企業經營模擬遊戲與競賽 誰表現的比較好 ?

1. 企業經營模擬遊戲與競賽誰表現的比較好? 陶幼慧 高大資管系 • Source: • Tao, Y.-H. and Hung, K.-C. Who performs better in business simulation game learning - A case study of a college general course. The 10th WSEAS International Conference on Applied Informatics and Communications, Taipei, Aug. 20-22, 2010.

2. Who Performs Better When Learning with Business Simulation Games? A Case Study of a College General Course in Taiwan Yu-Hui Tao ytao@nuk.edu.tw K. C. Hung kc@top-boss.com.tw

3. Background • Business simulation game (BSG) • used in 97.5% of the AACSB member schools in U.S.A. more than a decade ago [2] • BSG in higher education • an indispensable motivational condition for students’ learning [9] • popular means for informal learning [5] • being promoted for use in formal learning [8, 10]

4. Motivation • In early studies • mixed results between BSG learning performance and perception • Recent research studies • shifted to non-performance perspectives • attract students’ attention • help students focus in class

5. Issues • Extent literature focuses on business major students • Non-business major students • many universities wish to cultivate their students through extensive and in-depth general education in addition to students’ majored subjects • Lack of studies on the relationship of student performance and student profile

6. Research on business simulation games :problem-based gaming model [6]

7. Research on business simulation games : three broad categories of learning outcomes [7] • Skill-based learning: address technical or motor skills • Cognitive learning: declarative knowledge, procedural knowledge, and strategic knowledge • Affective learning: refer to attitudes

8. Research on business simulation games : outcomes not necessary be consistent • Anderson and Lawton [1] • confirmed the failure to find a relationship between simulation performance and students’ attitude toward the simulation • called for further effort in finding the missing link between performance and measurement items

9. Research on business simulation games : an interesting contrast • Wellington and Faria [13] • good simulation performers are consistently good • It seems to indicate GPA, beginning attitude toward the simulation exercise, and team cohesiveness were not significantly different

10. Research on business simulation games : no technology perspective • Tao et al. [11] • proposed an integrated model fusing IS theories and educational theories • providedadequate evidence for Taiwan’s teachers to adopt or continue using BSG

11. Research Design – data collection • Based on the suggestion of Tech and Murff [12], a general course for teaching three different complexity levels of BSGs • BOSS (a total enterprise simulation) • Retail Expert (single-player small game) • Beer Game (multiple-player small game) from TOP-BOSS is offered to undergraduate students in a university in Taiwan

12. Research Design – data collection • Each game is taught in a sequence (in reference to problem-solving game model) • introducing the game • practicing by simulated game competition • writing group thought-sharing report • and gaming competition

13. Research Design – data collection • The final grade calculation is divided into • Attendance • individual tests • group reports • Competitions which were used as dependent variables in this analysis stage • The objective is to focus on “learning by doing” for students with or without management background • playing the games • collecting needed information over the Internet. • tips from the winners • tips from the thought-sharing reports

14. Research Design – statistic methods • descriptive analysis - profile the sample students • t-test - test the performance of two groups of students with different characteristics • linear regression- identify the selected variables contributing to different performance scores

15. Data analysis – sample profile

16. Data analysis – T-test analysis  at 0.1 level

17. Data analysis – regression analysis

18. Data analysis– observation 1 • Visual learning contributing negatively to all but the test performance scores • BSG is more of a text-based simulation than a simulator, the feelings of visual, auditory and kinesthetic learning do not resemble online games or simulators. • Students with high visual learning preference may find it negatively associated with BSG performance scores in most cases, except in the test score • It is surprising to see negative influcnece on performance scores for high motivational students, which may imply that they are not used to this new method of learning by doing through game competition

19. Data analysis– observation 2 • on the positive influnce • participating group discussion had significant positive influence to student performance on three out of five performance scores • Tacit learning reflects well the nature of BSG as a problem-based gaming involves strategies • Both meet the original expectation of this research.

20. Data analysis– observation 3 • test score indeed is very different from the other scores in that three variables, online game, searching information after class, and GPA of last semester, that uniquely contribute to test score, but not others • This implies • test scores may not be appropriately evaluated by the BSGcompetition activities, and vice versa • Teachers need to be very careful in matching the course objective with its evaluation method

21. Data analysis– observation 4 • only the adjusted R-square of the attendance score borders high level while the rest are at low level or insignificant level • This implies, more hidden dimensions of variables are needed to increase the explaining power of the regression analysis on BSG performance score.

22. Conclusions • certain knowledge (management major) and skill (previous BSG experience) do matter in terms of student performance • participating group discussion and tacit learning are positive factors in influencing student performance, which matches the learning-loop and reflection concepts in Kiili’s [5] problem-based gaming model

23. Conclusions • students with visual learning preference and high motivation may be not used to BSG type of learning-by-doing style. • more hidden variables and dimensions of variables are yet to be identified to increase the explaining power of regress analysis for determing the contributing factors of BSG performance scores in future research