THE IMPACT OF BUSINESS SIMULATION GAMES
TECHNOLOGY IN ENHANCING LEARNING IN
STRATEGIC MANAGEMENT PROGRAMS: A CASE OF
CAPSIM IN USIU
BY
DENNIS KIBAARA MBAABU
UNITED STATES INTERNATIONAL UNIVERSITY
FALL 2013
THE IMPACT OF BUSINESS SIMULATION GAMES
TECHNOLOGY IN ENHANCING LEARNING IN STRATEGIC
MANAGEMENT PROGRAMS: A CASE OF
CAPSIM IN USIU
BY
DENNIS KIBAARA MBAABU
A Project Report Submitted to the Chandaria School of Business in
Partial Fulfillment of the Requirement for the Degree of Masters in
Business Administration (MBA)
UNITED STATES INTERNATIONAL UNIVERSITY
FALL 2013
ii
STUDENT’S DECLARATION
I, the undersigned, declare that this is my original work and has not been submitted to any
other college, institution or university other than the United States International
University in Nairobi for academic credit.
Signed:________________________________
Dennis K Mbaabu (ID: 251403)
Date:_______________________
This project has been presented for examination with my approval as the appointed
supervisor.
Signed:________________________________
Prof. Sylvester Namuye
Date:_______________________
Signed:________________________________
Dean, Chandaria, School of Business
Date:_______________________
iii
COPYRIGHT
No part of this project may be produced or transmitted in any form or by any means
electronic, magnetic tape or mechanical including photocopying, recording on any
information storage and retrieval system without prior written permission from the author.
© Copyright by Dennis Kibaara Mbaabu, 2013
iv
ACKNOWLEDGEMENTS
I take this opportunity to express my profound gratitude and deep regards to my guide
Prof. Sylvester Namuye for his exemplary guidance, monitoring and constant
encouragement throughout the course of this project.
I also take this opportunity to express a deep sense of gratitude to the USIU staff and
faculty for the cordial support, valuable information and guidance, which helped me in
completing this task through various stages of undertaking this research project.
Lastly, I thank God Almighty, my parents, my loving wife, and children for the kind
understanding and constant encouragement they have extended to me to complete this
project.
v
ABSTRACT
The purpose of this study was to establish the impact business simulation games had in
enhancing learning in the strategic management programs. The objective of the study was
to determine the effectiveness of business simulation games, to determine the students’
perceptions towards the usage of business simulation games and to determine factors
affecting the adoption of business simulation games.
The study adopted a quantitative research design in gathering, analyzing, interpreting and
presenting information. The study used descriptive research design in determining the
strength of relationships between the level of satisfaction of usage of business simulation
games and the effectiveness in enhancing learning. The research questionnaires were used
to obtain needed information from students attending the introduction to strategic
management. The whole population of the introduction to strategic management classes
during the summer semester was 67 students. This population was used as a sample frame
whereby purposive sampling technique was used to get a sample size of 36. Descriptive
statistics was used in data presentation and reporting.
The first objective was to determine the effectiveness of business simulation games. It
was established from the study that business simulations games are very effective in
introducing business concepts, enhancing decision making skills and appreciation of
cross-functional nature of business. Once business concepts and common objectives of
business simulation games are introduced, this gives learners hands on experience in
formulating and implementing strategy.
The second objective was to determine the students’ perceptions towards the usage of
business simulation games. From the study, it was established that the level of perception
by students towards the use of business simulation games is highly positive. Students
perceive and value business simulation games as valid representation of real world issues
facing managers which entails analysis of multiple variables, improvement of skills in
strategy formulation, combination of diverse marketing concepts and techniques, dynamic
financial concepts, problem solving techniques, communication and teamwork.
Additionally, students prefer the use of business simulation games in learning
vi
environments more highly than the use of other forms of teaching, such as, lectures, case
studies and readings.
The last objective was to determine the factors affecting the adoption of business
simulation games. From the study, it was established that the perceived usefulness and
ease of use does affect how business simulation games are adopted and used. The degree
to which a person believes that using a particular system would enhance his or her job
performance (perceived usefulness) and the degree to which the prospective user expects
the target system to be free of effort (ease of use) has enabled students adopt fully the
usage of business simulation games into learning.
The study concludes that the use of business simulation games has a high impact in
enhancing learning in the strategic management programs. Effectiveness on the usage of
business simulation games, students’ perception towards the usage and the factors
affecting the adoption play a key role in determining the impact of enhancing learning.
The study recommends United States International University adopts a feedback
mechanism from students with regards to the CAPSIM simulation game in order to
review to submitted suggestions on areas that require improvement. Improve the internet
speeds for purposes of assisting students to easily access and participate in CAPSIM
simulation game. Slow internet speeds greatly impact on accessibility and functionality of
the game system, therefore reducing the perceived ease of use.
vii
TABLE OF CONTENTS
STUDENT’S DECLARATION .............................................................................................. iii
COPYRIGHT ........................................................................................................................... iv
ACKNOWLEDGEMENTS ..................................................................................................... v
ABSTRACT .............................................................................................................................. vi
TABLE OF CONTENTS ...................................................................................................... viii
LIST OF TABLES .................................................................................................................... x
LIST OF FIGURES ................................................................................................................. xi
LIST OF ABBREVIATIONS AND ACRONYMS .............................................................. xii
CHAPTER ONE ....................................................................................................................... 1
1.0
INTRODUCTION......................................................................................................... 1
1.1
Background of the Study .......................................................................................... 1
1.2
Statement of the Problem ......................................................................................... 5
1.3
Purpose of Study....................................................................................................... 6
1.4
Research Questions................................................................................................... 6
1.5
Importance of the Study ........................................................................................... 7
1.6
Scope of the Study .................................................................................................... 7
1.7
Definitions of Terms ................................................................................................. 7
1.8
Chapter Summary ..................................................................................................... 9
CHAPTER TWO .................................................................................................................... 10
2.0
LITERATURE REVIEW .......................................................................................... 10
2.1
Introduction ............................................................................................................ 10
2.2
Effectiveness of Business Simulation Games in Enhancing Learning ................... 10
2.3
Perception towards the use of Business Simulation Games ................................... 14
2.4
Factors Affecting The Adoption of Business Simulation Games in Enhancing
Learning ................................................................................................................................ 18
2.5
Chapter Summary ................................................................................................... 22
CHAPTER THREE ................................................................................................................ 24
3.0
RESEARCH METHODOLOGY ........................................................................... 24
3.1
Introduction ............................................................................................................ 24
3.2
Research Design ..................................................................................................... 24
3.3
Population and Sampling Design ........................................................................... 25
3.4
Data Collection Methods ........................................................................................ 26
3.5
Research Procedures ............................................................................................... 27
viii
3.6
Data Analysis Methods........................................................................................... 28
CHAPTER FOUR................................................................................................................... 31
4.0
RESULTS AND FINDINGS ...................................................................................... 31
4.1
Introduction ............................................................................................................ 31
4.3
Effectiveness of Business Simulation Games ........................................................ 34
4.4
Perception Towards the use of Business Simulation Games .................................. 39
4.5
Factors affecting the adoption on the use of Business Simulation Games ............. 44
4.6
Correlation Analysis of the Dependent and the Independent Variables ................. 49
4.7
Chapter Summary ................................................................................................... 50
5.0
DISCUSSIONS, CONCLUSION AND RECOMMENDATIONS ......................... 52
5.1
Introduction ............................................................................................................ 52
5.2
Summary................................................................................................................. 52
5.3
Discussion............................................................................................................... 53
5.3.1
Effectiveness of Business Simulation Games ........................................................ 53
5.3.2
Perception towards the use of business simulation games ..................................... 55
5.4
Conclusion .............................................................................................................. 57
5.5
Recommendations .................................................................................................. 59
5.5.2
Recommendations for Further research .................................................................. 60
REFERENCES........................................................................................................................ 61
APPENDICES ......................................................................................................................... 67
APPENDIX I : INTRODUCTION LETTER ....................................................................... 67
APPENDIX II : QUESTIONNAIRE .................................................................................... 68
ix
LIST OF TABLES
Table 3.1 Data Analysis Framework ................................................................................. 29
Table 4.1 : Employment Status .......................................................................................... 33
