scholarly journals BENCHMARKING LEARNER EDUCATION USING ONLINE BUSINESS SIMULATION

2016 ◽  
Vol 9 (1) ◽  
pp. 17-34
Author(s):  
Alfred H. Miller
Keyword(s):  
Business Simulation ◽  
Online Business

scholarly journals Understanding online business simulation games: the role of flow experience, perceived enjoyment and personal innovativeness

2019 ◽  
Vol 35 (3) ◽  
Author(s):  
Jorge Matute-Vallejo ◽  
Iguácel Melero-Polo
Keyword(s):  
Technology Acceptance ◽  
Ease Of Use ◽  
Simulation Game ◽  
Flow Experience ◽  
Business Simulation ◽  
Perceived Ease Of Use ◽  
Personal Innovativeness ◽  
Online Business ◽  
Perceived Enjoyment

This study aimed to empirically predict the degree of acceptance of an online business simulation game in an educational context. To do so, this study proposed an extended technology acceptance model that includes variables such as perceived enjoyment and flow. In addition, the moderating role of students’ personal innovativeness in the technology field was analysed. The framework was empirically tested applying partial least squares to a sample of 266 students. Results reveal that perceived enjoyment is a key variable in explaining students’ perceived ease of use, usefulness and attitudes towards the simulation. Perceived ease of use is not significantly related to flow experience. However, this relationship is moderated by personal innovativeness. Indeed, results indicate that the higher the students’ personal innovativeness, the more attenuated the effect of perceived ease of use on the attitude towards the game and on flow experience. The study offers relevant insights for the pedagogical use of competitive digital technologies in university contexts.

An Analysis of Lexical Chunks in Online Business Letters (OBL) and Business Letter Corpus (BLC): A Corpus-Based Study

2020 ◽  
Vol 4 (2) ◽  
pp. 63
Author(s):  
Hairul Azhar Mohamad ◽  
Muhammad Luthfi Mohaini ◽  
Pavithran Ravinthra Nath
Keyword(s):  
Comparative Analysis ◽  
Sampling Method ◽  
Future Research ◽  
Frequent Type ◽  
Sentence Level ◽  
Lexical Collocations ◽  
Online Business ◽  
Lexical Density ◽  
Concordance Program ◽  
Corporate Business

This research investigated into the lexical density and frequencies of five types of lexical chunks located in 300 online business letters. Top 10 websites on business correspondence had been identified in terms of traffic visitors and bounce rate under one million web rankings worldwide. Criterion Sampling method was identified prior to extracting the sample letters from the websites. The data was then run with Antconc Concordance Program (ACP) for lexical density and frequency analysis. Top 15 lexical chunks in online business letters (OBL) were compared against those top 15 in Business Letter Corpus (BLC). Findings revealed that there was a total of 39 916-word tokens and 939 counts of lexical chunks found in this corpus. It was found that more lexical words do not imply more lexical chunks used in based on types of business letters.  All 5 types of lexical chunks were identified and ranked in descending order; Sentence Builders (SB) as the most frequent type, followed by Collocations (COL), Deictic locutions (DLs), Polywords (POLs) and Institutionalized Expressions (IUs) as the least frequent type of lexical chunk. Sub-divisional analysis indicated that Grammatical Collocations (GCs) were more common than Lexical Collocations (LCs). Majority of lexical chunks were formed more at sentence level than phrasal level. Comparative analysis between top 15 lexical chunks in OBL and BLC discovered that most top lexical chunks in online business letters are representative of those corporate business letters in BLC. Pedagogical implications in terms of the reliability of online business letters for academic reference and future research considerations are also addressed.

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.

