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Abstract
Experiential learning in the curriculum of business, economics, and entrepreneurship education has been common pedagogical practice with the goal to equip students with adequate problem-solving skills. Thus, experiential learning tools such as static games are commonly used in the study of market structures to provide a visual depiction of complex mathematic formulas modeling decisions in a competitive market. Given the limitations of static games in helping students to develop extemporaneous decision-making skills in an ongoing business competition, this research study intended to inquire about an alternative game-based learning tool to enhance business strategic management and entrepreneurship education.This research study proposed the use of an interactive business simulation game as an alternative experiential learning tool to achieve the learning objectives pursued in the curriculum of business, economics, and entrepreneurship education. The use of a business simulation game can potentially engage students while facilitating their understanding of the practical application of knowledge acquired. Hence, the focus of this study was to compare the effectiveness of an interactive business simulation game to that of a static game (traditional teaching approach) in terms of learning engagement and knowledge acquisition. The learning process through which learning engagement and knowledge acquisition are achieved using an interactive business simulation game in entrepreneurship and economics education is elaborated through the theoretical framework of this research study.
The research findings regarding the effectiveness of an interactive business simulation game were quite encouraging. Participants in this research study were found to be engaged in their learning experience in using the interactive game as an instructional tool to learn practical applications of business strategic management in entrepreneurship. Moreover, participants’ gains in knowledge suggest that the understanding of complex mathematic formulas used to model economic concepts can be facilitated through an interactive business simulation. These findings provide additional evidence for the need to scale up the development of innovative interactive learning tools to advance students’ critical thinking skills in the field of entrepreneurship and economics education.