Sustainable Knowledge Transfer from Business Simulations to Working Environments: Correlational vs. Configurational Approach

Lovin, Daniel; Raducan, Monica; Căpăţînă, Alexandru; Cristache, Nicoleta

doi:10.3390/su13042154

Cited by 6 publications

(3 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This can be achieved with the use of simulation games, namely, business simulation games. Business simulations play an essential role nowadays in study programmes, since engaging in simulations enables the sustainable knowledge transfer between education and industry [4]. One of the representatives is the ERPsim business simulation [5] based on SAP ERP.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Serious Games in Economic and Business Education: A Case of ERP Business Simulation

Beranič

Heričko

2022

Sustainability

View full text Add to dashboard Cite

Digitalisation nowadays impacts business environments significantly. Therefore, if higher education wants to educate students properly for a successful career path, the business and economics curriculum must be enriched with innovative teaching approaches covering actual topics, such as, for example, the implementation of the ERPsim business simulation, a representative of serious games. The ERPsim business simulation is based on SAP ERP, and is aimed at teaching ERP concepts. It covers different business processes, and allows students to learn using a hands-on approach, simulating real-life scenarios. The presented research focuses on using an ERPsim business simulation as the introduction to the course. The simulation was implemented to ease the introduction of ERP and IT concepts to the business and economic oriented students. Considering the positive effects of serious games and gamification, our research was formed and focused on knowledge acquisition and future student engagement. We researched whether participation in the introductory simulation results in significant knowledge gain and impacts students’ future course engagement. The data were gathered using a self-assessment questionnaire before and after an introductory simulation. The results were highly positive, confirming many positive aspects of business simulation, among others, significant knowledge increase in the domains of business process and ERP transactions, and in the domain of technical knowledge for SAP ERP. The results confirmed that the introductory simulation is appropriate for introducing ERP concepts to newcomers, and, nevertheless, confirmed the positive impact on their intent on future course engagement.

show abstract

Section: Introductionmentioning

confidence: 99%

The Impact of Serious Games in Economic and Business Education: A Case of ERP Business Simulation

Beranič

Heričko

2022

Sustainability

View full text Add to dashboard Cite

show abstract

“…The features of BSG match the academic task that students perform in their studies; thus, their scientific learning is improved. BSG has a unique feature of the graphical presentation that plays a significant role in the users’ satisfaction to gain the maximum output ( Lovin et al, 2021 ). Graphical attraction is a psychological condition that alters individual interest and increases concentration.…”

Section: Theoretical Framework and Hypotheses Developmentmentioning

confidence: 99%

How Flow Experience and Self-Efficacy Define Students’ Online Learning Intentions: View From Task Technology Fit (Framework)

Huang

Wang

2022

Front. Psychol.

View full text Add to dashboard Cite

The ongoing pandemic has transformed communication modes globally. Especially in the case of higher education, where countermeasures against coronavirus disease 2019 (COVID-19) have affected students’ learning experience. This study emphasized the case of business simulation games, where critical factors were underlined to define learners’ intention to use an online learning environment through the lens of task technology fit (TTF) as a theoretical stance. This study considered the statistical analysis of 523 students who attended the business simulation module online at the tertiary level of education. Findings conclude that flow experience is the most critical factor to define learners’ perceived TTF in the case of an online learning experience. However, the learners’ self-efficacy is significant enough to map learners’ intentions to use an online environment for learning. The study discussed several theoretical and practical implications for learners’ educators and policymakers.

show abstract

“…This allows students to obtain hands-on experience and real-time feedback through trial and error [16,17]. Simulation-based interactive learning has shown promise for improving student understanding of complex concepts and principles, and for developing practical skills for work with complex real-world problems, by transferring knowledge into practice [6,18,19].…”

Section: Learning With the Support Of Computer Simulationsmentioning

confidence: 99%

Simulation-Assisted Learning about a Complex Economic System: Impact on Low- and High-Achieving Students

Sun

Wang

2022

Sustainability

View full text Add to dashboard Cite

Sustainable learning requires students to develop knowledge and skills for survival in increasingly complex and dynamic environments. The development of systems thinking skills for exploring complex dynamic systems is regarded as crucial to sustainable learning. To facilitate student thinking and learning about complex systems, computer simulations have been widely promoted. However, learning using computer simulations involves complex cognitive processes, which may impose a high level of cognitive demand on learners, especially on low achievers. It remains unclear whether and how high- and low-achieving students may benefit differently from learning with computer simulations. To address the gap, we conducted this study with university students who participated in simulation-assisted learning about the economy as a complex system. The results show that the students developed subject knowledge and systems thinking skills by the end of the study; high-achievers outperformed low-achievers in a subject knowledge test, but there were no significant differences between the two groups in their systems thinking skills, cognitive load, and affective experience. The findings indicate that both low- and high-achieving students can benefit from simulation-assisted learning of a complex system. In addition to developing systems thinking skills, there is a need to help students to improve the construction of their subject knowledge when learning with computer simulations.

show abstract

Sustainable Knowledge Transfer from Business Simulations to Working Environments: Correlational vs. Configurational Approach

Cited by 6 publications

References 45 publications

The Impact of Serious Games in Economic and Business Education: A Case of ERP Business Simulation

The Impact of Serious Games in Economic and Business Education: A Case of ERP Business Simulation

How Flow Experience and Self-Efficacy Define Students’ Online Learning Intentions: View From Task Technology Fit (Framework)

Simulation-Assisted Learning about a Complex Economic System: Impact on Low- and High-Achieving Students

Contact Info

Product

Resources

About