Table 4.2 Area of Concentration........................................................................................ 33
Table 4.3 Effectiveness of Business Simulation Games .................................................... 34
Table 4.4 Clear Objectives of the Game ............................................................................ 36
Table 4.5 Simulation was Well Organized ........................................................................ 36
Table 4.6 Instructor was Well Organized .......................................................................... 36
Table 4.7 Instructor Communicated Well .......................................................................... 37
Table 4.8 Understood Role in Simulation.......................................................................... 37
Table 4.9 Integrate Learning from other Functional Area ................................................. 38
Table 4.10 Gained Top Management Perspective on Operations...................................... 38
Table 4.11 Gained Knowledge to Assist in Workplace ..................................................... 38
Table 4.12 Increased Confidence at Work ......................................................................... 39
Table 4.13 Learnt a Great Deal in the Simulated Experience............................................ 39
Table 4.14 : Perception Towards the use of Business Simulation Games ......................... 40
Table 4.15 CAPSIM business simulation game a worthwhile learning experience .......... 41
Table 4.16 CAPSIM Coverage of Topics Covered in Strategic Management .................. 41
Table 4.17 Simulation Program “Simulates” Real Business World .................................. 42
Table 4.18 Learnt More than in Previous Classes ............................................................. 42
Table 4.19 Realism in the Strategic Management Course ................................................. 42
Table 4.20: The Simulation Game Is More Exciting ......................................................... 43
Table 4.21 : Aspects of the simulation liked best .............................................................. 44
Table 4.22 : Overall Evaluation of CAPSIM ..................................................................... 44
Table 4.23 Factors Affecting the Adoption of Business Simulation Games ..................... 45
Table 4.24 Complete Studies Faster .................................................................................. 46
Table 4.25 Increased Learning Efficiency ......................................................................... 46
Table 4.26 Improved Learning Performance ..................................................................... 46
Table 4.27 Improved Productivity ..................................................................................... 47
Table 4.28 Improved Job Performance .............................................................................. 47
Table 4.29 Easy to Use ...................................................................................................... 48
x
LIST OF FIGURES
Figure 2.1 Kolb (1984) Model of Experiential Learning................................................... 12
Figure 2.2 Technology Acceptance Model ........................................................................ 21
Figure 4.1 Response rate for questionnaire participants .................................................... 32
Figure 4.2 Age Distribution ............................................................................................... 32
xi
LIST OF ABBREVIATIONS AND ACRONYMS
AACSB:
Association of Advanced Collegiate Schools of Business
CAPSIM:
Capstone Simulation
MBA:
Master’s in Business Administration
TAM:
Technology Acceptance Model
USIU:
United States International University
xii
CHAPTER ONE
1.0
INTRODUCTION
1.1
Background of the Study
According to Siewiorek (2012), developing high-level competencies among university
students is a challenging task. Students are expected to develop a wide range of higher
order thinking, problem solving and cognitive skills to be able to manage effectively in
their future work places. The global economy is changing rapidly the ability to be
skillful, flexible and adaptable is a requirement to be successful. However, the
diverse methods and tools commonly used for teaching business skills at higher
educational institutions are insufficient to cope with the complexity of organizations
and unstable conditions of today’s market (Achtenhagen et al., 1993; Baker & O’Neil,
2002; Lehtinen, 2002; Machuca, 2000). Consequently, the way of educating students
must change in order to fulfill the requirements and new methodologies of teaching
leadership and other practical skills should be implemented.
One technique of grooming students to better cope with business world complexity is to
include computer simulation games into their lectures. The simulation gaming
environments could help students practice leading, managing unpredictable situations and
solving problems. Previous studies have also indicated that for the purpose of learning,
‘real life’ company operations complex learning environments are required (Burgess,
1995; Sterman, 2001; Zack, 1998). Simulation, as defined by Ehrlich and Reynolds
(2002), is a representation or imitation of reality. An instructional strategy used to teach
problem solving, procedures, or operations by immersing learners in situations
resembling reality. The learners actions can be analyzed, feedback about specific errors
provided, and performance can be scored. Simulations provide safe environments for
users to practice real-world skills. They can be especially important situations where real
errors would be too dangerous or too expensive. Simulation games serve many functions,
such as tutoring, amusing, helping to explore new skills, promoting self-esteem,
1
practicing existing skills, drilling existing skills, automatizing or seeking to change an
attitude (Dempsey, Rasmussen & Lucassen, 1996).
Business simulation games, according to MBA Briefs (2013), specifically, are a
specialized form of simulation focused on operations and management of a real-world
business process, system, organization, competing firms or an entire supply chain over
time. The games are used mainly for educational and team development purposes,
typically practicing strategic, financial, market or operational analysis, logical and
creative thinking, and decision making while at the same time working on personal skills
such as collaborating, negotiating, team building, management and leadership
development.
The origin and history of business simulation games can be traced back to 1955. During
that year, the Rand Corporation, a United States of America based company supplying the
United States Air Force with logistical support created a simulation game called
Monoplogs, which focused on the United States of America Air Force logistics (Jackson,
1959). The simulation game required participants to perform as inventory managers in a
simulated Air Force supply system, thus providing decision making experience without
the risks associated with the consequences of a wrong decision. The United States Air
Force continuously used this simulation exercise for some years later due to its success.
Fariah (1987), notes that the success of Monoplogs, spurred the early growth of business
simulation games. The initial business simulation game that was practical and successful
was Top Management Decision Simulation, created by the American Management
Association in 1956. The game was mainly used in numerous management development
seminars attended by academicians and business managers. Thereafter, a consulting firm,
McKinsey and Company, developed the Business Management Game in 1957 for use in
its management seminars (Adlinger, 1958).
The University of Washington became the first university classroom user of a business
game when a simulation developed by Schreiber was used in a business policy course
(Watson, 1981). After the initial introduction of the business simulation in 1957, into the
university classroom, Watson (1957) notes that many universities followed the example,
2
as surveys of Association to Advanced Collegiate Schools of Business (AACSB) would
indicate. Dale and Klassen (1962) conducted a survey of 107 AACSB member schools
and found two of the respondent schools were using business games in at least one
course. In 1975, Roberts and Strauss (1975) resurveyed the same schools that Dale and
Claussen had surveyed in 1962 and established that business simulation game usage had
increased to 94.5% from 71.1%. Since then, there has been a steady increase in the
number, sophistication, and adoption of simulation games (Fariah, 2009)
Kulkarni and Sivaraman (2013) highlight business simulations can be very effective in
introducing business concepts, enhancing decision making skills and appreciation of
cross-functional nature of business. It is powerful in highlighting the essence of
management and representation of business as interplay of functions. The more common
objective of business simulations is to give learners hands on experience in formulating
and implementing their strategy (Faria, Hutchinson, Wellington, & Gold, 2009).
In most business simulations, learners are involved in managing a firm in a competitive
environment. They compete with other firms within an industry. The firm produces,
markets goods and manages its resources to achieve profitable growth. Each competing
team is required to run the firm over defined decision cycles. Participants make decisions
mainly in all functional areas such as research and development, marketing,
manufacturing, human resources and finance. Decisions are based on desired objectives,
expected outcomes and analysis of performance which in turn is linked to market
behavior and their goals. Operating a virtual business based on decision cycles helps the
learners to understand the importance of different functions and their impact on each
other. Kulkarni and Sivaraman (2013) point out that taking a decision on a repeated basis
by looking at all facets of business, backed by analysis helps improve decision making
skills.
Business Simulation games are numerous, and an example of such is the Capsim
business simulation. Management Solutions Incorporated, MSI, (Capsim, 2013) outlines
the features of their product as, a web based simulation tool that brings together all of the
primary functions of business operation. These functions are; production, forecasting,
marketing, pricing, finance, human resources and labor negotiations, distribution and
3
trend analysis, and combines it within a competitive framework that teaches strategic
thinking and strategy as competitive movement.
According to Management Solutions Incorporated, MSI, (Capsim, 2013), the simulation
exercise involves students teaming up with fellow colleagues, to manage business
performance of a firm in a challenging and innovative strategic management simulation.
As described by MSI, (Capsim, 2013), each team manages and analyses its own 100
million dollar Capstone Company and develops and implements strategic concepts. The
management team makes decisions about various aspects of an assigned company’s
management task for a given period of “simulated time”. The simulation is played over
several simulated “years” to maximize the firm’s objectives.
As described by MSI, (Capsim, 2013), the simulation game consists of two components.
First is the website, whereby players download starting market conditions, communicate
with team and class members, and upload corporate decisions. The second component
comprises of decision support software, which is operated using Microsoft Excel. Using
this software, players determine product positioning, price, sales and promotion budgets,
production levels and financing requirements.
The business simulation game offers methods for groups to organize by function, by
product, by segment, or as board of directors. Capsim simulation has been integrated into
the United States International University Masters in Business Administration program.
The course, BUS 6020, Introduction to Strategic Management, according to USIU (2012),
primarily combines normal coursework with the business simulation game. The primary
objective of this graduate course is to provide an overview of the economic, cultural,
psychological, sociological, technological, and political aspects of the global
environments
confronting
environment
serving
organizations;
the
concept
of
environmental turbulence; the nature of strategic and operational work formulation of
mission, goals, objectives, strategy; environment serving organization strategic
aggressiveness and capability at different turbulence levels; and strategic diagnosis.
