The values of college students in business simulation game: A means-end chain approach
Highlights
► Attribute–consequence–value illustrates students’ value in BSGs. ► Students consider teamwork and market diversity as the most important attributes. ► The consequences are emotional exchange and multi-thinking. ► The ultimate values are interpersonal relationships and sense of accomplishment. ► The study further explored the difference in values in gender groups.
Introduction
Although playing games in the classroom does not solve all of the problems with education, it can be a useful tool, one of many different methods and techniques used to involve students with their learning (Nemerow, 1996). Technology can help facilitate the knowledge-constructed classroom. Computer games as educational tools also have an intrinsic motivational factor that encourages curiosity (Kumar, 2000). Computer simulations have been used in specific scientific disciplines such as engineering, bio-sciences and for high-risk occupational training such as military, aviation and medicine (Jackson, 2004). Meanwhile, simulation games have been shown to be an effective tool in the teaching of management techniques (Birknerová, 2010, Gilgeous and D’Cruz, 1996, Mawdesley et al., 2011, Tal, 2010, Wall and Ahmed, 2008, Yasarcan, 2010). When used appropriately, these tools can increase a student’s engagement in the learning process (Anderson, 2006).
A substantial body of literature indicates that the use of non-traditional interventions, such as games, simulations, multimedia instruction and interactive activities are valuable teaching methods (Glynn, Aultman, & Owens, 2005). Many researchers have advocated the use of simulation games to complement traditional lectures for enhancing students’ learning (Kiili, 2005, Tan, 2007, Tan et al., 2010). There are studies which pointed that the use of computer games may improve thinking and educational effective (Aliya, 2002, Virvou et al., 2005). Computer games can create a new learning culture that corresponds better with students’ habits and interest and provide the necessary support for effective teaching and learning to take place (Prensky, 2001). Creating opportunities for students to practice applying the material, such as in a game or simulation, can bridge the distance between learning concepts presented in a classroom and using that information to solve a problem met outside of the school (Kumar & Lightner, 2007).
As business globalization and advances in software technology continue to occur, more diversification in education and training in schools has led to exciting developments in online teaching, competition-style teaching and simulation systems. If operators of business simulation systems want to enhance their competitiveness, the key is to provide appropriate customer value to users. To do this it is necessary to first understand users’ customer value cognition frameworks as a basis for developing marketing strategies.
While simulations games are becoming more and more widespread in education, very little is known about how they work. Much of the research in this area has focused on comparing game playing to lecturing. Although business simulation games (BSGs) intrigued a substantial number of gamers, the majority of these gamers were uncertain of the experience they were expecting from the games. If game publishers want to enhance their competitiveness, the key is to provide the correct customer value to the users of BSGs, and to provide the correct customer value, it is necessary to understand first the players’ value cognition framework as a basis for developing marketing strategies. And as such, if game publishers could identify the final value that BSGs players pursue, it would give them an edge by allowing them to align their game development and marketing strategies closer to gamers’ values. Consequently, game publishers would be able to accomplish the goal of increasing profits.
As has been observed in this brief overview, research into BSGs has used a variety of methods obtaining quantitative and qualitative data. Students’ responses to classes using simulation games are a critical indicator of the widespread use of simulation games in higher education. It is therefore important to know how the college students think the business simulation games are being promoted for their formal learning (Lim, 2008, Prensky, 2008). Does using a business simulation games improve students’ motivation to learn classroom material? The teachers would normally like to know the students’ response to the new technology. The purpose of this study was to understand student experiences with and value perspectives on the business simulation games.
In this study, we adopted BSG as a case study to discover the value obtained by students using simulation systems. Means-end chain (MEC) was used for exploring the value in the marketing sector. Qualitative research with an emphasis on individual experience helped us understand the linking of the product attributes to the chain’s consumption results and personal values. The means-end chain model can explain consumers’ choice of services, whether products have reached consumers’ target values, customer values from a rational point of view, and whether customers gain benefits through product attributes or assessment of quality. Therefore, this study investigated whether or not MEC constructs are also suitable for analysis of ultimate value in use of simulation systems. We hope this will make an empirical contribution and also bring positive benefit to the industry. This study adopted MEC to explore and link the three elements of the attributes of students when using BSGs, the consequences, and the personal ultimate value after use, to form a logical framework, while soft laddering of the Ladder method for in-depth interviews was used to understand the students’ value cognition in use of BSGs.
The correlations between the ultimate values that students seek through their use of BSGs, product traits and resulting benefits identified in this research not only serve as a useful reference for system operators in the development of relevant products but can also be used as references for teachers promoting/encouraging students to use BSGs.
Section snippets
Game-based learning
Simulations and drill and practice games already are used in the military, schools, and industry for learning (Thiagarajan, 1998). There are many successful examples of digital game-based learning experiences (DGBL), particularly in the fields of business simulations, military war games and procedure based manipulations such Prensky’s Monkey Wrench Conspiracy or medical procedures such as ResusSim (Smith & Mann, 2002). The game is an example of problem-based learning because it provides
Sampling
In recent years, universities and colleges in Taiwan have begun to introduce business operation management games in courses, with students from business management schools as the primary participants. Since BOSS, Marketing Winners and Beer Games by TOP-BOSS Corporation were the games chosen for the courses, only the students who are familiar with BOSS have been chosen for the interviews in order to prevent discrepancies resulting from the use of different systems, while some subjects were
Attributes–consequences–values
The means-end analysis began when a list of attributes, consequences, and values was created based on phrases and key words that emerged from the interviews. The content analysis results comprised extraction of eleven attributes, ten consequences, and nine values. In terms of frequency, the attribute of teamwork (n = 46) came first, followed by simulated business operations (n = 29), enterprise reports (n = 29), and serving as business executives (n = 23). The multi-thinking of the ten
Conclusions
In this study, a soft laddering one-to-one interview approach was adopted to grasp step by step the attributes, results, and values in students’ minds, and to link the three levels to be presented in the HVM, in order to understand the linking relationship among the three variables, facilitate understanding of the attributes valued by the students using BSGs and the consequences of the benefits, and thus meet the different ultimate values of the students. Because of the different roles played
Acknowledgments
This study was supported by the National Science Council in Taiwan (project number NSC 99-2815-C-167-007-H). The authors also gratefully acknowledge the helpful comments and suggestions of the reviewers, which have improved the presentation.
Yu-Ling Lin Assistant Professor, Department of Business Administration, National Chin-Yi University of Technology, Taiwan, received her PhD degree from the Department of Management Science of National Chiao Tung University. Her current research interests are in the areas of consumer behavior, business strategy and innovation. Her research has been published in Technological Forecasting & Social Change (SSCI), International Journal Technology Management and (SSCI) and Computers in Human Behavior
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Yu-Ling Lin Assistant Professor, Department of Business Administration, National Chin-Yi University of Technology, Taiwan, received her PhD degree from the Department of Management Science of National Chiao Tung University. Her current research interests are in the areas of consumer behavior, business strategy and innovation. Her research has been published in Technological Forecasting & Social Change (SSCI), International Journal Technology Management and (SSCI) and Computers in Human Behavior (SSCI).
Yu-Zu Tu Student, Department of Business Administration, National Chin-Yi University of Technology.
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