Abstract
Business games are used for organizational performance interventions as well as for educational purposes. To what extent can games be designed for intervention and used for educational purposes (and vice versa)? The authors study the learning efficacy of a game originally designed to support the implementation of the growth strategy for a client organization, a Dutch SME operating on the global market. Data was collected systematically through surveys before and after the game, 1 session with 25 executives from the client company and 2 sessions with 39 students of entrepreneurship. The findings indicate that although the learning efficacy, game quality and enjoyment among both groups are good or average, the differences are significant. The conclusion is that although business games in general are an effective intervention and active learning tool, the influence of contextual factors on learning among students may be more pronounced than it is among the executives for which the game has originally been designed.
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Acknowledgement
Thanks to the industry partner who made this project financially possible and worked with our Cradle team of the Academy of Digital Entertainment closely on the co-creation of the game design. We owe special thanks for their passionate and hard work to Elliott Verbiest, Marie Lhuissier and Jacopo Fabrini. We would also like to thank the participants of the three game sessions who supported the data collection and research phase.
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Weber-Sabil, J., Warmelink, H., Martinisi, A., Buijtenweg, T., Hutchinson, K., Mayer, I.S. (2019). Learning Efficacy Among Executives and Students of an Organizational Growth Game. In: Hamada, R., et al. Neo-Simulation and Gaming Toward Active Learning. Translational Systems Sciences, vol 18. Springer, Singapore. https://doi.org/10.1007/978-981-13-8039-6_12
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DOI: https://doi.org/10.1007/978-981-13-8039-6_12
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