Online business simulations: A sustainable or disruptive innovation in management education?
Jason Scott Earl, Capella University, United States
Capella University . Awarded
The focal goal of this research was to extend the empirical effort on business simulations as a form of experiential learning by providing the first empirical analysis of business acumen and knowledge application skills. Disruptions in technology are providing more opportunities to improve the simulation gaming learning experience and a number of pedagogical innovations are beginning to emerge which will drive the way in which business simulations are used in the future. The purpose of this quantitative, experimentally-based research study was to investigate the use of online business simulations as a disruptive technology by measuring the change in participants' business knowledge and business acumen compared to traditional corporate training. A sample of 65 participants was randomly selected from a company population of 720 employees and managers. This quantitative based research study demonstrated the disruptive nature of online business simulations when it comes to gains in business knowledge by measuring a 2.55 standard deviation difference in the normalized gains between traditional training and business simulation training. Baseline tests against a control group and traditional training group using MANCOVA to account for multiple variables and covariates imply that online business simulations enhance both business knowledge and business acumen on a staggering scale and over a very short period of time.
Earl, J.S. Online business simulations: A sustainable or disruptive innovation in management education?. Ph.D. thesis, Capella University.
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