4
According to Lewa (2005), the simulation game was introduced in April 2004 through the
initiative of Dr. Peter Lewa, now a Professor of strategic management at the United States
International University. The primary objective of introducing the game within the course
was to enable students to incorporate their knowledge of various business functions learnt
while undertaking their course work. Combined with the knowledge acquired from the
course program, students would then develop and implement a comprehensive strategic
plan, which would involve application of their analytical and decision making skills in the
business simulation game environment.
1.2
Statement of the Problem
According to Siewiorek (2012), Educators consider simulation games as fruitful tools to
use in their classrooms. There is also a growing body of literature discussing the potential
application of computer games to learning (Gredler, 2003; Prensky, 2001; Rieber, 1996).
For example, Ruben (1999) states that teaching with games addresses many of the
limitations of conventional teaching. Additionally, he identifies games’ value in
addressing cognitive and affective learning issues and in facilitating interactivity,
collaboration, peer learning and active learning. However, in spite of a growing body of
literature highlighting the educational potential of computer games, the evidence to
support this assumption is still limited and contradictory, particularly regarding the
effectiveness of games for concrete educational purposes (Kirriemuir & McFarlane, 2004;
Mitchell, & Savill­Smith, 2000; Vogel et al., 2006) such as teaching management and
leadership. Many game studies are based on case study reports or random investigations
or observations and more studies on the use of computer games to teach practical skills
need to be conducted. Therefore, it is essential to examine whether the simulation gaming
environments could provide a way to teach students’ practical skills needed in modern
careers that require high level competencies and skills in a global economy.
A severe problem then, which exists in business education as well as in other subject
areas, is the difficulty in applying theoretical subject knowledge in real life settings, and
inabilities to handle complex and ill-defined problems (Bransford, Goldman & Vye,
1991). Bransford et al. (1991) further adds that the traditional forms of instructions such
5
as lectures, are often found to produce rudimentary knowledge which cannot be applied in
complex situations. In such impoverished environments, learning becomes the
memorization of seemingly abstract, self-contained entities, not useful tools for
understanding and interacting with the world (Barab & Duffy 2000). Because of the
limitations of the traditional learning methods, United States International University
introduced Capsim business simulation technology in 2004 to enhance learning in their
MBA program to compensate for the inadequacy that traditional learning form provided,
as well as assisting learners in applying theoretical subject knowledge in real life business
setting and complex situations. Since then, the effectiveness of this method has not been
assessed. This study seeks to determine the impact of Capsim as a business simulation
technology in enhancing learning in university post-graduate strategic management
program.
1.3
Purpose of Study
The purpose of this study was to examine whether business simulation games are
effective at enhancing learning in graduate introduction to strategic management program
course.
1.4
Research Questions
The following research questions based on the objectives were formulated:
1.4.1
Is the business Simulation Game, CAPSIM, effective as a learning tool in
enhancing learning in graduate class for strategic management program in
United States International University?
1.4.2
What are the students’ perceptions towards CAPSIM as learning tool in
enhancing learning in graduate class for strategic management program in
United States International University?
6
1.4.3
What are the factors affecting the adoption of CAPSIM as learning tool in
enhancing learning in graduate class for strategic management program in
United States International University?
1.5
Importance of the Study
Capstone business simulation course as part of the United States International University
strategic management graduate program would provide important benefits to both
students and employers of business graduates. By exposing students to a virtual business
setting and tailoring the program to individual student goals, the graduate program
objectives will have been fulfilled, and shortcomings of business programs as perceived
by employers will have been met.
1.6
Scope of the Study
To establish the impact of business simulation games in enhancing learning in
introduction to strategic management course, the study was limited to students registered
to attend the introduction to strategic management, BUS 6020, course within the United
States International University, a private university located in Nairobi, Kenya. The
sample of this study is a representative of the population of all students registered for
Master in Business Administration program. The study was conducted for a duration of 3
weeks between June and July 2013 time period, during which students attending the
Introduction to Strategic management will be registered to attend the course, and will be
using the CAPSIM business simulation game during the normal course work activities.
1.7
Definitions of Terms
1.7.1
Simulation
Simulation is defined by Ehrlich and Reynolds (2002) as a representation or imitation of
reality. An instructional strategy used to teach problem solving, procedures, or operations
by immersing learners in situations resembling reality.
7
1.7.2
CAPSIM Business Simulation
This is a web based simulation tool that brings together all the primary functions of
business operations, namely, production, forecasting, marketing, pricing, finance, human
resources and labor negotiations, distribution and trend analysis, and combines it within a
competitive framework that teaches strategic thinking and strategy as competitive
movement (Management Solutions Incorporation, MSI, 2013).
1.7.3
AACSB
Association to Advanced Collegiate Schools of Business. Accrediting agency founded in
1916 for Business schools worldwide, AACSB Website (2009).
1.7.4
Pedagogy
Pedagogy is the act of teaching together with its attendant discourse of educational
theories, values, evidence and justifications. It is what one needs to know, and the skills
one needs to command, in order to make and justify the many different kinds of decision
of which teaching is constituted.
1.7.5
Game
According to Hays, 2005, a game is an artificially constructed, competitive activity with a
specific goal, a set of rules and constraints that is located in specific context.
8
1.8
Chapter Summary
This chapter presents the background information, problem statement, purpose of the
study, its scope and importance of the study. It discusses the concept of a business
simulation game, an instructional software technology used as a learning aid to teach
problem solving, procedures, or operations by immersing learners in situations
resembling reality. The main objective of this study was to establish the impact business
simulation games had in enhancing learning in strategic management course using United
States International University as a case study institution.
Chapter two attempts to determine the effectiveness of business simulation game,
CAPSIM, as a learning tool in enhancing learning in graduate class for strategic
management program in United States International University in the first section of the
literature review. The second section of the literature review seeks to determine the
students’ perceptions towards CAPSIM as learning tool while the third section seeks to
determine factors affecting the adoption of CAPSIM as learning tool.
The chapter three highlights the research methodology and procedures the researcher will
adopt in conducting the study in order to answer the research questions raised in the first
chapter. The chapter was organized in the following structure: the research design,
population and sample, data collection methods, sampling design and sample size,
research procedures and data analysis methods. Chapter four discusses how the data will
be analyzed and presented. Chapter five discusses the findings as well as provides the
conclusion and recommendations of the study.
9
CHAPTER TWO
2.0
LITERATURE REVIEW
2.1
Introduction
The purpose of this chapter is to examine literature by other academicians on the impact
business simulation games have in enhancing learning in the strategic management
programs. The first section explores the effectiveness business simulation game have in
enhancing learning. The second section of the literature review seeks to determine the
students’ perceptions towards business simulation games while the third section seeks to
determine factors affecting the adoption of business simulation games as a learning tool.
2.2
Effectiveness of Business Simulation Games in Enhancing Learning
The management profession is a field in which individuals must be able to apply their
conceptual knowledge to current and upcoming challenges. Thus, the educational
challenge is to avail the knowledge and also understand how to apply that information. In
1997, Mowday conducted a research and observed that the faculty leadership of
Association to Advanced Collegiate Schools of Business, AACSB, had expressed their
concern that the gap between practice and teaching of business courses had widened. The
faculty taskforce recommended the need to improve pedagogy and the learning
environment. Learning reflects a very important link between program content and
pedagogical methods on the one hand, and a better prepared workforce on the other
(Gopinath & Sawyer, 2001). An understanding on how learning takes place and whether
it enables the learner to acquire knowledge is very important especially in the case of
professional courses that require certification, such as the case of business managers
(Watson, 1991). The rapid development and spread of computing technology, personal
computer-based simulations have considerable potential as effective means of achieving
educational objectives (Larreche, 1987).
10
2.2.1
Nature of Learning
What is learning? Knowles’ (1990) reviewed the work of prominent interpreters of
learning theories. This led him to conclude that “learning was an elusive phenomenon”.
Learning can be defined as “an adaptive change to inputs from the environment”
(Witteman, 1997). Harris and Schwahn (1991) provide three ways of viewing learning.
Firstly, as a product, which emphasizes the end result of the learning experience.
Secondly, as a process, which emphasizes what happens during the course of learning
experience in attaining the given product or outcomes. Finally, as a function, which
emphasizes certain critical aspects of learning, such as motivation, retention, and transfer,
and make behavioral changes in human learning possible.
