The paper contains four sections. The first part will provide background information to help understanding the focus of this paper by explaining firstly what simulation games are and how they are used in business education and training, as well as how they are supported by IT technologies. Moreover, the process of simulation gaming will also mentioned. In the second part, several classifications of learning outcomes will be introduced to provide additional information and set a framework for the later assessment of the instructional method. The third and the fourth part are the main sections of the paper. In these parts, correspondingly, arguments on the effectiveness and limitations of IT-based business simulation game will be mentioned, along with theoretical and empirical supports.
Table of Contents
1 Introduction
2 What are IT-based business simulation games?
2.1 Simulation game
2.2 Application fields of simulation game
2.3 The business simulation gaming process
2.4 The influence of IT on business simulation game
3 What can be affected by IT-based business simulation games?
4 Why are IT-based business simulation games good?
4.1 Effectiveness on learning outcomes of participants
4.1.1 Affective outcomes
4.1.2 Skill-based outcomes
4.1.3 Cognitive outcomes
4.2 Effectiveness on other aspects of education and training
5. How can IT-based business simulation games fail?
5.1 Issues from the nature of simulation game
5.2 Issues during the gaming process
5.3 Issues regarding information technology
5.4 Learners’ personal issues
6. Discussion
Research Objectives and Themes
This paper aims to investigate the effectiveness and limitations of IT-based business simulation games as an instructional tool, specifically focusing on their impact on learning outcomes in business education.
- Evolution of simulation games under the influence of IT
- Framework for assessing cognitive, skill-based, and affective learning outcomes
- Empirical and theoretical evidence for the effectiveness of simulation games
- Identification of potential failures and limitations in the gaming process
- Cost-effectiveness and technical requirements for IT-based training
Excerpt from the Book
2.4 The influence of IT on business simulation game
Early business games were hand-scored by instructors. This imposed limitations on the complexity of the model and also on the number of variables included, the number of participants and the number of products and markets in the game world (cf. Fritzsche/Burns 2001, p. 86). Moreover, the workloads of participants and instructors while playing hand-scored games were high which resulted in various kinds of errors (cf. Faria et al. 2009, p. 469).
As business school started to adopt mainframe computers and along with the introduction and the pervasion of microcomputers, the mentioned limitations were removed. Many business games were migrated to these platforms and even more have been newly developed exclusively for microcomputers (cf. Fritzsche/Burns 2001, p. 90). There are general and particular features that the microcomputer contributes to simulation game. The general features include, among others, lower cost, better accessibility, better user-friendliness and easier software installation and administration (cf. Fritzsche/Burns 2001, p. 90). Particularly for simulation games, microcomputers with their increasing computation capability allow the construction of more complex models, which consequently increases the number of participants, and the level of detail of the games (cf. Faria et al. 2009, p. 469). Furthermore, the enhanced graphical user interface in microcomputers enables audio-visual contents to be embedded in programs and support all phases of the business gaming process by, for instance, giving graphical instructions or providing more detailed feedbacks (cf. Faria et al. 2009, p. 469). This generation of business simulation game can be regarded as computer-based business simulation game and is related to computer-based training.
Summary of Chapters
1 Introduction: Provides an overview of the history of simulation games and defines the scope of the paper regarding IT-based business simulations.
2 What are IT-based business simulation games?: Explains the foundational concepts of simulation, games, the gaming process, and the specific role of IT in modern business simulations.
3 What can be affected by IT-based business simulation games?: Introduces a classification framework for learning outcomes including cognitive, skill-based, and affective categories.
4 Why are IT-based business simulation games good?: Analyzes the effectiveness of these games on student learning outcomes and secondary benefits such as cost-effectiveness and flexibility.
5. How can IT-based business simulation games fail?: Examines potential pitfalls including instructional design issues, process challenges, IT constraints, and learner-specific obstacles.
6. Discussion: Summarizes the current state of research and suggests future directions for studies on the integration of modern technologies into business simulations.
Keywords
Business simulation, IT-based simulation, learning outcomes, cognitive outcomes, skill-based outcomes, affective outcomes, debriefing, simulation gaming process, E-Learning, computer-based training, instructional method, pedagogical effectiveness, simulation models, educational technology, learner motivation.
Frequently Asked Questions
What is the primary focus of this research?
The paper examines the effectiveness and limitations of using IT-based business simulation games as a pedagogical tool for learners in business-related fields.
What categories of learning outcomes are discussed?
The research utilizes a framework that classifies learning outcomes into three types: affective (attitudes and motivation), skill-based (technical and managerial abilities), and cognitive (knowledge acquisition).
What is the core objective of the study?
The main objective is to evaluate whether IT-based simulation games successfully enhance learner performance and to identify the specific challenges that might lead to the failure of this instructional method.
Which methodology is employed in this paper?
The author performs a thorough review of current academic literature and meta-analyses to synthesize theoretical and empirical findings regarding business simulation games.
What aspects are addressed in the main body?
The main body covers definitions and characteristics of simulation games, an assessment of their educational benefits, and an analysis of failures caused by technical, social, and psychological factors.
How would you characterize the primary keywords of this study?
Key terms include Business simulation, learning outcomes, IT-based training, instructional effectiveness, and pedagogical challenges.
Why is the "debriefing phase" considered critical in this paper?
The debriefing phase is described as essential for helping learners bridge the gap between the game simulation and real-world application; however, the author notes it is frequently neglected in practice.
How do IT advancements specifically impact business simulation games?
IT advancements have enabled higher model complexity, increased accessibility via the Internet, and provided sophisticated graphical user interfaces, shifting games from manual hand-scored systems to automated, flexible online environments.
- Arbeit zitieren
- Do Hai Dang Le (Autor:in), 2012, Effectiveness and limitations of IT-based business simulation games, München, GRIN Verlag, https://www.grin.com/document/264695