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.

scholarly journals New insights in online fashion retail returns from a customers’ perspective and their dynamics

2021 ◽  
Author(s):  
Björn Stöcker ◽  
Daniel Baier ◽  
Benedikt M. Brand
Keyword(s):  
Customer Satisfaction ◽  
Business Model ◽  
Mail Order ◽  
Online Questionnaire ◽  
Holistic View ◽  
Research Fields ◽  
Technological Developments ◽  
Online Business ◽  
Post Purchase ◽  
Customers Perspective

AbstractReturns are an inconvenient problem in the mail-order business, not only for the merchant but also for the customer. With an estimated return rate of 50% in the fashion sector, the seller has to deal with the expense of restocking and possibly reprocessing, the buyer, who must reship the return, and the environment. We do not consider returns to be generally bad, but rather an explicit, integral part of the online business model. Therefore, we investigate potentially suitable measures to avert or avoid returns in the pre-purchase, purchase, and post-purchase phases. We look at current and technological developments in return management and the most critical drivers for fashion assortment returns. The measures we investigate deliver a holistic view of the issue and target all three purchase phases. The resulting measures were assessed via an online questionnaire with 8393 participants (customers of a German fashion online retailer) to impact customer satisfaction using Kano’s method. There are clear measures that promise high customer satisfaction (such as 360° view) and a clear hierarchy regarding monetary and non-monetary measures. By applying a new method, the segmented Kano perspective, we found different customer segments, which are different in their expectations towards returns. That allowed us to conclude dynamics regarding return management. This assessment is followed by discussing the results, conclusions, and indications for further research fields.

scholarly journals Towards a manager's mental model: Conceptual change through business simulation

2021 ◽  
Vol 19 (2) ◽  
pp. 100460
Author(s):  
Lauri-Matti Palmunen ◽  
Timo Lainema ◽  
Elina Pelto
Keyword(s):  
Conceptual Change ◽  
Mental Model ◽  
Business Simulation

The Value of Team-Based Mixed-Reality (TBMR) Games in Higher Education

2013 ◽  
Vol 3 (1) ◽  
pp. 18-33 ◽  
Author(s):  
John A. Denholm ◽  
Aristidis Protopsaltis ◽  
Sara de Freitas
Keyword(s):  
Higher Education ◽  
Project Management ◽  
International Students ◽  
Graduate Students ◽  
Sample Size ◽  
Product Design ◽  
Serious Games ◽  
Mixed Reality ◽  
Business Simulation ◽  
Team Working

This paper reports on a conducted study, measuring the perceptions of post-graduate students on the effectiveness of serious games in the classroom. Four games were used (Project Management Exercise, “Winning Margin” Business Simulation, Management of Change and Management of Product Design and Development) with scenarios ranging from product design to project management. The games might be classified as Team-Based Mixed-Reality (TBMR) games. The games were conducted over the period October 2010 to May 2011and the questionnaires conducted during June 2011. The results, from a sample size of 80 of largely international students, indicated a clear ranking of emotions experienced when participating in the games with “Exciting” outweighing “Apprehensive”, “Bored” and Indifferent”. The majority of students indicated that both “their team winning” and “showing their personal competence” were important to them. However 70% said that working in teams was valuable in itself implying that team-working was a strong element in the conclusion that the games were of value. For all four games, over 60% said that conflict was valuable and over 75% said participating improved their “working in teams” skills. The value of feedback was rated highly, as was improved motivation. Over 60% said that the participation in the games was more useful than lectures on the same topic.

scholarly journals Maintaining Academic Standards and Integrity in Online Business Courses

2020 ◽  
Vol 9 (2) ◽  
pp. 248
Author(s):  
Delbert Goff ◽  
Jarrod Johnston ◽  
Bryan Bouboulis
Keyword(s):  
Online Courses ◽  
University Education ◽  
University Graduates ◽  
Online Classes ◽  
Business Courses ◽  
Face To Face ◽  
Business Colleges ◽  
Online Business ◽  
Online Cheating ◽  
High Level

As the number of online courses being offered at universities has increased dramatically over the past several years, the level of oversight has lagged and created an environment ripe for cheating. We find that students admit to higher levels of cheating in online classes and believe other students also cheat more relative to face-to-face classes. This is likely due to the lack of tools to combat online cheating and the lack of policy from universities. We know from previous studies that business colleges have a comparatively high level of cheating and the amount of cheating at universities has been rising. These trends threaten to create an unfair system where cheaters are rewarded with higher grades than non-cheaters, thereby encouraging otherwise honest students to cheat. This may result in declining and erratic knowledge among university graduates, diminishing the value of a university education.

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