Bloom’s early classification of educational objectives identified a hierarchy of outcomes
in order to plan learning experiences. The educational objectives identified by Bloom
(1956) range from the basic knowledge to higher level critical thinking skills. In the low
end of the hierarchy, the basic objective is obtaining knowledge - which involves
memorizing facts, terms and concepts. Above the knowledge basic objective in the
Bloom's hierarchy are the following: Comprehension, which entails elaborating the
content, Application which involves applying a concept to solve a problem, Analysis
which includes the division of content into component parts, Synthesis which entails
developing new content and evaluation which entails the production of new content.
Perry (1970) examined how students make meanings from their own cognitive structures.
The stages in this model reflect a student’s movement from naïveté to maturity in a
journey of learning. At the beginning, the students are dualists, viewing knowledge as
objective, black and white (Kolb, 1984). Thereafter, students recognize that there are
alternative explanations for several issues (Perry, 1970). The student then moves to the
next level of relativism where beliefs justified by argument constitute knowledge (Kolb,
1984). The cognitive insights of the various models suggests that first, there should be
clarity about the set of learning objectives that are intended (Gopinath & Sawyer, 1991).
The main aim of business education, especially at post graduate level is producing
managers who can function effectively in complex business environments (McKenna,
11
1991). Thus, business education requires learning experiences that lead to higher levels of
learning (Kolb, 1984).
Learning through experience, also known as experiential learning, is based on the
assumption that knowledge is acquired through transformation brought about by an
experience (Ricardo, 2001). The particular experience is converted into an abstract
concept that is tested through new experiences. Kolb’s cycle of experiential learning
(Kolb, 1984) refines the work of other previous authors exploring the same field. These
are authors such as Lwein (1951), Dewey (1938) and Piaget (1978). Kolb (1984) focuses
on the idea that experiential learning exists as a unique form of learning, distinguished by
the central role that experience plays in the learning process. Kolb (1984) proposed the
concept of experiential learning as a process where concepts are derived from and
continuously modified through experience. By adding experience to the cognitive
process, experiential learning shows the iterative nature enables the higher levels of
learning to be reached. Kolb (1984) identifies four abilities in learners (as highlighted in
Figure 2.1).
CONCRETE EXPERIENCE
(Doing or having an experience)
ACTIVE EXPERIMENTATION
(Planning or trying out what you have learnt)
REFLECTIVE OBSERVATION
(Reviewing or reflecting on the experience)
ABSTRACT CONCEPTUALIZATION (Concluding or
learning from the experience)
Figure 2.1 Kolb (1984) Model of Experiential Learning
Source: Kolb (1984)
First, a learner through concrete experience acquires information by involving himself or
herself fully in the new experience. In simulation gaming, participants experience the
consequences of their activities either by the feedback from teammates or from the
simulation model. Next, a stage of reflective observation occurs through examining and
12
organizing the information - Participants evaluate during brief meeting their actions,
strategies, and decisions in the last cycle. In the third stage, abstract conceptualization
occurs during which the learner develops concepts to integrate the observations participants gain an understanding of what had happened and elaborate new strategies. In
the final stage of active experimentation, the learner uses generalizations from previous
stage as a guide in a more complex situation and the process repeats – participants’
experimentation with new ways of decision-making. These four adaptive learning modes
stress that learning requires both a perception of experience and its transformation into
action.
Previous research into the use of business simulation games as educational tools has
provided evidence that they add value to learning in the classroom under different
conditions and in various courses (Keys & Wolfe, 1990). In particular, studies that have
examined learning effects have used either game performance scores or performance in
an examination as a measure (Keys & Wolfe, 1990). Measures such as return on equity,
or a composite that takes into account a range of indices such as sales revenues, return on
assets, and market share are conveniently generated by the system and may be seen as
objective measures (Gopinath & Sawyer, 1999). Moreover, financial performance is
commonly accepted as a key measure of success of a firm’s strategy in the real world.
However, a high level of performance does not necessarily mean that the participants
would have learned about strategy (Gopinath & Sawyer, 1999). Moreover, a high level of
performance does not necessarily mean that the participants would have learnt about
strategy, according to Morest & Koball (2002). Despite a growing body of literature
highlighting the educational potential of computer games, the evidence to support use of
business simulation games in enhancing learning is still limited and contradictory,
particularly regarding the effectiveness of games for concrete educational purposes
(Kirriemuir & McFarlane, 2004; Mitchell, & Savill­Smith, 2000; Vogel et al., 2006).
13
2.3
Perception towards the use of Business Simulation Games
2.3.1
Students’ Perception towards Business Simulation Games
Various researchers who conducted research into the perception student had towards the
value gained from business simulation games validated various outcomes. Wolfe and
Roberts (1993), Gopinath and Sawyer, 1999, Jennings, 2001 and Zantow, Knowlton and
Sharp 2005, identified that students perceived business simulation games as a valid
representation of real world issues facing managers which included analysis of multiple
variables, improvement of skills in strategy formulation, combination of diverse
marketing concepts and techniques, dynamic financial concepts, problem-solving
techniques, communication and teamwork.
In other studies that have focused on the value business simulation games have in
improving student outcomes included Faria (2001) established that students engaged in
the use of simulation games performed better on average in comparison to those who used
only traditional teaching methods including lectures, case studies and readings. Drea,
Tripp and Stuenkel (2005) also established those students who participated in a marketing
simulation game experienced positive effect on their overall learning. Cook and Swift
(2006) were also able to establish that business simulation games improved problem
solving and analytical skills, aided in learning business concepts and fundamentals and
application of knowledge.
Livingstone and Lynch, (2002) and Laverie, 2006), researchers in business simulation
games concur that active learning techniques need to be complemented with traditional
methods such as lectures and readings. Herz & Merz (1998), Hatcher & Bringle (2000),
Young (2002), and Peters and Vissers (2004) demonstrate from their findings that for the
successful implementation of the business simulation gaming in an educational
environment needs to be combined with prior lectures and readings to provide students
with the essential basic knowledge, alignment of learning outcomes with gaming
objectives, review of post simulation exercises and assessment of tools utilized during
and after the game.
14
The perceived outcomes during the business simulation game sessions are essential in the
learning environment. Different researchers point out the positive emotions students
experience during the gaming sessions. Coleman (1966), Brenenstuhl (1975), Orbach
(1979), Szafran & Mandolini, Bredemeier & Greenblat (1981) research findings on the
benefits of simulation gaming in comparison to traditional modes of learning highlights
the increased levels of student enjoyment and dedication during participation in gaming.
Malik and Howard (1996) and Jennings (2001) demonstrated that students find simulation
games to be mainly challenging and fun and that this enhances their learning. Gilgeous
and D’Cruz (1996) observed that motivating participants during the gaming sessions is
critical and additionally, games are better suited encouraging motivation.
Certo and Newgren (1977) and King (1997), also identified that the effective use of
business simulation games does provide a positive behavioral changes, such as improving
a students' ability to be more organized, adopt to new situations and environments, team
conflict resolution and effective work habits. Solomon (1993) also discovered that
participation in business simulation games did increase self-awareness of the students,
and this process enabled them to conduct self-assessments of their individual behavior
while working as a team, during the gaming session.
2.3.2
Motivation to Learn Using Business Simulation Games
Tao et al (2009) discovered that educational simulation games can increase the motivation
to learn. Cheng et al. (2011) and Kebritchi et al (2010) specifically indicated that games
increase the students’ internal motivation as well as their learning performances.
Interestingly, Prensky (2003) and Gomez et al. (2010) pointed out that from the
perspective of successful learning, motivation is an indispensable condition and that
games just happen to provide such a condition. In their experiment, Schwabe and Goth
(2005) and Huang et al. (2010) applied games in their learning activities, which not only
increase the motivation of the students but also increase the opportunity for them to
interact with each other. According to Liao, Wang (2011), though the decision to use
business simulation games is made by the instructor, the students’ perception is equally
important in promoting the inclusion of business simulation games.
15
In other studies, Anderson and Lawton (1992) found no significant relationship when
they correlated the financial measure of performance on a simulation exercise with seven
different measures to fit with Blooms hierarchy of learning objectives. Wolfe (1997)
learning benefits were measured using true-false statements, performance on cases, or
essay exams on course material. By examining fact mastery or principle mastery, the
study reported that simulations produced significant gains as compared to alternate
instructional methodologies. In general, all the aforementioned measures have viewed
learning in terms of outcomes of a process, and have therefore measured the benefits
through various tests (Wolfe, 1997).
Players in a business simulation games are encouraged to develop a strategy and use it in
their decision making. Mintzberg (1987) terms strategy as a pattern in a stream of actions.
