to allow students to think strategically and autonomously [11,17,18,21,24,33]; it must be user-friendly and clearly arranged [20][21][22]24]; it must allow competition against other students [19,23]; there must be feedback throughout the process with other students and with the instructor [10,19,21,22]; and the task must not be marked [25].…”