The difficulties of context: An exploratory study of learning transfer from a business simulation game

Abstract

Studies show that learning is situated—or that learning in one context does not easily transfer to a new context. Because business simulations are often used to provide a learning context, we wondered if this context‐specific learning would transfer. To explore this issue, we used situated learning theory to ask undergraduate students in an operations management class to apply their learning in both familiar, simulation contexts, and unfamiliar, nonsimulation contexts. Using contextually based exam questions, we empirically measured learner performance on low and high cognitive effort questions. We were able to provide some support for the constructivist learning theory's hypothesis that learners can take the principles constructed in a business simulation and apply them in other contexts. Additionally, we explored the implications of confidence/self‐efficacy theory and demonstrated that transfer may differ based on cognitive effort.

A Systematic Review of Strategic Supply Chain Challenges and Teaching Strategies

“…However, games have facilitated young students' acquisition of practical skills in educational settings. Games operate in real-time and continuously simulate the complexities of a global supply chain, involving human players in decision-making processes [116,117]. They have received consistent approval for their effectiveness in teaching students how to manage the challenges of a global supply chain by offering practical insights into the real-world application of supply chain concepts [116][117][118][119][120].…”

“…Games operate in real-time and continuously simulate the complexities of a global supply chain, involving human players in decision-making processes [116,117]. They have received consistent approval for their effectiveness in teaching students how to manage the challenges of a global supply chain by offering practical insights into the real-world application of supply chain concepts [116][117][118][119][120]. Moreover, game-based learning enhances higher-order thinking skills, promotes teamwork, and facilitates the social construction of knowledge.…”

“…Consequently, the transfer of knowledge from a simulation game to real-life situations is not guaranteed. It all depends on factors such as the student's level of engagement and metacognitive responses [117].…”

“…Previous studies have utilized games such as the Beer Game to illustrate concepts like supply chain coordination [9][10][11][12]. Other games have tackled various supply chain concepts, such as the closed-loop supply chain [13], demand forecast, production plan, supplier selection based on cost and lead times, and inventory management [14,15].…”

Linking Business Games to Business and Entrepreneurship Education: Insights from a Bibliometric and Literature Review

“…However, future research could assess alternative learning theories and compare their ability to lead to the development of more effective business games for entrepreneurship education. For example, some authors have used the situated learning theory to explore learning transfer between contexts using business games (Scherpereel et al, 2022). The theory helped show that learners can successfully apply the skills learned in business games in real-world situations.…”