Strategy conceptualization lends itself to experimentation and refinement by allowing for
decisions to be made on a wide set of variables with which to differentiate one’s product
and services in the marketplace (Mintzberg, 1987). According to Mintzberg (1987),
strategy formulation, that is, formulation and implementation, process is exhibited as a
decision making process. Once a strategy is conceptualized, it is revealed and
implemented through a series of decisions and actions.
Following the process of experiential learning, the decisions made (experimentation)
impact on the nature of strategy followed, that is, experience (Gopnath & Sawyer, 1999).
According to Gopnath & Sawyer (1999), reflecting on the strategy, causes of
performance, and the context of group behavior leads to a better understanding about the
strategy-action link - conceptualization. According to Regional Technology Strategies
(2002), learning through business simulation games helps business students develop skills
that will enable them to be successful in their workplace. Students adopt roles
characteristic of the business industry and carry out projects that stimulate situations
facing realistic, but fictitious, enterprise. The business games are intended to “represent
the complexities and uncertainties of the real business world”.
16
2.3.3
Usage Satisfaction with Business Simulation Games
A survey by Morrest and Koball (2002) on student and faculty experiences with learning
through simulated tools, evaluated the effectiveness and user satisfaction of a business
simulation used in teaching. The survey was conducted across eight community colleges
located in the United States of America. It was administered to faculty and students. The
simulation games offered in those eight different colleges consisted of different scenarios
that presented students with real life business situations. Examples of the situations
include strategic planning and business plan analysis, market analysis, growth and
profitability. Data collected from the Morrest and Koball (2002) evaluation was guided
by three main questions. The questions and their findings are outlined below.
The first question examined the instructors’ satisfaction with the simulation. It also
examined aspects of the simulation that related to high or low levels of satisfaction.
Morrest and Koball (2002) found the faculty members who implemented the business
simulation programs reported an overall high level of satisfaction with simulation. The
faculty members felt simulations aligned well with their courses and provided an
important innovative method of lending realism to the curriculum. Faculty perceived the
simulations effectively offered students meaningful opportunities for applied learning.
The second question examined the extent of students’ satisfaction with business
simulation games used in instruction. It explored aspects of the simulation that related to
high or low levels of satisfaction. Morrest and Koball (2002) found out that, overall,
students responded positively to the simulations. Most students agreed or strongly agreed
with positive statements about how simulations were organized and implemented. An
overwhelming majority said they would take a simulation game again during their course
work.
The final question addressed the impact participating in the simulation had on the
development of student’ skills. Morrest and Koball (2002) findings were that the
simulation helped students understand what it was like to work in a “real life” business
organization. Projects were more exciting, as opposed to not-so-exciting theory models.”
Students also responded they liked working in teams. Students also mentioned that they
17
enjoyed being more active in the learning process, having “creative control”, “problem
solving”, and “the critical thinking of different solutions”. This suggested that the
business simulations were effective in providing the students with challenging
opportunities for experiential learning.
The findings of Morrest and Koball (2002) study have implications on the use of Capsim
simulation at the United States International University campus. They suggest that if the
attitudes of faculty and students are examined, their experiences and level of satisfaction
on the use of Capsim business simulation would reflect the level of effectiveness as a
teaching tool. Overall, the responses in the Morrest and Koball (2002) were generally
positive and implied that business simulation games generally have a direct (positive)
learning effect on students in relation to situations. Other researchers have also found that
there are positive benefits of using business simulation games (Jennings, 2002;
Thompson, 1997; Lane, 1995).
2.4
Factors Affecting the Adoption of Business Simulation Games in
Enhancing Learning
2.4.1
Evolution of Business Simulation Games
The use of business simulation games in learning can be traced back to 1957 (Watson,
1981). This was when the University of Washington in the United States of America,
became the first university classroom user of a business game after a simulation
developed by Schreiber was used in a business policy course (Watson, 1981). As
discovered by Kibbee, Craft & Nanus, 1961, it was estimated that by 1961 over 100
business games were in existence and had been played by more than 30,000 business
executives. The business game handbook published in 1969 (Graham and Gray) listed
nearly 200 games, while the most recent edition of “The Guide to Simulations/Games for
education and training (Horn and Cleaves, 1980)” provides descriptions of 228 business
simulation games.
Smith (2007) highlights the evolvement and gradual development of business simulation
games as creative and stimulating decision-making techniques for advancing and
18
developing problem solving skills. The advent of the devices, computers and associated
information and communication technologies indicate that the development of virtual
environments to simulate real-world cases, scenarios and situations has advanced to a
level where the concept of “simulating” complex decision situations, is now becoming a
common phenomenon. Though such technologies were initially restricted to research and
development, then the military, and aviation sector, the pace of the technologies has thus
brought the immersive world into the living room (Smith, 2006).
Over time academic instructors and trainer-facilitators have been gradually adopting the
technological issues as informational and communication systems have advanced, and
business simulation games in particular have kept in step with these advances – from
dedicated systems, to discs, to client-server to the current internet based service delivery
mechanisms (Fritzsche and Burns, 2001; Keys and Wolfe, 1990).
It has been unanimously agreed that we are living in the information age, taking part in
the information society (Bates, 2001). What has rapidly brought about these two
emerging concepts possible into the foreground is technology over the past 50 years
(Molenda & Sullivan, 2003). During this period, technology has been both the generator
and the transmitter of information with an increasingly faster speed and wider audience.
Technology now dominates almost all aspects of our lives, permeating into our normal
daily life. The field of education is not an exception of the permeation of technology,
according to Gibson, 2007. High expectations regarding the revolutionary impacts of
technology in educational environments has not contributed significantly (Molenda &
Sullivan, 2003; Russel, 2003). It is argued that the relative ineffectiveness of instructional
technology so far has been caused by the application of the same old methods in new
educational media-"New wine was poured, but only into old bottles" (Cohen & Ball,
1990). Current models and techniques of instructional technology are insufficient to meet
the consequences of the paradigm shift from industrial age to information age (Bates,
2001; Regeluth, 1996, 1999). Consequently, instructional developers are faced with the
challenge of forcing learning situations fit a formal model rather than selecting an
appropriate model to fit needs of varying learning situations (Gustafson & Branch, 1997).
19
One of the possible novelties in instructional methods is the use of games as noted by
Gibson, 2007. Young children, by nature, begin to learn through games and playing from
their earliest years (Reiber, 1996). However, as they grow up, their play and games are
being replaced by formal education. History of games can be traced back to over a
thousand years ago (Dempsey, Lucassen, Haynes & Casey, 1998), whereby it was evident
that games and dramatic performances as representations of real life were effective as
teaching tools. In our modern day, and with new technological advancements, traditional
games have been replaced by electronic games and representations have been transformed
into role playing in simulating realistic business environments.
The business environment is becoming increasingly complex (Ricardo, 2004). This
complexity has been driven by the advent of globalization. Globalization has resulted in
the eradication of borders and geographical boundaries as businesses operate in various
continents. This expansion has been driven by technologies such as the evolution of the
internet, information, communication technology, interactive software and emergence if
systems thinking (Ricardo, 2004). This technology has brought about the need for training
models in educational institutions that are able to disseminate knowledge and skills
needed in such environments.
2.4.2
Technology Acceptance Model (TAM)
In an effort to understand how human beings adopt and use technology, especially in a
business environment becoming increasingly complex, Davies, 1986 proposed the
Technology Acceptance Model (TAM). According to Davis, 1986, the Technology
Acceptance Model is an Information Systems theory that proposes when a user or users
are presented with a new technology, a number of factors influence their decision about
how and when they will use it. This model, according to Lule, 2012, the theory was
designed to predict user's acceptance of Information Technology and usage in an
organizational context. The Technology Acceptance Model focuses primarily on the
attitude explanations of intention to use a specific technology or service. Lule, 2012,
further emphasizes that, the TAM theory has now become a widely applied model for
user acceptance, usage and adoption of technology. The Technology Acceptance Model
20
theory was developed to explain computer-usage behavior and factors associated with
acceptance of technology. It has been used to test the acceptance of various technologies
or software used in teaching and/or learning within a student context (Shroff, Deneen, &
Ng, 2011). Similar views on the validity of simulation games based learning have been
demonstrated in many studies (Amoako-Gyampah & Salam, 2004; Hong, Hwang, Hsu,
Wong, and Chen 2011; Lederer, Maupin, Sena, and Zhuang 2000). The theory can be
applied to explore the influence of external factors such as characteristics of the system
design, computer self-efficacy, and system interaction on users' internal beliefs, attitudes,
and intentions as well as on technology use (Davis, 1986).
The theory, as proposed by Davies, 1986, is determined primarily by two factors, namely,
Perceived Usefulness (PU) and Perceived Ease of Use (PEOU). David, 1989 defines
Perceived Usefulness as the degree to which a person believes that using a particular
system would enhance his or her job performance. This is adopted from the explanation
of the word - useful : "capable of being used advantageously". Within the framework of
an organization context, people are generally reinforced for good performance by raises,
promotions, bonuses and other rewards (Pfeffer, 1982; Schein, 1980; Vroom, 1964).
