Computer-Based Simulation Games: A Viable Educational Technique for Entrepreneurship Classes?

Feldman, Howard D.

doi:10.1177/1046878195263006

Cited by 18 publications

(6 citation statements)

References 13 publications

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“…Yet, a game is a visible and physical representation of a problem space; a captured mental model. As such, they are places to trial new ideas and to experiment with established theories (Feldman, 1995;McKenney, 1962); to replay these theories as many times as needed; places where time and space can be contracted or expanded (Raser, 1969); places where it is accepTable just to try different things and where more might be learned from failure than success (Booker, 1994).…”

Section: The Value Of Gamesmentioning

confidence: 99%

A Systematic Survey of Games Used for Software Engineering Education

Caulfield¹,

Xia²,

Veal³

et al. 2011

MAS

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Simsoft is a serious game-one that trains or educates-at the centre of a research project designed to see if and how games can contribute to better software engineering management education by helping software engineers and project managers explore some of the dynamic complexities of the field in a safe and inexpensive environment. A necessary precursor for this project was to establish what games already existed in the field and how effective they had been. To this end a systematic review of the literature was conducted using a collection of online science, engineering, education, and business databases looking for games or simulations used for educational or training purposes in software engineering or software project management across any of the SWEBOK knowledge areas. The initial search returned 243 results, which was filtered to 36 papers by applying some simple quality and relevance inclusion/exclusion criteria. These remaining papers were then analysed in more depth to see if and how they promoted education in the field of software engineering management. The results showed that games were mainly used in the SWEBOK knowledge areas of software engineering management and development processes, and most game activity was in Europe and the Americas. The results also showed that most games in the field have learning objectives pitched at the first rung of Bloom's taxonomy (knowledge), most studies followed a non-experimental design, and many had very small sample sizes. This suggests that more rigorous research is needed into the efficacy of games in teaching software engineering management, but enough evidence exists to say that educators could include serious games in their courses as a useful and interesting supplement to other teaching methods.

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Section: The Value Of Gamesmentioning

confidence: 99%

A Systematic Survey of Games Used for Software Engineering Education

Caulfield¹,

Xia²,

Veal³

et al. 2011

MAS

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show abstract

“…Some publications describe business games for entrepreneurship education and their potential benefits. They do not, however, provide deeper empirical evidence of real learning effects (see Feldman, 1995;Murff & Teach, 2009;Thavikulwat, 1995). If a discussion of the longitudinal data of experiential entrepreneurship training takes place, it is unfortunately not explicitly connected to business games as experiential learning environments (see Parry, Wharton, & Fugate, 2003).…”

mentioning

confidence: 99%

10 Years of Evaluation Research Into Gaming Simulation for German Entrepreneurship and a New Study on Its Long-Term Effects

Kriz

Auchter

2016

Simulation & Gaming

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Background. Over the past ten years, we carried out several comprehensive studies in the area of entrepreneurship education using business games that simulate the business processes of startups. The studies researched the learning effects of these games on German university students. Aim. The studies we present investigated if the simulation game-based educational entrepreneurship programs in Germany reached their goals. These goals included the fostering of participants’ entrepreneurial competencies and desire to create a startup. Method. We show traditional summative output-oriented results and more profound results based on our theory-based evaluation approach. A so-called logic model provides a framework for the interpretation of what takes place during the entrepreneurship business simulations. Currently, we have conducted research on more than 50 regular university courses with more than 1000 students. Another part of our studies is the evaluation of entrepreneurship education in the German national business game-based competition, EXIST priME Cup (further called EPC). More than 12,000 students attended more than 500 of these cup seminars. We also show new results from an online survey that was carried out to measure the long-term effects of the startup simulation-based seminars. Results. The results of five studies are summarized, and show an overall increase in the participants’ knowledge of business administration and business plan preparation skills (required in start-up context). Apart from other results, significant gender-based differences are identified. The differences relate to entrepreneurial attitudes and motivation. Some test scenarios with cup seminars for women only with extended debriefing seem to reduce this decrease in the motivation of women; further research with larger samples is necessary. A new study on the long-term effects shows a very high acceptance rate and demonstrates the satisfaction of former students. The simulation game-based program resulted in participants starting startups at a rate that is approximately twice as high (around 16%) as the normal rate in Germany.

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“…A third limitation is the use of microworlds to study cross‐country differences in CPS. Though complex, dynamic, and nontransparent, and though widely used to train people (e.g., Feldman, 1995; Keys & Wolfe, 1990; von der Weth, 2001), microworlds are still simplifications of the real‐world context and, ultimately, the question remains as to what extent ecological validity suffers by making the situation controllable in a laboratory setting. Future research could follow an ethnographic approach and study real‐world problem solving, for example, in fire fighters or supermarket managers, and describe problem‐solving behavior in the rich and meaningful context in which it occurs.…”

Section: Discussionmentioning

confidence: 99%

Cross‐National Comparisons of Complex Problem‐Solving Strategies in Two Microworlds

2010

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Research in the fields of complex problem solving (CPS) and dynamic decision making using microworlds has been mainly conducted in Western industrialized countries. This study analyzes the CPS process by investigating thinking-aloud protocols in five countries. Participants were 511 students from Brazil, Germany, India, the Philippines, and the United States who worked on two microworlds. On the basis of cultural-psychological theories, specific cross-national differences in CPS strategies were hypothesized. Following theories of situatedness of cognition, hypotheses about the specific frequency of problem-solving strategies in the two microworlds were developed. Results of the verbal protocols showed (a) modification of the theoretical CPS model, (b) task dependence of CPS strategies, and (c) cross-national differences in CPS strategies. Participants' CPS processes were particularly influenced by country-specific problem-solving strategies.

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Computer-Based Simulation Games: A Viable Educational Technique for Entrepreneurship Classes?

Cited by 18 publications

References 13 publications

A Systematic Survey of Games Used for Software Engineering Education

A Systematic Survey of Games Used for Software Engineering Education

10 Years of Evaluation Research Into Gaming Simulation for German Entrepreneurship and a New Study on Its Long-Term Effects

Cross‐National Comparisons of Complex Problem‐Solving Strategies in Two Microworlds

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