An exploration of student perception of a business simulation game

Abstract

Introduction It is well established in the literature that simulation games are, in themselves, not self-teaching (Gillespie, 1973) and that a number of features impinge upon the learning experience. These include various aspects of course and simulation game design. Important issues comprise choice of assessment method, the roles of briefing and debriefing, and the effective integration of other taught elements. Equally, research in a variety of educational contexts indicates that the personal characteristics of students influence many aspects of learning, for example learning style and instructional preferences. Thus, the profile of students taking part in a simulation game is likely to be important. Personal characteristics such as age and gender may have an impact on how students perceive and experience learning through simulation games, as might their prior educational and learning experiences.

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