Learning from Social Collaboration

2017 ◽  
pp. 41-65 ◽  
Author(s):  
Kimmo Oksanen ◽  
Timo Lainema ◽  
Raija Hämäläinen
Keyword(s):  
Social Interaction ◽  
Simulation Game ◽  
Business Simulation ◽  
Game Based Learning ◽  
Computer Supported Collaborative Learning ◽  
Simulation Games ◽  
Social Collaboration ◽  
Emotional Processes ◽  
Game Mechanics ◽  
Game Context

This chapter focuses on the challenge of evaluating game-based learning. It argues that linking game-based learning with the characteristics of a specific game or game-produced engagement is challenging. It further proposes a framework in which the game-based learning process is approached by considering (business) simulation games as Computer-Supported Collaborative Learning (CSCL) environments and presents an approach on how learning can be approached and evaluated from this perspective. In addition, it highlights how simulation game mechanics appears to be a potential way to promote learners' socio-emotional processes and give rise to social interaction and to structure collaboration among the learners in the game context. The proposed framework of this chapter takes into account both cognitive and socio-emotional perspectives of learning. The results of the chapter will present a contemporary view on the roles of sociability, collaboration and engagement in game-based learning.

Learning from Social Collaboration

2018 ◽  
pp. 500-524
Author(s):  
Kimmo Oksanen ◽  
Timo Lainema ◽  
Raija Hämäläinen
Keyword(s):  
Social Interaction ◽  
Simulation Game ◽  
Business Simulation ◽  
Game Based Learning ◽  
Computer Supported Collaborative Learning ◽  
Simulation Games ◽  
Social Collaboration ◽  
Emotional Processes ◽  
Game Mechanics ◽  
Game Context

This chapter focuses on the challenge of evaluating game-based learning. It argues that linking game-based learning with the characteristics of a specific game or game-produced engagement is challenging. It further proposes a framework in which the game-based learning process is approached by considering (business) simulation games as Computer-Supported Collaborative Learning (CSCL) environments and presents an approach on how learning can be approached and evaluated from this perspective. In addition, it highlights how simulation game mechanics appears to be a potential way to promote learners' socio-emotional processes and give rise to social interaction and to structure collaboration among the learners in the game context. The proposed framework of this chapter takes into account both cognitive and socio-emotional perspectives of learning. The results of the chapter will present a contemporary view on the roles of sociability, collaboration and engagement in game-based learning.

The Impact of International Business Strategy Simulation Games on Student Engagement

2019 ◽  
Vol 50 (3) ◽  
pp. 393-407 ◽  
Author(s):  
Tim Rogmans ◽  
Wasseem Abaza
Keyword(s):  
Student Engagement ◽  
International Business ◽  
Business Strategy ◽  
Traditional Classroom ◽  
Simulation Game ◽  
Learning Tools ◽  
Business Simulation ◽  
Simulation Games ◽  
The Impact

Background. Despite the increasing use of business simulation games in management education little is known about their effectiveness as learning tools. Aim. The aims of this study were to assess the effectiveness of an international business simulation game in enhancing levels of student engagement. Methods. We investigated student engagement levels after using a simulation game, as measured through quantitative self-reports obtained through a survey among students. The results were compared to engagement levels experienced in more traditional classroom based case discussions with the same students in the same course. The study was carried out across six class sections taught by two professors over two semesters. Results. The results show that average student engagement levels were higher during the traditional case study class than during the class using the simulation game. The standard deviation of the reported levels of student engagement was higher for the simulation game than for the traditional class, indicating that student responses were more extreme (either positive or negative) for the class using the simulation game. Students who were generally more motivated to learn reported higher levels of engagement with the simulation, whereas students with low levels of motivation who found the game complex became less engaged. Conclusion. Simulation games are not always necessarily effective in enhancing engagement among all students. The choice between traditional and experiential learning methods may be partly determined on the basis of the level of student motivation and other student characteristics.

The Impact of SimVenture on the Development of Entrepreneurial Skills in Management Students

2015 ◽  
Vol 29 (5) ◽  
pp. 379-395 ◽  
Author(s):  
Dina Williams
Keyword(s):  
Experiential Learning ◽  
Undergraduate Students ◽  
Entrepreneurship Education ◽  
Current Status ◽  
Simulation Game ◽  
Business Simulation ◽  
Simulation Games ◽  
Management Students ◽  
The Impact ◽  
Business And Management

