Exploring students' flow experiences in business simulation games.
Abstract: Business simulation games are a motivational and engaging tool for teaching business management. However, relatively little is known about what factors contribute to their success. This study explores the role of flow experienced while using business simulation games. Specifically, this re...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 2; pp. 183 - 193 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=128312186&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 128312186 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Apr2018 vid: 34 iid: 2 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 128312186 128312186 128312186 10.1111/jcal.12237 128312186 ppf: 183 ppct: 10 formats: tig: atl: Exploring students' flow experiences in business simulation games. aug: au: Buil, I. Catalán, S. Martínez, E. affil: Faculty of Business and Economics, University of Zaragoza, Spain sug: subj: Business Education Computer Simulation Games Human Surveys Students, Undergraduate Spain Spain Conceptual Framework Data Analysis Software Funding Source ab: Abstract: Business simulation games are a motivational and engaging tool for teaching business management. However, relatively little is known about what factors contribute to their success. This study explores the role of flow experienced while using business simulation games. Specifically, this research investigates the influence of challenge, skills, feedback, and goal clarity on students' flow experience. It also explores the impact of flow on generic skills development, perceived learning, and satisfaction. Based on a survey of 167 undergraduate students who used a classroom‐based business simulation game, the findings show that the challenge provided by the game, students' skills to meet the challenge, and instant feedback positively influenced students' flow. Conversely, goal clarity did not foster the optimal experience. Flow positively impacted generic skills development, perceived learning, and satisfaction. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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