Science Behind: Business Simulations
When used as a tool, business simulations create growth for business through real-world scenarios and their applications. Simulations have consistently been used as a learning tool. They are used in areas such as education, training, and technological spheres to produce a realistic learning environment. These realistic simulations can range from realistic situations in money management to relations with foreign companies.
Many business firms use simulations to properly assess the knowledge of possible employees and create an engaging learning environment. In a published PHD study investigating the applications of Digital Business Simulation Games (DBSGs) and their impact on businesses, the results showed a clear understanding from employers to properly assess the knowledge of prospective employers to identify the needs of such people (Manjorin, 2022, p.89). With proper precautions in place, all workers will have an even playing field in which to do their best work. These findings, and the dissertation, are credible, as it has been looked over by other professors wherein it was found defensible and a strong argument. The next study, an international source, opens the data up to students and learners worldwide. Wang, the author, is also a teacher at a school of Business, which makes him knowledgeable about students and how they learn. These two aspects create a credible paper that takes into account what many other papers might not. The study was conducted on international business schools published through an international journal, finding that students agree that DBSGs create a safe space for learning. The study states that many added that beginners, often lacking experience, will have the ability to make mistakes they wouldn’t otherwise be able to make to learn (Wang, 2022, p.37). These mistakes will ultimately make for more productive thinkers, who can correctly place and come up with solutions based on prior mistakes. Wang also believes that the learned critical thinking skills gained from these simulations will help each company properly grasp the nature of problems they encounter, and easily find solutions through the learned thinking skills (Wang, 2022, p.34).
These skills are learned through a higher degree of engagement, also cited in Manjorin’s study, where participants recognized a higher degree of engagement based on their ability to motivate intrinsically as opposed to extrinsic motivation (Manjorin, 2022, p.92). Wang believes that while engagement is higher while using DBSGs, a large part of that originated from the real-world skill relevance, such as decision-making and the ability to make mistakes, to students. Manjorin, while agreeing, also believes that these engagement factors rely on the learner’s disposition and outlook. Those with extrinsic motivation found that their needs are based on the simulation’s relevance to the real world while intrinsic motivations lie in personal motivations, such as rank. Overall, through studies, business simulations have been found to have a higher rate of engagement when learning using DBSGs (Manjorin, 2022, p.92).
A study on student engagement published by international graduate school teachers in the departments of Technological and Vocational Education finds statistics that agree with Manjorin’s claim that learners are better engaged and learn more critical thinking skills when using DBSGs. The study compares a control group, learning without a DBSG, comparing it to another group, learning with the DBSG, and recorded engagement levels. There’s an overall significant difference between the two groups, and the group using the DBSG is found to have more cognitive, behavioral, and emotional involvement when learning (Huang et. al., 2023, p.115). This study is credible, as all contributors have active knowledge and involvement in the topic. However, it is stated in the abstract that COVID-19 placed limitations on data sampling, which may make the results less credible and uncertain. In the study, Huang et. al. also claim that the DBSG influences the ability of students to properly problem solve, think critically, and be creative (Huang et. al., 2023, p.119). All skills would be invaluable in the business sphere, where their ability to make realistic and timely decisions would rely on all three to be well honed. Both the study conducted by Wang and Huang et. al agree with this point, that DBSG’s produce better critical thinking skills and the ability to problem-solve in business situations where it will be needed. Manjorin’s study on DBSG found these same results in a corporate setting which, while not students, need to constantly adapt to their environment with the help of fostered critical thinking skills.
Overall, DBSGs are helpful resources used to create a productive learning environment, engage students, and foster critical thinking and problem-solving skills to be used in real-world business situations. All three sources came to this conclusion, all producing statistics about a higher engagement rate and better critical thinking skills than control groups, or students, who did not use DBSGs. When used as a tool for learning, DBSGs create groups of learners better fit for realistic business situations and space fit for more active learning.
Sources
Huang, Y.-M., Silitonga, L. M., Murti, A. T., & Wu, T.-T. (2023). Learner Engagement in a Business Simulation Game: Impact on Higher-Order Thinking Skills. Journal of Educational Computing Research, 61(I), 96-126. EBSCO.
Manjorin, J. M. (2022, December). A Phenomenological Study of Digital Business Simulation Games and Implementation for Corporate Learning. EBSCO, 160.
Wang, H. (2022, November 23). What Abilities Does Business Simulation Cultivate College Students. Journal of Education and Learning, 12(1), 29-39. EBSCO.
