Abstract
In recent years, technological advances have paved the way for advances in education through the deployment of innovative teaching tools designed to improve the learning experience. Such active, experiential teaching/learning tools include business simulation games which aim to boost motivation, autonomous learning and learner-centered control of the learning process. The present study provides an analysis of the implantation of a college-level course designed around a business simulation game—with a special focus on the learning process as experienced by the learners themselves. To this end, the paper seeks to identify those factors which have a positive impact on the learning experience and contribute to learner satisfaction. More specifically, learner personality traits and attitude, the role emotions may play, facilitative learning conditions and learners’ intention to use business simulation games again in the future are analyzed. Our findings demonstrate that support from teachers, a high degree of learner motivation and perceived fun will have a particularly positive impact on the opinion learners hold of this innovative teaching/learning tool.
| Translated title of the contribution | Game-based learning: Using business simulators in the university classroom |
|---|---|
| Original language | Spanish |
| Pages (from-to) | 72-111 |
| Number of pages | 40 |
| Journal | Universia Business Review |
| Volume | 2016 |
| Issue number | 51 |
| DOIs | |
| Publication status | Published - 2016 |