Additionally, David 1989, further defines the Perceived Ease of Use as "the degree to
which the prospective user expects the target system to be free of effort" (Davis et al.,
1989)
Figure 2.2 Technology Acceptance Model
Source: Davis, et al. (1989)
Since Davis' (1986) introduction of the model, many studies have been conducted using it
in a variety of information technology usage settings, testing its appropriateness and
modifying it in different contexts. Past research on the TAM has largely focused on
21
personal computer usage or relatively simple software applications such as email, word
processing programs, spreadsheet software, and the Windows operating system (e.g.,
Chau, 1996; Davis, 1993; Davis et al., 1989; Doll, Hendrickson, & Deng, 1998;
Mathieson, 1991). Recently, in line with the development of the Internet and Internetbased technologies, applications of the TAM have been made in the areas of
organizational contexts (e.g., Hu, Chau, Sheng, & Tam, 1999; Igbaria, Zinatelli, Cragg, &
Cavaye, 1997; Venkatsh & Davis, 1996), e-commerce (e.g., Jiang, Hsu, & Klein, 2000),
telemedicine (e.g., Chau & Hu, 2002; Karahanna, Straub, & Chervany, 1999), and digital
library systems (e.g., Davies, 1997; Thong, Hong, & Tam, 2002).
Student perceptions of simulation usefulness can be significantly linked to a variety of
factors in a business game. Bourgonjon, Valcke and Soetaert (2009) established that that
the determinants of perceived usefulness in learning outcomes while using business
simulation games can be categorized into four primary areas, namely, course structure,
parameters of the game, student characteristics, and game effort and performance.
Amongst these categories, course structure and parameters of the game are directly
managed and controlled by an instructor. Student characteristics, game effort and
performance are normally within the scope of students while engaging in the simulation
games. Bourgonjon, Valcke and Soetaert (2009) study indicates that students perceive
greater simulation benefits as useful if the simulation is explicitly integrated into course
content and a relatively high weight is placed on the simulation in determining final
course grades. In addition, the simulations were generally well accepted and rated above
equal to other teaching methodologies, such as lectures, case studies.
2.5
Chapter Summary
This chapter presents findings and articles written by various researchers on how business
simulation games impact on learning. The impact of the business simulation games in
enhancing learning is determined by how effective the games are, how students perceive
the usage and factors affecting the adoption of the games.
22
In the subsequent chapter, the research methodology section describes the methods and
procedures that were used to carry out the study. The study was based on the
effectiveness and integration of CAPSIM business simulation game, how students using
the game perceived it and the various factors that affected the adoption process.
23
CHAPTER THREE
3.0
RESEARCH METHODOLOGY
3.1
Introduction
This chapter presents the research methodology adopted in the study. The chapter
specifies the design, methods and procedures that were used when conducting this
research. It was used to guide the implementation of the research study. The design serves
to ensure the data collected addressed the research questions and more importantly
fulfilled the informational requirements of this research.
3.2
Research Design
Kothari (2010) defines research design as a conceptual structure in which research is
conducted. It forms the plan for the collection, measurement and analysis of data, which
includes the outline of the research to the analysis of the data collected. The intended
purpose of a research design therefore is to identify the research method chosen to
determine information required. In order to identify the research design to determine the
impact of business simulation games technology in enhancing learning in Strategic
Management program, the researcher used the descriptive design method. The descriptive
design was chosen because the process is non-experimental and entails gathering of
information without altering or manipulating the environment, circumstances or
experience of the participants. Furthermore, the descriptive study was aimed at gathering
data involving participants in a cross-sectional study method where the participants will be
observed at a single point in time. Moser and Russo (2009) identify cross-sectional study
as a method that allows researchers to compare many different variables at the same time,
with little or no additional cost in comparison to longitudinal study which extend beyond a
single moment in time.
Thus, in this case, the study sought to collect, measure and analyze the role of business
simulation games and the perceived value by the participants of CAPSIM in their pursuit
for Masters in business administration degree during the summer semester in 2013.
24
3.3
Population and Sampling Design
3.3.1
Population
The target population was all graduate students of the Masters in Business Administration
(MBA) program in the United States International University, Nairobi, Kenya, currently
registered to attend the Introduction to Strategic Management, BUS 6220 classes during
the summer semester 2013. According to the USIU registrar (2013), a total of 67 students
were registered to attend the BUS 6020 classes. A total of 36 students were registered to
attend BUS 6020A and 31 students were registered to attend BUS 6020B. This shall form
the population of the study.
3.3.2
Sampling Design and Sample Size
3.3.2.1
Sampling Frame
A sampling frame refers to a list of elements from which the sample is actually drawn and
is closely related to the population (Cooper and Schindler, 2000). The sampling frame
constituted of students who were in the process of undertaking their MBA program, and
were registered and attending the BUS 6020 class.
3.3.2.2
Sampling Technique
Non-probability sampling technique was used in this study. Marion (2013) defines nonprobability sampling technique as a method whereby the sample is selected in such a way
that the chance of being selected of each unit within the population or universe is
unknown. The selection of the subjects is primarily subjective, since the researcher relies
on individual experience and judgment. Since there are no statistical methods that permit
measurement of sampling error in such a technique, it is not appropriate to project the
sample characteristics to the population. Furthermore, judgment or purposive sampling
technique as a type of non-probability method was used by the researcher to select
amongst the two sets of introduction to Strategic Management, BUS 6020 graduate classes
conducted in summer semester 2013. The class selected was BUS 6020A offered every
25
Saturday of the semester from 1.30pm to 4.50pm. The selection was mainly based on the
researcher’s prior knowledge of simulation exercise activity conducted by the lecturer.
Borg, Gall and Gall (1996) state that sampling is the process of selecting members of a
research sample from a defined population, usually with intent that the sample accurately
represents that population. Gall, et al. (1996) formulated a general rule in quantitative
research, that is, to use the largest sample possible. In determining the largest sample size
possible, the researcher identified the census as a method to study the population. A total
of 37 students who had registered to attend the BUS 6020A class comprised of the
population. Therefore it was convenient and effective for the researcher to collectively
carry out the study of the entire graduate student population participating in the simulation
exercise and attending the BUS6020A class.
3.4
Data Collection Methods
The study employed the use of administered questionnaires to collect primary data
through interviews as research tools. Gall and Borg (1996) point out that, questionnaires
are appropriate for studies since they collect information that is not directly observable as
they inquire about feelings, motivations, attitudes, accomplishments as well as
experiences of individuals. They further observe that questionnaires have the added
advantage of being inexpensive and using less time as instruments of data collection.
The survey questionnaire developed by the researcher for this study to probe the impact
business simulation games had on students while undertaking their strategic management
course contained open ended and closed questions. The instrument’s questions were
organized in sections covering the main themes, considering transitions from one topic to
the next. A pilot test was carried out to validate the content of the questions, flow of
questions and the time taken to answer. For the main purpose of this research, the study
will collect primary data and compare it with the available secondary data for the literature
review.
26
The researcher conducted a pilot study to pretest the validity and reliability of data
collected using the questionnaire. According to Berg and Gall (2006) validity is the
degree by which the sample of test items represents the content the test is designed to
measure. Content validity which is to be employed by this study is a measure of the
degree to which data collected using a particular instrument represents a specific domain
or content of a particular concept. Mugenda and Mugenda (1999) contend that the usual
procedure in assessing the content validity of a measure is to use a professional or expert
in a particular field.
The content validity of the research instrument was evaluated through the actual
administration of the pilot group. The study used both face and content validity to
ascertain the validity of the questionnaires. Face validity is the degree to which a
procedure appears effective in terms of its stated aims. As a check on face validity, survey
items are sent to the pilot group to obtain suggestions for modification (Lacity and
Jansen, 1994). Content validity draws an inference from test scores to a large domain of
items similar to those on the test. According Cronbach (1971) Content validity is
concerned with sample-population representativeness, that is, the knowledge and skills
covered by the test items should be representative to the larger domain of knowledge and
skills.
3.5
Research Procedures
The questionnaire was developed and administered by the researcher. The questionnaire
was pilot tested amongst 4 selected respondents and each respondent provided with a
common and timely space to complete the survey questions. Feedback from the users was
incorporated further to refine the data collection instrument. The samples that were picked
for the pilot test were excluded from the substantive sample. A comprehensive letter
detailing the purpose of the research was provided to the participants together with a
questionnaire during the actual data collection session. The participants were assured of
confidentiality and had an opportunity to give the positive and negative perspectives
towards the use of Capsim, as a learning tool, in the BUS 6020 course. This method can
27
provide immediate feedback, allow clarification of questions by respondents and enhance
the overall quality of data to be obtained.
