Using classroom game play in introductory microeconomics to enhance business student learning and lecture attendance

Understanding and Predicting Students’ Entrepreneurial Intention through Business Simulation Games: A Perspective of COVID-19

“…If students fail to get an immediate result, it may result in class [27]. The online mode of instruction dampens the students' learning performance as they have lemmatized the number of questions in their mind and grants the teacher and classmates' time to respond [111,147].…”

“…The phenomena of venture creation involve individuals and the environment and interaction between them [108,109]. Furthermore, developing an understanding between environment and behavior is the key to creating an intent towards when and how to exploit entrepreneurial opportunities [110,111]. Researchers suggest that the process of starting a new venture begins with an individual developing an intent and if its notion is consistent with the placement of its constructor model, which then precedes them toward the search and discovery of opportunities to ultimately start a new business or venture [80,112,113].…”

Student learning performance and satisfaction with traditional face-to-face classroom versus online learning: Evidence from teaching Statistics for Business

“…More importantly, game-play experiments are a fun, lively, and creative INS. There is empirical evidence that classroom game-play experiments exert a positive and statistically significant effect on student learning achievement (e.g., Dickie, 2006; Emerson and English, 2016; Emerson and Taylor, 2004; Frank, 1997; Gremmen and Potters, 1997; Lin, 2018, 2020; Lin and Dunphy, 2013). In the ONL setting, the instructor could not provide students with the same important opportunity as he did in the FTF setting.6.…”

“…It should be noted that the above determinants of the basic framework are not an assemblage of suppositions. Instead, they are essentially based upon numerous empirical findings from previous studies (e.g., Cohn and Johnson, 2006;Dickie, 2006;Frank, 1997;Lin, 2013aLin, , 2016Lin, , 2018.…”

“…For example, instructors may sometimes engage in classroom game-play experiments when teaching topics such as probability distributions (binomial probability distribution, hypergeometric probability distribution, etc.). Ample evidence shows that classroom game-play is a fun, lively, and creative way to teach and learn a subject (e.g., Dickie, 2006; Lin, 2018; Lin and Dunphy, 2013;). This method also promotes students’ motivation to learn/interest in learning models.…”