Determinants in the use of business simulators: Company Game case
DOI:
https://doi.org/10.22267/rtend.232402.227Keywords:
student adaptation, active learning, online learning, social skills, educational technologyAbstract
The use of simulators in educational processes has gained strength in recent years, and they have become tools that support improving students' generic skills and competencies, such as assertive communication, time and information management, teamwork, and analysis techniques, but it is necessary to investigate whether other aspects may influence the time of use and application of business simulators, as well as the results obtained. The approach used in this research is quantitative-explanatory and synchronous time and uses the Company Game business game simulator database as a source of information, taking information from 1,197 records. The study's objective is to identify variables that influence the teams' performance in the game of business simulators, such as academic background, context, and training. The results of the logistic regression model and the non-parametric equation model (PLS-SEM) show that the time spent and the number of page queries associated with the simulation game is the determinants that explain the variation in the ranking results, providing a better understanding to people interested in knowledge construction processes mediated by electronic learning methods that seek to strengthen generic skills.
Downloads
References
(1) Alarcón, G., Alarcón, P., Centeno, E. y Paguay, M. (2018). Estudio de la relación entre la calidad del sistema educativo de un país y el rubro destinado a educación respecto del PIB. Revista Atlante: Cuadernos de Educación y Desarrollo.
(2) Alfantookh, A. & Bakry, S. (2013). The role of higher education in supporting intercultural harmony: A framework & a survey. Higher Education Evaluation & Development, 7(1), 45-62.
(3) Alvarado, E., Luyando, J. y Picazzo, E. (2015). Percepción de los estudiantes sobre la calidad de las universidades privadas en Monterrey. Revista Iberoamericana de Educación Superior, 6(17), 58-76.
(4) Arroyo, F. (2019). Revolución tecnológica: la era de las competencias blandas [Tesis de pregrado, Universidad de Cantabria]. Repositorio Universidad de Cantabria. http://hdl.handle.net/10902/17506
(5) Azriel, J., Erthal, M. & Starr, E. (2005). Answers, questions, and deceptions: What is the role of games in business education? Journal of Education for Business, 81, 9-13.
(6) Bagozzi, R. & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the academy of marketing science, 16(1), 74-94.
(7) Barclay, D., Higgins, C. & Thompson, R. (1995). The Partial Least Squares (PLS) approach to causal modeling: Personal computer adoption and use as an illustration. Technology Studies, 2(2), 285-309.
(8) Benalcazar, M. (2017). Educación privada versus educación pública en el Ecuador. Estudios Culturales y Sociales, 4(11), 484-498.
(9) Benito, D. (2009). Aprendizaje en el entorno del e-learning: estrategias y figura del e-moderador. Revista de Universidad y Sociedad del Conocimiento, 6(2), 1-9.
(10) Blanco, L. y Sauma, M. (2020). Diferencias entre la educación universitaria pública y privada Costarricense: Rendimientos y calificación del trabajo. Revista de Ciencias Económicas, 38(1).
(11) Blázquez, F. y Alonso, L. (2009). Apuntes para la formación del docente de e-learning. Enseñanza & Teaching: Revista Interuniversitaria De Didáctica, 23, 65-86.
(12) Borrajo, F., Bueno, Y., Pablo, I., Santos, B., Fernandez, F., Garcia, J. & Sagredo, I. (2010). SIMBA: A simulator for business education and research. Decision Support Systems Elsevier 2010, (48), 498-506. http://hdl.handle.net/10016/6825
(13) Canal, J. y Rodríguez, C. (2020). Universidad pública frente a universidad privada: ¿qué efectos tiene sobre el éxito profesional de los universitarios españoles? Revista Española de Investigaciones Sociológicas, (169), 21-40.
(14) Carmines, E. & Zeller, R. (1979). Reliability and Validity Assessment. SAGE Publications, Inc. https://dx.doi.org/10.4135/9781412985642
(15) Cepeda, G. y Roldán, J. (2004). Aplicando en la práctica la técnica PLS en la administración de empresas [conferencia]. Congreso de la Asociación Científica de Economía y Dirección de la Empresa, Murcia, España. https://idus.us.es/handle/11441/76333
(16) Cruzado, W. (2019). Competencias blandas en la empleabilidad de la Universidad Privada Del Norte-Sede los Olivos, año 2018 [Tesis de Maestría, Universidad Nacional Federico Villareal]. Repositorio UNFV. https://hdl.handle.net/20.500.13084/2696
(17) Doyle, D. & Brown, F. (2000). Using a business simulation to teach applied skills: The benefits and the challenges of using student teams from multiple countries. Journal of European Industrial Training, 24(6), 330-336.
(18) Faria, A. (2001). The changing nature of business simulation/gaming research: A brief history. Simulation & Gaming, 32(1), 97-110.