In this study, subjects from the BUS 6020A MBA program in United States International
University were purposively selected to the study. The purpose of this study, as explained,
included the nature of study, and the need to discover, interpret and revise facts.
3.6
Data Analysis Methods
Data analysis involved reducing the accumulated data to a manageable size, developing
summaries looking for patterns, and applying statistical techniques. Descriptive statistics
was applied to measure and analyze data, which included measures of central tendency
and dispersion using the weighted mean and standard deviation. The data was coded as
follows: 1- Strongly Agree, 2- Agree, 3- Undecided, 4- Disagree and 5- Strongly Disagree.
The decision point was put at 3.0. A mean rating of less than 3.0 show agreement with the
statement.
Pearson’s correlations analysis will be conducted at 95% confidence interval and 5%
confidence level 2-tailed to determine the relationship between the variables in the overall
evaluation of CAPSIM business simulation. If the relationship established is found to be
positive, then this will indicate that there is a correlation between the factors and the
overall evaluation of CAPSIM business simulation.
In this study, all the questionnaires received were coded accordingly. The coded
questionnaires were keyed into the computer software for data analysis. Spreadsheet
analysis software, namely, SPSS, Statistical Package for Social Sciences (version 15), was
used to analyze the data. The data analysis matrix is provided in the table below
28
Table 3.1 Data Analysis Framework
Research questions
Independent
Dependent
Variable
Variable
Effectiveness
learning in graduate
Frequencies,
of CAPSIM
class for strategic
Percentages,
learning tool in enhancing
management
Graphs
learning in graduate class for
program
Weighted
i) Is the business Simulation
Game, CAPSIM, effective as a
Test Statistic
strategic management program
mean and
in United States International
standard
University?
deviation,
Correlation
Analysis
ii) What are the students’
Students’
learning in graduate
Frequencies,
perceptions towards
perception
class for strategic
Percentages,
CAPSIM as learning tool in
management
Graphs
enhancing learning in
program
Weighted
graduate class for strategic
mean and
management program in
standard
United States International
deviation,
University?
Correlation
Analysis
iii) What are the factors affecting Factors
Adoption of
Frequencies,
the adoption of CAPSIM as
affecting
CAPSIM as learning
Percentages,
learning tool in enhancing
adoption
tool
Graphs
learning in graduate class for
Weighted
strategic management
mean and
program in United States
standard
International University?
deviation
Correlation
Analysis
29
3.7
Chapter Summary
In this chapter, the research design, population and sample, data collection methods,
research procedures and data analysis methods have been described. Purposive nonprobability sampling technique was used in the study. Primary data was collected using
structured questionnaires that were administered by the researcher. The questions focus
on attitudes, knowledge, skills, perceptions and suggestions, in response to the specific
questions. The next chapter will be presenting the research results and findings.
30
CHAPTER FOUR
4.0
RESULTS AND FINDINGS
4.1
Introduction
This chapter presents the results and findings of this research, obtained through the use of
a questionnaire guided by the project’s research objectives. The main objective of this
study was to establish the impact business simulation games have in enhancing learning
in the strategic management programs. The study was guided by the following research
questions: To determine the effectiveness of Business Simulation Game, CAPSIM, as a
learning tool in enhancing learning in graduate class for strategic management program in
United States International University, to determine the students’ perceptions towards
CAPSIM as learning tool in enhancing learning in graduate class for strategic
management program in United States International University and to determine factors
affecting the adoption of CAPSIM as learning tool in enhancing learning in graduate class
for strategic management program in United States International University.
The chapter presents and analysis of the information designed to respond to the research
questions as outlined in the study. There are four subsections presented on the
questionnaire. The first is a general section which addresses the respondents’
demographic characteristics. Thereafter, the following sub sections addresses specific
research questions. The findings will be presented sectionally starting with a demographic
profile of the sample respondents followed by findings for each research question.
4.1.1
Response Rate
The study targeted the 67 registered MBA students attending the Introduction to Strategic
Management courses, BUS 6020 class at the United States International University,
Nairobi Campus. The study applied judgmental sampling technique to select 37
respondents attending the BUS 6020 Introduction to Strategic Management course. The
sampling frame included students who are registered to attend the Masters in Business
Administration classes for the Summer Semester 2013. 36 questionnaires out of 37 were
31
completed and returned giving a response rate of 97.2% which is excellent in research.
According to Mugenda and Mugenda, 2003, above 70% is an excellent response rate,
60% response rate is good while 30% or less is not viable.
Response Rate
3%
Respondents
Non-Respondents
97%
Figure 4.1 Response rate for questionnaire participants
4.2
Demographic Statistics
4.2.1
Age Distribution
The respondents were requested to indicate their age bracket. The findings indicate that
8.3% are aged between 24 years and below, 19.4% aged between 25 and 30 years, 25%
aged between 31 and 36 years, 38.9% aged between 37 and 41 years and 8.3% aged 42
years and above as indicated in Figure 4.2 below.
42 and Above
8%
Age Distribution
37 - 41
39%
25 - 30
20%
31 - 36
25%
24 and Below
8%
24 and Below
25 - 30
31 - 36
37 - 41
42 and Above
Figure 4.2 Age Distribution
32
4.2.2
Employment Status
The respondents were asked to indicate their employment status. The findings indicate
that 22.2% of the respondents were not employed, while 77.8% of the respondents were
employed or self-employed. Out of the 77.8% of the respondents employed, 11.1% were
self-employed, 36.1% were part time employed and 30.6% were full time employees. The
findings indicate that cumulatively, 77.8% of the students were in employment as shown
in Table 4.1
Table 4.1 : Employment Status
Employment Status
Full-Time
Part Time
Self Employed
Not Employed
4.2.3
Frequency
11
13
4
8
Total
36
Percent (%)
30.6
36.1
11.1
22.2
100.0
Area of Concentration
Out of the 36 respondents, 86.1% had declared their concentration area of study and 13.9
had not yet declared. Amongst the respondents who had declared their concentration area
of study, 11.1% (4) had chosen to do Entrepreneurship, 22.2% (8) had declared Strategic
Management, 11.1% (4) in Finance and 11.1% (4) in Information Technology
Management, 8.3% (3) in Human Resource Management, 16.7% (6) in Marketing, 11.1%
(4) in International Business and 8.3% (3) were undecided, as referred to Table 4.2
Table 4.2 Area of Concentration
Concentration
Entrepreneurship
Strategic Management
Finance
Information Technology Management
Human Resource Management
Marketing
International Business
Undecided
Frequency
4
8
4
4
3
6
4
3
Total
36
33
Percent (%)
11.1
22.2
11.1
11.1
8.3
16.7
11.1
8.3
100.0
4.2.4
Previous participation in a simulation game
According to findings, all the respondents – 36 who answered the questionnaires stated
they have never participated in a business simulation game before. Therefore no
experience had been acquired prior to enrolment for the course for the respondents.
4.3
Effectiveness of Business Simulation Games
One of the objectives of this study was to determine the effectiveness of Business
Simulation Game, CAPSIM, as a learning tool in enhancing learning in graduate class for
strategic management program in United States International University.
The study sought to establish the impact business simulation games have in enhancing
learning in the strategic management programs. The respondents were required to score
the level of their agreement with various statements on effectiveness of business
simulation games. The scale ranged from 1-5 where 1= strongly agree, 2= agree, 3=
neutral, 4= disagree and 5= strongly disagree. The study computed means and standard
deviation to help measure the respondents’ feedback about the respondents’ perception
towards the use of business simulation games. The findings were in table 4.3 below.
Table 4.3 Effectiveness of Business Simulation Games
Questions
Clear Objectives of the Game
Well Organized
Instructor Well Organized
Instructor Communicated Well
Understood Role in Simulation Exercise
Integrate Learning from Functional Areas
Gained top Management Perspective on
Operations
Gained knowledge to assist in work-place
Increased Confidence at Work
Learnt great deal in Simulated Enterprise
Experience
Mean
1.69
1.86
1.78
1.81
2.06
1.67
Std.
