Students’ perception of the impact of competences on learning: An analysis with business simulations

Hernández‐Lara, Ana Beatriz; Serradell-López, Enric; Bertran, Àngels Fitó

doi:10.1016/j.chb.2019.07.023

Cited by 29 publications

(19 citation statements)

References 42 publications

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“…However, there is no common, widely accepted research taxonomy or common methods to assess learning outcomes (Feinstein & Cannon, 2002; Gosenpud, 1990). Measuring the positive effects of using such games can be done in the following way: post-experience surveys of the students (Farrell, 2005; Lainema & Hilmola, 2005; Chang et al, 2009; Tao et al, 2009; Hernández-Lara et al, 2019; Buil et al, 2019), post-experience reports or essays written by the students (Siewiorek et al, 2012; Sai, 2017), post-experience interviews of the students (Lin and Tu, 2012), pre- and post-experience surveys of the students (Grimes & Willey, 1990; Tompson & Dass, 2000; Romme, 2003; Olhager & Persson, 2006; Cousens et al, 2009; Guillén-Nieto & Aleson-Carbonell, 2012; Hwang & Cruthirds, 2017), comparing the post-experience of the students with other teaching method experiences (Betts & Knaus, 2006; Cook & Swift, 2006; Kenworthy & Wong, 2005; Li et al, 2007; Arias-Aranda & Bustinza-Sánchez, 2009; Mitchell, 2004), measuring student satisfaction with the simulation course (Léger, 2006), mail surveys sent to Professors (Pongpanich et al, 2009; Liu et al, 2009; Chang, 2003), comparing students’ results, such as final scores or marks to those from traditional teaching method courses (Wellington & Faria, 1991; Tao et al, 2012), studying mistakes students made during the simulation game (Pasin & Giroux, 2011). …”

Section: Methodsmentioning

confidence: 99%

“…Researchers (Pérez & González, 2012; Romme, 2003; Farrel, 2005; Lin, et al 2018; Almeida, 2017; Hernández-Lara et al, 2019) indicate that simulations take a more pragmatic direction and make the student think about realities that occur in the business world - which allows the students to integrate knowledge in a single business exercise. The simulation game provides an interesting and participative learning environment and considered to be an effective learning tool.…”

Section: Introductionmentioning

confidence: 99%

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A Longitudinal Study of the Skills and Attitudes Conveyed by Two Business Simulation Games in Pécs, Hungary

Kiss

Schmuck

2020

Simulation & Gaming

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Background. Business simulation games have been used since 1979 at the University of Pécs. Since 2000, two games have been taught: a green business simulation developed on site and known as BUSINESS SIMULATION CHALLENGE and the MULTINATIONAL MANAGEMENT GAME. In this research we report on a longitudinal study of the results of the two business simulations; and investigate the effects of the Green Business simulation. Method. This survey-based research included 329 students that completed a questionnaire on business simulations since 2000. Surveys were carried out to measure the effect of the two simulations. There are data from three periods up to recent years. Frequency tables, univariate ANCOVA, T-tests and cross-tabulation were used to analyse the data. Results. - Generations’ attitudes and skills do not change with the passage of time, and the skills and knowledge, conveyed by the simulations can be considered as constant throughout the period. - This study confirms that main managerial skills are developed with simulation games but there is no need for enhanced mathematical and financial knowledge. - The green simulation successfully developed the green attitude of students, but only in cases where the green option was rational. - More educated students enjoy greater challenges, namely the need for deeper analysis. - Simulation courses in universities provide a higher level of motivation than do commercial simulations. Conclusion. It can be stated that almost the same results can be achieved by general purpose simulations which have a different focus (analytical or strategy-oriented game). Results also indicate that more simulation courses in universities would stimulate higher student motivation.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Longitudinal Study of the Skills and Attitudes Conveyed by Two Business Simulation Games in Pécs, Hungary

Kiss

Schmuck

2020

Simulation & Gaming

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“…В бизнес-симуляторах используют такие педагогические подходы как обучение на практике, обучение на ошибках и ролевые игры. Также возможно сочетание сразу несколько различных методов обучения [3].…”

Section: методы исследованияunclassified

“…В тоже время важно и творческое мышление, которое положительно сказывается на способности руководителей к более быстрой адаптации к незнакомой среде, способности выдвигать прорывные идеи и инновационные проекты, готовности идти на риск и принимать нестандартные решения [2]. ЭКОНОМИЧЕСКИЕ НАУКИ В условиях цифровой трансформации возрастает роль цифровых образовательных технологий и применение их в образовательном процессе, который становится всё более ориентированным на обучающихся и на развитие актуальных компетенций, востребованных цифровой экономикой [3]. Многие исследователи отмечают значительный рост предоставленных обучающимся возможностей для развития профессиональных компетенций, с которым связано изменение подходов, методов и технологий обучения.…”

Section: Introductionunclassified

Influence of Methods and Technologies on the Effectiveness of Management Training

Mozhaeva¹,

Selivanova²

2020

Вестник Алтайской академии экономики и права

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“…Simulation role play is an artificially created life or problem situation that we reproduce, transferring the real life problem into the game activity [7,20,27], and today, it can be considered one of the main means of developing communication skills [17,19]. Various types of trainings and business games are the most productive forms of working with youth groups [16].…”

Section: Introductionmentioning

confidence: 99%

Simulation role play as a contact work with students and its role in their communicative skills development

2020

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The article describes the diagnostic and correctional possibilities of using simulation role play with University students. It should be noted, that simulation and a role play allows to immerse students in active controlled communication, where they can express themselves, learn about their hidden capabilities, and develop their skills necessary for more productive functioning as a group or individually. Such play should contain elements of modeling, construction, and transformation. Today, simulation role play offers great opportunities to work with any categories of students, and have a great practical use, as it provides an opportunity to master both verbal and non-verbal forms of communication in various situations, clearly demonstrating the ways and possibilities to apply in practice the knowledge gained. The study showed that the use of simulation role play in the educational process helps to increase significantly the communicative competence of students. Thanks to a 4 months’ simulation role play with students during their studies at the University, they have significantly increased their communication competence, formed new communication skills and communication behavior strategies, and decreased the indicators of "communicative clumsiness". The results suggest that simulation role play as a type of socio-psychological training can be actively used in teaching practice at the University for the development of students ' communication skills, as it involves dialogue, relying on life experience and feelings of younger generation. This is a form of specially organized communication, which may become necessary in the increasing distant "indirect interaction" in our lives through social networks and the Internet.

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Students’ perception of the impact of competences on learning: An analysis with business simulations

Cited by 29 publications

References 42 publications

A Longitudinal Study of the Skills and Attitudes Conveyed by Two Business Simulation Games in Pécs, Hungary

A Longitudinal Study of the Skills and Attitudes Conveyed by Two Business Simulation Games in Pécs, Hungary

Influence of Methods and Technologies on the Effectiveness of Management Training

Simulation role play as a contact work with students and its role in their communicative skills development

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