Simulation and Learning Dynamics in Business Games

Abstract

Este artigo pode ser copiado, distribuído, exibido, transmitido ou adaptado desde que citados, de forma clara e explícita, o nome da revista, a edição, o ano e as páginas nas quais o artigo foi publicado originalmente, mas sem sugerir que a RAM endosse a reutilização do artigo. Esse termo de licenciamento deve ser explicitado para os casos de reutilização ou distribuição para terceiros. Não é permitido o uso para fins comerciais. ABSTRACTPurpose: This paper studies the influence of simulation dynamics in the learning of business games participants. Originality/gap/relevance/implications: Although many studies suggest the influence of factors linked simulation dynamics in the learning of participants of business games, it is unusual to investigate partial and simultaneous influence. Within lots of studies, the purpose is to evaluate the influence of one antecedent factor on learning of participants in business games. To explore possible inter-relationships between independent variables and effects of interaction expands the scope of analysis. Key methodological aspects: It was examined the statements of 90 undergraduate management students of four institutions of higher education in Brazil, by analysis through multiple linear regression model in six variables linked simulation dynamics (professor, manual, team, complexity, debriefing and duration). Summary of key results: Two variables composed the multiple linear regression model (debriefing and duration). These variables obtained a degree of association of 59% with the quantum of learning perceived by the participants of business games and explained 32% of its variation. Key considerations/conclusions: The findings of this study may contribute to elaborate lesson plans with business games describing the influence of factors linked simulation dynamics, many of them under the professor control.

Business simulation and assurance of learning

“…critical thinking as a trait). Although the present study did not measure critical thinking directly, we argue that critical thinking skills are developed by participating in business simulations: discussion, evaluation and feedback stages of the simulation process (Lacruz, 2017;Reid and Anderson, 2012).…”

Modern technologies of teaching economics in the context of the principles of sustainable development

“…The game allows students not only to learn how to acquire the necessary knowledge, but also to use it in specific practical conditions. That is why simulation and business games have become such a popular active learning method today [10].…”

mercado mediático en el aula

“…El planteamiento de la iniciativa se sustenta en dos conceptos clave que conciben al alumnado como sujeto activo del proceso de aprendizaje: la simulación y la participación. En primer lugar, la simulación, entendida como representación y asunción de roles no permanentes, es una herramienta muy utilizada en la docencia vinculada a la economía (Becker & Watts, 2001;Escobar & Lobo, 2005;Lainema & Nurmi, 2006;García-Carbonell & Watts, 2007;Florijan & Prović, 2014;Chamorro et al, 2015;Calabor et al, 2016;Lacruz, 2017) entre cuyas posibilidades destacan el aumento del compromiso, la concentración o la motivación del estudiantado (López, 2016;Matute & Melero, 2016;Urquidi & Tamarit, 2017). Mediante esta técnica, en la asignatura 'Estructura Global de los Medios' se simula en el espacio del aula la realidad del mercado mediático global, con especial incidencia en el caso español.…”