The Effects of Situation Variability in a Simulation-Based Training for Implicit Innovation Knowledge

Lysebetten, Saar Van; Anseel, Frederik; Sanchez, Diana R.

doi:10.1177/1046878120914327

Cited by 4 publications

(2 citation statements)

References 68 publications

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“…In looking at training format characteristics that may affect game-based learning, the article by Van Lysebetten, Anseel and Sanchez (2020) picks up another important aspect. In their quantitative experimental study with business students they explore to what extent variation in the simulation-based situations improved learning outcomes in the context of innovation knowledge.…”

Section: The Articles Of the August 2020 Issuementioning

confidence: 99%

Gaming in the Time of COVID-19

Kriz¹

2020

Simulation & Gaming

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Reflecting on Gaming in the Time of Pandemic Crisis As the COVID-19 pandemic affects us all, I focus here, in this editorial, on some aspects related to gaming and simulation in these challenging times. There have been some reflective conversations within the ISAGA network that I would like to share with you. My honored colleague, Simulation & Gaming advisory board member, Jan Klabbers started a discussion via email some weeks ago by stating: "Reflecting on all the confusing and threatening news, on the rapidly and drastically changing political and socioeconomic landscape, and absorbing their impact on our daily affairs, I wonder what game of life we are forced to play nowadays.. . I am interested to learn how you experience the pandemic at your place, and how it is impacting on your views on designing, facilitating, and debriefing games, on the basis of the various rules of social distancing that you.. . envision and apply." Several other colleagues around the globe answered. I would like, here, to share some answers and statements that seem especially interesting for directing future research, for practical decisions in the games design process and for simulations as interactive learning environments. Amparo Garcia-Carbonell, Simulation & Gaming advisory board member, wrote: "I have always believed and enjoyed playing and interacting with my students in situational classroom contexts, with interactive dynamic and face to face and games. Can digital-telematic processes really reproduce similar cognitive processes?" Heide Lukosch, Simulation & Gaming Associate Editor, added: "While I very much 'like' the digital developments we made at the gamelab in Delft, I am still convinced of the power of physical games for learning in its broadest sense, and for increasing awareness. And even the digital games were/are often used in a group setting. I would not know how to replace this experience in a distance setting with the same result.. .. The direct contact between players, exchange of artefacts such as currencies, forms, or tokens, is one of the haptic elements that underpins games' attractiveness. Especially

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Section: The Articles Of the August 2020 Issuementioning

confidence: 99%

Gaming in the Time of COVID-19

Kriz¹

2020

Simulation & Gaming

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“…They provide a more natural learning context (Geithner & Menzel, 2016) and offer learners a foundation to build schemata (Lin & Tu, 2012). Simulations also provide analogous (Thavikulwat, 2009) and varied contexts (Senge, 1995), and allow for forward reasoning (Van Lysebetten et al., 2020), active learning (Cadotte, 1995; Levant et al., 2016), and learning by doing (Aldrich, 2005). Recognizing that these nine principles are present in a business simulation exercise, a business simulation can create a learning environment that is well suited for maximizing learning transfer.…”

Section: Introductionmentioning

confidence: 99%

The difficulties of context: An exploratory study of learning transfer from a business simulation game

Scherpereel

Williams

Hoefle

2022

Decision Sci J Innov Edu

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Studies show that learning is situated—or that learning in one context does not easily transfer to a new context. Because business simulations are often used to provide a learning context, we wondered if this context‐specific learning would transfer. To explore this issue, we used situated learning theory to ask undergraduate students in an operations management class to apply their learning in both familiar, simulation contexts, and unfamiliar, nonsimulation contexts. Using contextually based exam questions, we empirically measured learner performance on low and high cognitive effort questions. We were able to provide some support for the constructivist learning theory's hypothesis that learners can take the principles constructed in a business simulation and apply them in other contexts. Additionally, we explored the implications of confidence/self‐efficacy theory and demonstrated that transfer may differ based on cognitive effort.

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Judgment and decision making research on CSR reporting in the COVID‐19 pandemic environment

Humphreys

Trotman

2021

Accounting & Finance

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Judgment and decision making (JDM) research in accounting focuses on the judgments and decisions of preparers, users and auditors/assurance providers of financial and non‐financial information, including sustainability information. However, the environment in which these judgments are made and how groups interact has changed substantially during the COVID‐19 pandemic, and likely post‐pandemic. We focus on the impact of these changes for corporate social responsibility (CSR) reporting, including managers’ decisions on the preparation and use of CSR information, demand for CSR assurance, and the effect of CSR reports and assurance on investors’ judgments. We then outline implications for the research questions addressed and experimental designs used.

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The Effects of Situation Variability in a Simulation-Based Training for Implicit Innovation Knowledge

Cited by 4 publications

References 68 publications

Gaming in the Time of COVID-19

Gaming in the Time of COVID-19

The difficulties of context: An exploratory study of learning transfer from a business simulation game

Judgment and decision making research on CSR reporting in the COVID‐19 pandemic environment

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