ENHANCING LEARNING OUTCOME OF BUSINESS SIMULATION GAMES VIA PROCESS FEEDBACK
ENHANCING LEARNING OUTCOME OF BUSINESS SIMULATION GAMES VIA PROCESS FEEDBACK

Summary/Abstract: From the establishment of business simulation games in the ‘50s, there were several reports which concluded how many business faculties were using simulation games in at least one course. Studies made in the ‘60s found that in the United States of America the usage of business simulations is above 90% in business schools. In a comprehensive study, Wellington et al (2010) examined 160 studies. Those studies measured the effect of simulations on the tests' results written at the end of school-year by pupils. Based on these measurements they found that in 46.9% of the cases simulation-based lectures were more effective than traditional forms of teaching. 16.9% of the studies said that traditional ones were more effective and in 36.3% of the cases, there was no significant difference in the results perceived. In the background of the different results, there can be various effects. Based on Goosen (2002) the main factor is how the simulation is implemented in the lecture (Gold, 2015). This emphasizes the importance of giving feedbacks.Educational business simulations are usually designed to enhance learning outcome and skill development in case of managerial and entrepreneurial skills. Skill development is usually measured with surveys; there is a lack of methods for measuring players’ thinking with in-game evaluations. The aim of the study is to explore the possibilities of constructing a method to measure rationality with in-game evaluating methods to help teachers be able to give better and more useful feedbacks to enhance learning outcome of business simulation games.

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