The Development and Assessment of a Team-Based Management Game

Abstract

Educational games and simulations are increasingly becoming a feature of business and management training. These are often team-based, conducted in a seminar room and simulate a business project or operation. However a number of questions need to be answered. Are these games effective in achieving the goals for which they are intended, that is to enhance participants’ knowledge and soft skills? Can games of this genre be developed in a cost-effective way? Are they being designed in accordance with research-driven recommendations and best educational practices to achieve maximum effect? The particular genre of game examined in this study is referred to as Team Based Mixed Reality (TBMR) games, as these games involve a blend of live interactions and social discussion but are also computer-assisted, i.e. with digital game elements. Mixed reality blends physical and digital interactions. Team Based refers to the focus upon social interactions in the game play activities. This chapter describes the process of designing and constructing a game of that genre and measuring its effectiveness through a series of game trials using a sample (n = 101) of participants. Initial investigations are conducted into similar games currently used in Higher Education (HE) and a review of recent literature on game design and assessment leads to the hypothesis that there are ways of constructing a more effective business game, drawing on learning theory and good practice in game design, which leading to improved knowledge and decision-taking skills. The concepts and design features incorporated in the new game are then described, along with the procedures used in its development and the subsequent pre-and post testing for measured improvement in knowledge and soft skills. A number of factors are considered which can determine success in game design, notably alignment to the learning objectives, motivation, challenge, goal-setting, collaboration, competition and feedback. With due attention to these elements a game was developed to simulate a complete business operation, during which competing teams make a series of strategic and tactical decisions. The strategic issues are product pricing, expansion and funding of new facilities, whilst tactical opportunities relate to the hiring of key staff, product promotion, choice of suppliers, quality and outsourcing of parts and labour. Following a pilot with postgraduate students in an HE institution, a series of trials were conducted in the same institution with undergraduate classes taking a second year business-related module. Six classes, two of which comprised Chinese students, were asked to participate in game sessions while five classes were used as a control group. Identical pre- and post-tests were given in both cases. Scores from test questions, after adjusting for control scores, relating to factual knowledge indicated no significant improvement in real knowledge (n = 101, mean improvement 4.04 % p = 0.13). Corresponding results, however, from test questions relating to decisions-taking (what would you do if …?) showed a significant improvement in mean scores (n = 101, mean improvement 11.73 %, p = 0.005). Additionally, in a five-question survey, participants themselves rated the game experience highly against these two criteria and also for motivation, entertainment and in comparison to a conventional lesson. However both test and perception ratings for the two classes of Chinese students were significantly lower than those for Non-Chinese classes, which may be explained by language or cultural background.