(19) Fitó, A., Hernández, A. & Serradell, E. (2014). Comparing student competences in a face-to-face and online business game. Computers in Human Behavior, 30, 452-459.
(20) Fornell, C. & Larcker, D. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.
(21) Fu, F., Su, R. & Yu, S. (2009). EGameFlow: A scale to measure learners’ enjoyment of e-learning games. Computers & Education, 52(1), 101-112.
(22) Garizurieta, B., Muñoz, A., Otero, A. y Gonzalez, R. (2018). Simuladores de negocios como herramienta de enseñanza-aprendizaje en la educación superior. Apertura, 10(2), 36-49.
(23) Garrick, J. & Clegg, S. (2000). Knowledge work and the new demands of learning. Journal of Knowledge Management, 4(4), 279-286.
(24) Hair, J., Hult, G., Ringle, C., Sarstedt, M., Castillo, J., Cepeda, G. & Roldán, J. (2017). Manual Avanzado de Partial Least Squares Structural Equation Modeling (PLS-SEM). Los Angeles: SAGE Publishing.
(25) Hair, J., Ringle, C. & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 19(2), 139-152.
(26) Hair, J., Sarstedt, M., Hopkins, L. & Kuppelwieser, V. (2014). Partial least squares structural equation modeling (PLS-SEM): An emerging tool in business research. European Business Review, 26(2), 106-121.
(27) Lacruz, A. (2017). Simulation and Learning Dynamics in Business Games. Revista de Administração Mackenzie, 18(2), 49-79.
(28) Levy, J. y Valera, J. (2006). Modelización con Estructuras de Covarianzas en Ciencias Sociales. Temas esenciales, avanzados y aportaciones especiales. Oleiros, España: Gesbiblo.
(29) Matute, J. & Melero, I. (2016). Game-based learning: using business simulators in the university classroom. Universia Business Review, (51), 72-111.
(30) Mendoza, F. (2017). Uso de simuladores de negocio como estrategia de aprendizaje adaptativo: una experiencia en el aula. Revista Virtu@lmente, 5(2), 26-44.
(31) Nunnally, J. & Bernstein, I. (1994). Psychometric Theory (3rd ed.). New York, USA: McGraw-Hill.
(32) Pando, J., Periañez, I. & Charterina, J. (2016). Business simulation games with and without supervision: An analysis based on the TAM model. Journal of Business Research, 69(5), 1731-1736.
(33) Reyes, J. (2020). Desarrollo de Simuladores de Negocios en una escuela de Administración de Lima Perú. Journal of Research in Business and Management, 8(11), 9-16.
(34) Ruskovaara, E. & Pihkala, T. (2013). Teachers implementing entrepreneurship education: Classroom practices. Education + Training, 55(2), 204-216.
(35) Savaneviciene, A., Rutelione, A. & Ciutiene, R. (2014). Crucial transversal competences in the changing environment: Case of the European SMES Managers. Economics and Management, 19(1), 100-108.
(36) Sharma, S. (1996). An empirical investigation into the influence of managerial cognitions and organizational context on corporate environmental responsiveness [conferencia]. Proceedings of the Seventh Annual Conference of the International Association of Business and Society, Santa Fe, Estados Unidos.
(37) Singer, M., Guzmán, R. y Donoso, P. (2009). Entrenando competencias blandas en jóvenes. Escuela de Administración Pontificia Universidad Católica de Chile.
(38) Sun, P., Tsai, R., Finger, G., Chen, Y. & Yeh, D. (2008). What drives a successful e-learning? an empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183-1202.
(39) Tamayo, M., Besoaín, A. y Aguirre, M. (2017). Trabajo en equipo: relevancia e interdependencia de la educación interprofesional. Revista Saude Publica, 51(39), 1-10.
(40) Vorontsov, A. & Vorontsova, E. (2015). Innovative Education in Russia: The Basic Tendencies Analysis. Procedia-Social and Behavioral Sciences, 214, 1147-1155.
(41) Wold, H. (1982). Soft modeling: The basic design and some extensions. In K. Joreskog & H. Wold (Ed.), Systems under indirect observation: Causality, structure, prediction (pp. 1-54). Joreskog & Wold Editions.
(42) Worley, W. & Tesdell, L. (2009). Instructor time and effort in online and face-to-face teaching: Lessons learned. IEEE Transactions on Professional Communication, 52(2), 138-151.
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Those authors who have publications with this journal, accept the following terms:
This journal is licensed under a Creative Commons Reconocimiento-NoComercial 4.0 Internacional License. The articles can be copied, distributed, adapted and communicated publicly, as long as the credits of the work are recognized and the respective source is quoted. This work can not be used for commercial purposes.
To increase their visibility, documents are sent to databases and indexing systems.
The content of the items is the responsibility of each author, and does not compromise in any way, journal or institution.
