Intelligent Tuning of a Dynamic Business Simulation Environment

2011 ◽  
pp. 355-368
Author(s):  
Thierry Mamer ◽  
Siddhartha Shakya ◽  
John McCall ◽  
Gilbert Owusu
Keyword(s):  
Simulation Environment ◽  
Business Simulation

scholarly journals An introduction to IBM General Business Simulation Environment

2008 ◽  
Author(s):  
Wei Wang ◽  
Jin Dong ◽  
Hongwei Ding ◽  
Changrui Ren ◽  
Minmin Qiu ◽  
...  
Keyword(s):  
Simulation Environment ◽  
Business Simulation ◽  
General Business

Is Avoiding the Appearance of Incompetence the Key to Success? An Examination of Team Goal Orientation and Performance in a Simulation Environment

2020 ◽  
Vol 58 (8) ◽  
pp. 1562-1585
Author(s):  
Phillip E. Davis ◽  
Corey J. Fox ◽  
Jason D. DeBode ◽  
Lori T. Peterson
Keyword(s):  
Goal Orientation ◽  
Goal Orientations ◽  
Business Environment ◽  
Team Development ◽  
Learning Tools ◽  
Simulation Environment ◽  
Business Simulation ◽  
Performance Metric ◽  
Student Teams ◽  
And Performance

A key challenge for educators in business is to incorporate learning tools that mimic the uncertainty and complexity of the real business environment. However, recent advancements in technology have offered new tools that address this challenge. One such increasingly popular tool has been computer simulations. While the use of simulations has grown in business education, the research on simulations is quite nascent. This is especially true when it comes to understanding which factors lead students to perform better or worse in a business simulation environment. By integrating goal the orientation and generative learning literature, this study seeks to address this shortcoming in the existing literature. More specifically, we explore how student teams’ goal orientation affects their team’s performance in a simulation context. Results suggest Learn and Avoid Goal orientations are positively related to an objective performance metric (i.e., sales growth), while the Avoid Goal orientation is positively related to a subjective performance metric of team effectiveness. On the other hand, the Prove Goal orientation was negatively related to both metrics. The paper concludes with a discussion of the contributions and implications for both team development and pedagogical approaches to team support.

Present or Play

2015 ◽  
Vol 5 (2) ◽  
pp. 55-69 ◽  
Author(s):  
Tom van Dijk ◽  
Ton Spil ◽  
Sanne van der Burg ◽  
Ivo Wenzler ◽  
Simon Dalmolen
Keyword(s):  
Goal Setting ◽  
Business Environment ◽  
Serious Game ◽  
Simulation Environment ◽  
Business Simulation ◽  
Serious Gaming ◽  
Training Setting ◽  
The World

Serious gaming is one of the newest developments in the world of learning and is gaining increasing attention within the business environment. Although many practitioners claim that serious gaming has more impact on demonstrated behaviour of trainees when compared to common presentations, little evidence exists. In this paper, the authors present an experiment that builds a foundation for proving that serious gaming is more effective than presentations in ensuring people demonstrate a specific set of behaviours within a training setting. The experiment involved addressing the same content a number of times by either holding a presentation or playing a serious game. Consequently, participants' behaviour was measured within a business simulation environment. Results demonstrate that experiencing failure is an important element of learning and that most learning occurs during a game debriefing when participants reflect on their experiences. The importance of learning elements like goal setting, feedback and challenge is demonstrated as well.

Integrating an Intelligent Tutoring Facility into a Gaming Simulation Environment

1997 ◽  
Vol 12 (3) ◽  
pp. 207-222 ◽  
Author(s):  
Julika Siemer ◽  
Marios C. Angelides
Keyword(s):  
Intelligent Tutoring Systems ◽  
Intelligent Tutoring ◽  
Simulation Game ◽  
Simulation Environment ◽  
Business Simulation ◽  
Educational Value ◽  
Tutoring Systems ◽  
Gaming Simulation ◽  
Computer Based ◽  
And Training

Gaming simulations and intelligent tutoring systems are both substantive research and development areas within the field of computer-based education and training which have the potential for mutual enhancement. This paper argues that the pedagogical effectiveness of gaming simulations can be increased through the integration of an intelligent tutoring facility and examines possible roles for such support within a gaming simulation environment. It then commences to present INTUITION, the implementation of the Metal Box Business Simulation game, that illustrates how an intelligent tutoring facility may be integrated within a gaming simulation environment in order to increase its educational value.

Santos: A physics-based digital human simulation environment

2006 ◽  
Author(s):  
Karim Abdel-Malek ◽  
Jasbir Arora ◽  
Jingzhou Yang ◽  
Timothy Marler ◽  
Steve Beck ◽  
...  
Keyword(s):  
Simulation Environment ◽  
Digital Human ◽  
Human Simulation

A Simulation Environment for Analyzing the Impact of Volcanic Ash on Trajectory-Based Air Traffic Management

2013 ◽  
Author(s):  
Angela Schmitt ◽  
Ruzica Vujasinovic ◽  
Christiane Edinger ◽  
Julia Zillies ◽  
Vilmar Mollwitz
Keyword(s):  
Traffic Management ◽  
Volcanic Ash ◽  
Air Traffic Management ◽  
Air Traffic ◽  
Simulation Environment ◽  
The Impact

The Relationship between a Business Simulator, Constructivist Practices, and Motivation toward Developing Business Intelligence Skills

10.28945/3602 ◽  
2016 ◽  
Vol 15 ◽  
pp. 593-609
Author(s):  
Hsun-Ming Lee ◽  
Ju Long ◽  
Lucian Visinescu
Keyword(s):  
Active Learning ◽  
Business Intelligence ◽  
Meaningful Learning ◽  
Pedagogical Practices ◽  
Business Simulation ◽  
Robust Learning ◽  
Perceived Difficulty ◽  
Simulation Based ◽  
Based Instruction ◽  
Constructivist Practices

Developing Business Intelligence (BI) has been a top priority for enterprise executives in recent years. To meet these demands, universities need to prepare students to work with BI in enterprise settings. In this study, we considered a business simulator that offers students opportunities to apply BI and make top-management decisions in a system used by real-world professionals. The simulation-based instruction can be effective only if students are not discouraged by the difficulty of using the BI computer system and comprehending the complex BI subjects. Constructivist practices embedded in the business simulation are investigated to understand their potentials for helping the students to overcome the perceived difficulty. Consequently, it would enable instructors to more efficiently use the simulator by providing insights on its pedagogical practices. Our findings showed that the constructivist practices such as collaboration and subject integration positively influence active learning and meaningful learning respectively. In turn, both active learning and meaningful learning positively influence business intelligence motivational behavior. These findings can be further used to develop a robust learning environment in BI classes.

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