Learner Engagement in a Business Simulation Game: Impact on Higher-Order Thinking Skills

Abstract

Higher-order thinking skills (HOTS) are reliable predictors of success in school and the workplace. A typical technique for encouraging higher-order thinking is to use instructional design interventions that engage learners in simple cognitive activities. Business simulation game (BSG) is one of the types of interactive learning environments that can increase HOTS. In addition, student engagement and attitude toward technology use are considered strong influences on HOTS. The study explored the effect of using a BSG on HOTS and student engagement. It examined the influence of attitude toward the use of a BSG on HOTS and student engagement. The results of the t-test analysis showed that learning activities using BSG had a positive effect on HOTS and student engagement. Additionally, PLS-SEM analysis results indicated that immersion, interaction, and intention to use the game influence student engagement. Furthermore, student engagement significantly influenced HOTS. The findings indicate that students must demonstrate that they are engaging actively in a course to improve HOTS and that a BSG can be a valuable and effective tool for promoting engagement. Moreover, the COVID-19 pandemic caused limitations in sampling and representativeness of respondents. Future research should involve a bigger sample size and students who have attended related courses.

Creating experiential learning opportunities in enterprise education: an example of a facilitator-led business simulation game in a taught setting

“…This gives students a real-life experience of challenges associated with "meeting a common goal". Furthermore, adopting a collaborative learning approach within the highereducation system allows adult learners to acquire knowledge and competences in specific areas, such as team working skills, knowledge sharing, developing creativity, self-learning and developing essential skills for the workplace (Huang et al, 2023). Locke (1728) observed that experiential learning techniques assist students in storing information within their longterm memory, where it can easily be recalled.…”

“…These skills are identified in the EntreComp Framework in Figure 1. They are considered reliable predictors of success in education and work settings (O'Brian and Costin, 2022; Huang et al. , 2023).…”

“…Adding to this, Huang et al. (2023) assert that experiential learning contributes to cognitive and intellectual development and facilitates knowledge sharing through teamwork.…”

“…Embedding collaborative, project-based or problem-based learning within the experiential learning environment has been found to increase student motivation (to learn) and develop decision-making capability, creative thinking, self-learning and knowledge acquisition and implementation (Davidson et al. , 2014; Huang et al. , 2023).…”

“…The assessment encouraged reflection and the unpacking of action at key moments in time, encouraging evaluation, critique and analysis, identified as critical skills in the literature (Huang et al. , 2022, 2023).…”