Business Simulation Games in Higher Education: A Systematic Review of Empirical Research

Over the last few years, business simulation games (BSGs) in higher education have attracted attention. BSGs tend to actively engage students with course material, promoting higher engagement and motivation and enabling learning outcomes. Increasingly, researchers are trying to explore the full pote...

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Bibliographic Details
Published inHuman behavior and emerging technologies Vol. 2022; pp. 1 - 28
Main Authors Faisal, Nadia, Chadhar, Mehmood, Goriss-Hunter, Anitra, Stranieri, Andrew
Format Journal Article
LanguageEnglish
Published Hoboken Hindawi 2022
Hindawi Limited
Wiley
Subjects
Active learning
Business education
Cognitive-behavioral factors
Computer & video games
Curricula
Data collection
Decision making
Educational objectives
Electroencephalography
Experiential learning
Eye movements
Games
Higher education
Learning
Literature reviews
Motivation
Research methodology
Simulation
Strategic management
Students
Systematic review
Teaching
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Summary:Over the last few years, business simulation games (BSGs) in higher education have attracted attention. BSGs tend to actively engage students with course material, promoting higher engagement and motivation and enabling learning outcomes. Increasingly, researchers are trying to explore the full potential of these games with an upsurge of research in the BSG field in recent years. There is a need to understand the current state of research and future research opportunities; however, there is a lack of recent systematic literature reviews in BSG literature. This study addresses this gap by systematically compiling online empirical research from January 2015 to April 2022. We followed PRISMA guidelines to identify fifty-seven (57) papers reporting empirical evidence of the effectiveness of BSGs in teaching and learning. Findings showed that BSGs improve learning outcomes such as knowledge acquisition, cognitive and interactive skills, and behaviour. The review also summarises different issues concerning the integration of BSGs into the curriculum, learning theories used in the selected studies, and assessment methods used to evaluate student achievement in learning outcomes. The findings of this review summarise the current research activities and indicate existing deficiencies and potential research directions that can be used as the basis for future research into the use of BSGs in higher education.
ISSN:2578-1863
2578-1863
DOI:10.1155/2022/1578791