The purpose of this study was to bridge a gap in our understanding of the role business simulation games can play in the development of entrepreneurial capabilities in undergraduate students. While entrepreneurship education has come a long way from being a branch of business and management studies, to its current status as a core discipline in its own right, the debate on the pedagogy of entrepreneurship education continues. The best results in entrepreneurship education are achieved when students are exposed to action-oriented experiential learning that encourages problem-solving, creativity and peer evaluation. Game-based learning is an emerging pedagogy that brings together the evolving nature of young learners and experiential learning. Grounded in the theory of experiential learning and action research methodology, this study investigates how a particular business simulation game, SimVenture, develops not only students' business and management skills but also their entrepreneurial attitude and values. The findings suggest that the business simulation allowed students to face their limitations, overcome some of them and make significant progress in their learning. Using SimVenture improved students' appreciation of business in general and the challenges entrepreneurs have to face in running a business.

scholarly journals Elements Explaining Learning Clinical Reasoning Using Simulation Games

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Jaana-Maija Koivisto ◽  
Elina Haavisto ◽  
Hannele Niemi ◽  
Jouko Katajisto ◽  
Jari Multisilta
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Reasoning ◽  
Indirect Effect ◽  
Simulation Game ◽  
Simulation Games ◽  
Nursing Knowledge ◽  
Efficient Simulation ◽  
Game Mechanics ◽  
Virtual Simulations

This article presents the findings on which elements in a game-based simulation affect learning clinical reasoning in nursing education. By using engaging gaming elements in virtual simulations and integrating the clinical reasoning process into game mechanics, games can enhance learning clinical reasoning and offer meaningful learning experiences. The study was designed to explore how nursing students experience gaming and learning when playing a simulation game, as well as which gaming elements explain learning clinical reasoning. The data was collected by questionnaire from nursing students (N = 166) in autumn 2014 over thirteen gaming sessions. The findings showed that usability, application of nursing knowledge, and exploration have the most impact on learning clinical reasoning when playing simulation games. Findings also revealed that authentic patient-related experiences, feedback, and reflection have an indirect effect on learning clinical reasoning. Based on these results, more efficient simulation games to improve clinical reasoning may be developed.   

Guidelines for the Use of Business Simulation Games

1980 ◽  
Vol 2 (1) ◽  
pp. 30-37 ◽  
Author(s):  
James T. Low
Keyword(s):  
Decision Making ◽  
Classroom Instruction ◽  
Competitive Environment ◽  
Simulation Game ◽  
Decision Making Under Uncertainty ◽  
Business Simulation ◽  
Simulation Games ◽  
Course Content ◽  
Careful Preparation ◽  
Hands On

Business simulation games allow students to experience applied decision-making in a fashion not provided by other forms of classroom instruction. Well-designed games can give students hands-on experience in decision-making under uncertainty in a competitive environment related to the course content. However, these advantages will be difficult to obtain without careful preparation on the part of the instructor in selecting and implementing games for specific classes. This article provides detailed recommendations regarding the factors which must be considered before introducing a simulation game into a class. Taking these factors into account should enable even the uninformed instructor to successfully use business simulation games and to avoid the pitfalls experienced by instructors who learned of these factors the hard way.

scholarly journals Tema 1: Refitting existing simulations to meet with new learning objectives – from supply chain management to virtual collaboration

2012 ◽  
Vol 5 (9) ◽  
Author(s):  
Timo Leinema ◽  
Thomas Duus Henriksen ◽  
Eeli Saarinen
Keyword(s):  
Team Learning ◽  
Learning Experiences ◽  
Learning Goals ◽  
Simulation Game ◽  
Business Simulation ◽  
Learning Potential ◽  
Simulation Games ◽  
Virtual Collaboration ◽  
Diverse Learning ◽  
The One

This paper discusses the application possibilities of business simulation games in teaching. By application possibilities we mean the different ways of arranging the learning sessions using the one and same simulation game. Thus, we are not discussing what kind of games should be built for certain educational purposes, or how a game should be built to facilitate certain kind of learning experiences. Our assumption is that a certain game can be applied in different manners to produce very different kinds of learning experiences, serving very diverse learning goals. We are interested in how the learning potential of existing games can be expanded without making any changes in the actual game algorithms, but by rethinking the activities around the game. In this paper we discuss the shift from intra-team learning to inter-team learning, and especially further to learning which is based on dispersed inter-team collaboration in a virtual environment. We will demonstrate our message with one specific, existing business simulation game.

