FROM CLASSROOM TO BOARDROOM: HOW BUSINESS SIMULATION GAMES IMPACT MANAGEMENT STRATEGIES

Abstract

The use of business simulation games (BSGs) in a flipped classroom setting has shown to have positive impacts on student engagement, learning achievement, and higher-order thinking skills (HOTS). This study aimed to investigate these impacts in an undergraduate entrepreneurship course. A quasi-experimental design was employed, with 48 students in a business university participating. Both the control and experimental groups were taught using a flipped classroom approach, but the instructional material was implemented using a BSG with the experimental group. The results of quantitative and qualitative analyses indicated that the use of the BSG had positive impacts on behavioural engagement, cognitive engagement, and learning achievement, improving HOTS such as problem-solving, critical thinking, and creativity.

The document emphasizes the importance of HOTS, such as creativity, critical thinking, and problem-solving, for academic and professional success and the need for educators to actively engage students in educational activities to strengthen these skills. BSGs are considered a practical approach to knowledge acquisition that provides both learners and teachers with a tool that facilitates active problem-solving. The findings suggest that BSGs are an effective teaching tool for developing HOTS and engagement in students, helping them to acquire work-related information skills