Flow in Business Simulation Games: Comparison between Online and Face-to-Face MBA

Kim, J.B.; Watson, Edward

doi:10.24251/hicss.2018.004

Cited by 5 publications

(2 citation statements)

References 31 publications

(46 reference statements)

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“…These are the premier results of comparing the use of teacher-authored educational video games in both face-to-face and online formats, since to the best of our knowledge, no study has previously compared students' knowledge acquisition achieved through this kind of games in both formats. When comparing these results with those obtained by using non-teacher-authored educational video games and other types of educational games like escape rooms, it can be evidenced that the results are not consistent with previous research [24], [25], [27], [28] (see section II.B).…”

Section: Rq2: Does the Effectiveness Of Teacher-authored Educational ...contrasting

confidence: 73%

“…Some recent studies like [22] and [23] compared the effectiveness of face-to-face and online formats on engineering education and pointed to some strategies to move from one format to another, thanks to multiple learning resources. Delving into different types of resources, the effectiveness of educational games in face-to-face and online formats has barely been compared and the existing researches are far from the engineering field, as for example [24], [25] and [26], which are focused on educational business games and report discrepant findings. While [24] and [25] suggest that educational games are more effective in online modality, [26] emphasizes additional benefits of the face-to-face format compared to the online one.…”

Section: B Comparing Effectiveness Of Educational Video Games In Face...mentioning

confidence: 99%

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Learning and Motivational Impact of Game-Based Learning: Comparing Face-to-Face and Online Formats on Computer Science Education

López-Fernández¹,

Gordillo²,

Pérez³

et al. 2023

IEEE Trans. Educ.

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Contribution: This article analyzes learning and motivational impact of teacher-authored educational video games on computer science education and compares its effectiveness in both face-toface and online (remote) formats. This work presents comparative data and findings obtained from 217 students who played the game in a face-to-face format (control group) and 104 students who played the game in an online format (experimental group). Background: Serious video games have been proven effective at computer science education, however it is still unknown whether the effectiveness of these games is the same regardless of their format, face-to-face or online. Moreover, the usage of games created through authoring tools has barely been explored. Research questions: Are teacher-authored educational video games effective in terms of learning and motivation for computer science students? Does the effectiveness of teacher-authored educational video games depend on whether they are used in a face-to-face or online format? Methodology: A quasi-experiment has been conducted by using three instruments (pre-test, post-test and questionnaire) with the purpose of comparing the effectiveness of Game-Based Learning in face-to-face and online formats. A total of 321 computer science students played a teacher-authored educational video game aimed to learn about software design. Findings:The results reveal that teacher-authored educational video games are highly effective in terms of knowledge acquisition and motivation both in face-to-face and online formats. The results also show that some students' perceptions were more positive when a face-to-face format was used.

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Section: Rq2: Does the Effectiveness Of Teacher-authored Educational ...contrasting

confidence: 73%

Section: B Comparing Effectiveness Of Educational Video Games In Face...mentioning

confidence: 99%

Learning and Motivational Impact of Game-Based Learning: Comparing Face-to-Face and Online Formats on Computer Science Education

López-Fernández¹,

Gordillo²,

Pérez³

et al. 2023

IEEE Trans. Educ.

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ERP based business learning environment as a boundary infrastructure in business learning

Nisula

Pekkola

2019

Educ Inf Technol

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Business education has been criticized for being theoretical and distant from the dynamisms of the business life. To answer to this criticism, different types of experiential learning environments, such as manual role-plays, computer simulations, and enterprise resource planning (ERP) systems, have been used. In this paper, we study how a holistic learning environment, combining a practice enterprise model, an ERP system and a simulation, improves learning results and why. We present a full-year long case study to compare the learning outcomes of the holistic learning environment with a manuallyoriented practice enterprise model. Our findings indicate improvements on different domains of Bloom's taxonomy. We suggest that the improvements are due to the holistic learning environment acting as a boundary infrastructure where the practice enterprise model, the simulation and the ERP system are all different kinds of boundary objects. This boundary infrastructure functions as a point of interaction and communication, and enables the students and teachers to cross social, cultural and conceptual boundaries between different communities of practice, and importantly, between theory and practice.

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Effects of participating in face-to-face and online intergenerational learning on flow state: A conditional growth model approach

Liu

Wang

2023

Educational Gerontology

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Flow in Business Simulation Games: Comparison between Online and Face-to-Face MBA

Abstract: Abstract

Cited by 5 publications

References 31 publications

Learning and Motivational Impact of Game-Based Learning: Comparing Face-to-Face and Online Formats on Computer Science Education

Learning and Motivational Impact of Game-Based Learning: Comparing Face-to-Face and Online Formats on Computer Science Education

ERP based business learning environment as a boundary infrastructure in business learning

Effects of participating in face-to-face and online intergenerational learning on flow state: A conditional growth model approach

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