Interpersonal Competitiveness - A Study Of Simulation Game Participants’ Behaviour

Paradigm ◽  
2010 ◽  
Vol 14 (2) ◽  
pp. 13-19 ◽  
Author(s):  
Dr Vinod Dumblekar
Keyword(s):  
Factor Analysis ◽  
Intrinsic Motivation ◽  
Verbal Aggression ◽  
Simulation Game ◽  
Future Research ◽  
Business Simulation ◽  
Simulation Games ◽  
Ability To Act ◽  
The Individual ◽  
Interpersonal Situations

Interpersonal Competitiveness refers to the urge of the individual to accomplish something in any form of human endeavour, and sometimes, prevent others from reaching that goal in that process. This study examined the construct of interpersonal competitiveness (IC) with reference to similar constructs generated in earlier research. It recognised IC as an adaptive characteristic trait of individuals who wish to win in interpersonal situations. A Competitiveness Index of 20 items was administered to 391 students at the end of business simulation games played at three business schools. Factor analysis of the data generated five IC factors, viz., measured aggression, proactivity, intrinsic motivation, winning orientation, and verbal aggression. Interpersonal Competitiveness was found to be an amalgam of willingness and courage to attack, ability to act earlier than others, and an innate eagerness for action, irrespective of material discomforts, gains or rewards. Implications and recommendations for future research are discussed.

scholarly journals METHODOLOGY FOR RESEARCH THROUGH SIMULATION BUSINESS GAME AS A TOOL FOR STRAGTEGIC MANAGEMENT AND CONTROL

2020 ◽  
Vol 8 (3) ◽  
pp. 220-229
Author(s):  
Venelin Terziev ◽  
◽  
Mitko Stoykov ◽  
Keyword(s):  
National Security ◽  
Management Strategy ◽  
Simulation Game ◽  
Business Simulation ◽  
Simulation Games ◽  
Business Game ◽  
Hybrid Threats ◽  
And Control ◽  
Concrete Model ◽  
Selection Of

Modelling a business game to test the building of capabilities for enhancing institutional resilience requires a thorough knowledge of the underlying in the reviewed process base concepts (for counteracting hybrid threats, for building defence capabilities, for the functioning of the business model of the national security system and etc.) and following a specific management strategy. The business simulation games should be seen as a concrete model of abstractions from the reality. Therefore, when analyzing the results of their implementation, it should be borne in mind that the tested coherence of a theory or concept can be successful in a particular model or simulation, but this is not actually a guarantee of overall consistency with the real world, especially when testing newly developed theories and concepts with many conventions. Therefore, the selection of concepts, variables, the way the model is developed, the approaches to conduct, and especially the management of this type of scientific research are of particular importance. Of course, the most profound impact on the results is the level of professionalism in preparing the analysis of the results of each business simulation game.

scholarly journals Perceived self-efficacy of students in a business simulation game

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Vinod Dumblekar ◽  
Upinder Dhar
Keyword(s):  
Factor Analysis ◽  
Goal Setting ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Performance Enhancement ◽  
Simulation Game ◽  
Business Simulation ◽  
Simulation Games ◽  
Significant Research ◽  
And Performance

Abstract Self-efficacy is an individual's confidence in the personal ability to complete a task under specified conditions. Game self-efficacy is the belief of game players that they would win in a business simulation game competition. To understand the composites of such belief, an instrument of 30 statements was developed and statistically tested on 227 undergraduate students at the end of a business simulation game competition. The factor analysis produced eight factors of perceived game self-efficacy, namely, innovation, experimentation, conviction, openness, focus, proactivity, conceptualisation and determination. These factors have significant research implications for goal-oriented behaviour, goal setting and performance enhancement at work and in games and competitions, and in developing simulation games.

scholarly journals Investigating the Determinants of Students’ Intention to Use Business Simulation Games

2019 ◽  
Vol 58 (2) ◽  
pp. 433-458 ◽  
Author(s):  
Yu-Yin Wang ◽  
Yi-Shun Wang ◽  
Shi-En Jian
Keyword(s):  
Social Influence ◽  
Behavioral Intention ◽  
Partial Least Square ◽  
Intention To Use ◽  
Business Simulation ◽  
Simulation Games ◽  
Performance Expectancy ◽  
Effort Expectancy ◽  
Facilitating Conditions ◽  
Behavioral Intention To Use

Business simulation games (BSGs) are educational tools that help students develop business management knowledge and skills. However, to date, relatively little research has investigated the factors that influence students’ BSG usage intention. Grounded on the extended unified theory of acceptance and use of technology, this study helped to fill this gap by exploring intention to use BSGs. Specifically, this study investigated the influence of performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, and price value on behavioral intention to use BSGs. Data collected from 141 useful respondents were tested against the research model using partial least square approach. The results of this study indicated that behavioral intention to use BSGs was influenced by facilitating conditions, hedonic motivation, and price value. Unexpectedly, performance expectancy, effort expectancy, and social influence were not predictive of students’ behavioral intention to use BSGs. These findings enhanced our understanding of students’ BSG usage behavior and provided several important theoretical and practical implications for the application of BSG in the context of business and management education.

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