Usage of Simulation Games in Higher Educational Institutions teaching Economics and Business

  • Mirjana Pejić Bach University of Zagreb, Faculty of Economics and Business, Zagreb, Croatia
  • Maja Meško Faculty of management, University of Primorska, Slovenia
  • Jovana Zoraja University of Zagreb, Faculty of Economics and Business, Zagreb, Croatia
  • Uroš Godnov Faculty of management, University of Primorska, Slovenia
  • Tamara Ćurlin University of Zagreb, Faculty of Economics and Business, Zagreb, Croatia
Keywords: simulation games, higher education institutions, technologies

Abstract

Higher education institutions are embracing technology development and innovative teaching methods in order to prepare their students to be future professionals. New teaching frameworks extend existing learning approaches and set students as main characters of the learning process, which shifts the focal point from educators to students developing their abilities and knowledge. Psychology experts distinguished the role of games and play as an important factor in intellectual development a long time ago. Simulation games in education are widely acknowledged as highly effective methods, which produce numerous positive effects such as higher performance, engagement, and learning motivation. In this paper, we aimed to investigate the usage of simulation games in higher education institutions. The survey research has been conducted on a sample of 180 lectures at several faculties of economics in numerous European countries. The main goal of the paper is to investigate what is the level of usage of simulation games at faculties of economics, with the specific goals of comparing simulation games to the other types of teaching and discuss their advantages as well as barriers towards their usage.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Downloads

Download data is not yet available.

References

Angelini Doffo, M. L., García-Carbonell, A., Martínez-Alzamora, N. (2015), “Estudio cuantitativo discreto sobre la simulación telemática en el aprendizaje del inglés” (Discrete quantitative study on telematics simulation in learning English), Revista Iberoamericana de Educación, Vol. 69, No. 2, pp. 51-68.

Bell, B. S., Kanar, A. M., Kozlowski, S. W. (2008), “Current issues and future directions in simulation-based training in North America”, The International Journal of Human Resource Management, Vol. 19, No. 8, pp. 1416-1434.

Bennett, S., Agostinho, S., Lockyer, L. (2017), “The process of designing for learning: understanding university teachers’ design work”, Educational Technology Research and Development, Vol. 65, No.1, pp. 125-145.

Carenys, J., Moya, S. (2016), “Digital game-based learning in accounting and business education”, Accounting Education, Vol. 25, No. 6, pp. 598-651.

Choitz, V., Prince, H. (2008), “Flexible learning options for adult students”, available at: https://jfforg-prod-prime.s3.amazonaws.com/media/documents/FlexibleLearning.pdf (May 10, 2020)

Clark, D. B., Tanner-Smith, E. E., Killingsworth, S. S. (2016), “Digital games, design, and learning: A systematic review and meta-analysis”, Review of Educational Research, Vol. 86, No.1, pp. 79-122.

Crookall, D. (2010), “Serious games, debriefing, and simulation/gaming as a discipline”, Simulation & gaming, Vol.41, No. 6, pp. 898-920.

De Smale, S., Overmans, T., Jeuring, J., & van de Grint, L. (2015, December), “The effect of simulations and games on learning objectives in tertiary education: A systematic review” In International Conference on Games and Learning Alliance (pp. 506-516). Springer, Cham.

Faria, A. J., Nulsen, R. O. (1996), “Business simulation games: current usage levels. A tenyear update”, in Patz, A., Butler, J. (Eds.), 23rd Conference Developments in Business Simulation and Experiential Exercises (Vol 23), Orlando, ABSEL, pp. 22-28.

Fu, K., Hainey, T., Baxter, G. (2016), “A systematic literature review to identify empirical evidence on the use of computer games in business education and training”, In Connolly, T., Boyle, L. (Eds.), 10th European Conference on Games Based Learning, 6-7 October, Paisley, Academic Conferences International Limited, pp. 232-239.

Hernández-Lara, A. B., Perera-Lluna, A., Serradell-López, E. (2019), “Applying learning analytics to students’ interaction in business simulation games. The usefulness of learning analytics to know what students really learn”, Computers in Human Behavior, Vol. 92, pp. 600-612.

Sitzmann, T. (2011), “A meta‐analytic examination of the instructional effectiveness of computer‐based simulation games”, Personnel Psychology, Vol. 64, No. 2, pp. 489-528.

Tsekleves, E., Cosmas, J., Aggoun, A. (2016), “Benefits, barriers and guideline recommendations for the implementation of serious games in education for stakeholders and policymakers”, British Journal of Educational Technology, Vol. 47, No.1, pp.164-183.

Van Eck, R. (2006), “Digital game-based learning: it's not just the digital natives who are restless”, EDUCAUSE review, Vol. 41, No. 2, pp. 16-30.

Vlachopoulos, D., Makri, A. (2017), “The effect of games and simulations on higher education: a systematic literature review”, International Journal of Educational Technology in Higher Education, Vol. 14, No. 1, Article 22.

Vogel, J. J., Greenwood-Ericksen, A., Cannon-Bowers, J., Bowers, C. A. (2006), “Using virtual reality with and without gaming attributes for academic achievement”, Journal of Research on Technology in Education, Vol. 39, No.1, pp. 105-118.

Yang, J. C., Chien, K. H., Liu, T. C. (2012), “A digital game-based learning system for energy education: an energy conservation PET”, Turkish Online Journal of Educational Technology, Vol. 11, No. 2, pp. 27-37.

Published
2020-09-20
How to Cite
Pejić Bach, M., Meško, M., Zoraja, J., Godnov, U., & Ćurlin, T. (2020). Usage of Simulation Games in Higher Educational Institutions teaching Economics and Business. Proceedings of the ENTRENOVA - ENTerprise REsearch InNOVAtion Conference (Online), 6(1), 27-36. Retrieved from https://proceedings.entrenova.org/entrenova/article/view/307
Section
General Economics and Teaching