Deviation
Variance
0.856
0.733
0.899
0.809
1.017
1.035
0.980
0.961
1.068
1.140
0.676
0.457
1.56
0.652
0.425
1.64
1.86
0.683
0.990
0.466
0.980
1.83
0.910
0.829
When asked whether CAPSIM Business simulation game objectives were made clear at
the start of the game, the respondents agreed to a mean of 1.69 and a standard deviation
34
of .856. On whether the CAPSIM business simulation was well organized, the
respondents agreed to a mean of 1.86 and a standard deviation of .899. On whether
CAPSIM Simulation Instructor was well organized, the respondents agreed to a mean of
1.78 and a standard deviation of 1.017. On whether the CAPSIM Simulation Instructor
communicated well, the respondents agreed to a mean of 1.81 and a standard deviation of
.980. On whether the participants understood their role in CAPSIM business simulation
game, the respondents agreed to a mean of 2.06 and a standard deviation of 1.068. On
whether CAPSIM business simulation game integrated learning from functional areas, the
respondents agreed to a mean of 1.67 and a standard deviation of .676. On whether the
participants in the CAPSIM business simulation game gained top management
perspective on operations, the respondents agreed to a mean of 1.56 and a standard
deviation of .652. On whether the participants in the CAPSIM business simulation game
gained knowledge that could assist them in the workplace, the respondents agreed to a
mean of 1.64 and a standard deviation of .683. On whether the participants in the
CAPSIM business simulation game increased confidence at work, the respondents agreed
to a mean of 1.86 and a standard deviation of .990. On whether the participants in the
CAPSIM business simulation game learnt a great deal, the respondents agreed to a mean
of 1.83 and a standard deviation of .910.
4.3.1
Objectives of the Simulation Game
According to findings from respondents as illustrated in Table 4.4, 50% (18) indicated
“strongly agree” and 36.1% (13) indicated “agree”, 8.3% (3) stated “neutral” and 5.56%
(2) stated “disagree” to the statement that the objectives of the CAPSIM simulation game
were made clear at the beginning of the course. Indeed the weighted mean for this
statement is 1.7. The weighted mean shows that the respondents agreed with the
statement that the objectives of the simulation game were made clear at the beginning of
the course.
35
Table 4.4 Clear Objectives of the Game
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Total
4.3.2
Frequency
18
13
3
2
36
Percent (%)
50.0
36.1
8.3
5.6
100.0
Simulation Exercise was well Organized
According to findings from respondents illustrated in Table 4.5, in examining how the
respondents perceived the level organization of the entire simulation course, 44.4% (16)
indicated “strongly agree” and 27.8% (10) stated “agree”, 25% (9) indicated they were
“neutral” while 2.8% (1) indicated “disagree”.
Table 4.5 Simulation was Well Organized
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Total
4.3.3
Frequency
16
10
9
1
36
Percent (%)
44.4
27.8
25.0
2.8
100.0
Instructor was Well Organized
According to findings from respondents illustrated in Table 4.6, in examining the
respondents how they perceived the Instructor was well organized, 50% (18) stated
“strongly agree” and 33.3% (12) stated “agree”, 8.3% (3) stated neutral, 5.56% (2) stated
“disagree” while 2.78% (1) indicated “strongly disagree”.
Table 4.6 Instructor was Well Organized
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Total
Frequency
18
12
3
2
36
36
Percent (%)
50.0
33.3
8.3
5.6
100.0
4.3.4
Instructor Communicated Well
According to findings from respondents illustrated in Table 4.7, another important factor
in determining the effectiveness of the business simulation game was whether the
instructor communicated well. The respondents’ findings indicate that 44.4% (16) stated
“strongly agree” and 41.7% (15) stated “agree”, 5.6% (2) stated “neutral”, 5.56% (2)
stated “disagree” and 2.78% (1) indicated “strongly disagree”.
Table 4.7 Instructor Communicated Well
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Total
4.3.5
Frequency
16
15
2
2
36
Percent (%)
44.4
41.7
5.6
5.6
100.0
Understood Role in Simulation
According to findings from respondents illustrated in Table 4.8, in examining how the
respondents perceived the role of orientation in assisting them to understand their
simulation exercise, 36.1% (13) indicated “strongly agree” and 36.1% (13) stated “agree”,
16.7% (6) stated “neutral”, 8.3% (3) stated “disagree” and 2.7% (1) respondent stated
“strongly disagree”.
Table 4.8 Understood Role in Simulation
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Total
4.3.6
Frequency
13
13
6
3
36
Percent (%)
36.1
36.1
16.7
8.3
100.0
Integrate Learning from other Functional Areas
According to findings from respondents illustrated in Table 4.9 on whether the simulation
game involved integrated learning from functional areas, 44.4% (16) indicated “strongly
agree” and 44.4% (16) indicated “agree”, 11.1% (4) stated that they are neutral and none
disagreed that the simulation game involved integrated learning from functional areas,
37
mainly in accounting, finance, strategy, marketing, sales, management, operations and
human resource.
Table 4.9 Integrate Learning from other Functional Area
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Total
4.3.7
Frequency
16
16
4
0
36
Percent (%)
44.4
44.4
11.1
0
100.0
Gained Top Management Perspective on Operations
An examination of findings from the respondents as illustrated in Table 4.10 on whether
they gained top management perspective on operation of an organization, 52.8% (19)
stated they “strongly agreed”, 38.9% (14) stated they “agreed”, 8.3% (3) stated “neutral”
and stated “disagreed” or “strongly disagreed”.
Table 4.10 Gained Top Management Perspective on Operations
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Total
4.3.8
Frequency
19
14
3
0
36
Percent (%)
52.8
38.9
8.3
0
100.0
Gained Knowledge to Assist in Workplace
According to findings from the respondents as illustrated in Table 4.11 on whether
knowledge acquired in the simulation assisted them in the workplace, 47.2% (17)
indicated “strongly agreed”, 41.7% (15) stated “agree” and 11.1% (4) stated they are
neutral. None of the respondents stated “disagree” or “strongly disagree”.
Table 4.11 Gained Knowledge to Assist in Workplace
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Total
Frequency
17
15
4
0
36
38
Percent (%)
47.2
41.7
11.1
0
100.0
4.3.9
Increased Confidence at Work
A measure of the increased confidence at work was also another factor in determining the
effectiveness of this game in enhancing learning. According to findings from the
respondents as illustrated in Table 4.12, 47.2% (17) indicated “strongly agree”, 27.8% (6)
stated “agree”, 16.7% (6) stated “neutral” and 8.3% (3) stated “disagreed”.
Table 4.12 Increased Confidence at Work
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Total
4.3.10
Frequency
17
10
6
3
36
Percent (%)
47.2
27.8
16.7
8.3
100.0
Learnt a Great Deal in the Simulated Experience
Amongst the respondents, 44.4% (16) indicated “strongly agree”, 33.3% (12) stated
“agree”, 16.7% (6) stated “neutral and 5.6% (2) stated “disagree with the statement that
they learnt a great deal in the simulated enterprise experience as illustrated in Table 4.13.
Table 4.13 Learnt a Great Deal in the Simulated Experience
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Total
4.4
Frequency
16
12
6
2
36
Percent (%)
44.4
33.3
16.7
5.6
100.0
Perception Towards the use of Business Simulation Games
One of the objectives of this study was to determine the perception of students towards
the use of CAPSIM as a learning tool in enhancing learning in graduate class for strategic
management program in United States International University.
39
The study sought to establish the impact business simulation games have in enhancing
learning in the strategic management programs. The respondents were required to score
the level of their agreement with various statements on their perception towards the use of
business simulation games. The scale ranged from 1-5 where 1= strongly agree, 2= agree,
3= neutral, 4= disagree and 5= strongly disagree. The study computed means and
standard deviation to help measure the respondents’ feedback about the respondents’
perception towards the use of business simulation games. The findings were in table 4.14
below.
Table 4.14 : Perception Towards the use of Business Simulation Games
Questions
CAPSIM a worthwhile experience
CAPSIM coverage of topics in Strategic
Management
CAPSIM Simulation of the Real Business World
Learnt more in CAPSIM than in previous courses
CAPSIM added realism to the course
Overall Evaluation of CAPSIM
Mean
1.69
Std.
Deviation Variance
0.786
0.618
1.67
0.676
0.457
1.64
1.53
1.72
1.61
0.723
0.654
0.615
0.934
0.523
0.428
0.378
0.873
When asked whether CAPSIM Business simulation game is a worthwhile experience, the
respondents agreed to a mean of 1.69 and a standard deviation of .786. On whether the
CAPSIM business simulation game coverage of topics in Strategic Management was
sufficient, the respondents agreed to a mean of 1.67 and a standard deviation of .676. On
whether CAPSIM Simulation of the Real Business World was realistic, the respondents
agreed to a mean of 1.64 and a standard deviation of .723. On whether the participants
learnt more in CAPSIM than in previous courses, the respondents agreed to a mean of
1.53 and a standard deviation of .654. On whether the CAPSIM business simulation game
added realism to the course, the respondents agreed to a mean of 1.72 and a standard
deviation of .615. On the overall evaluation of CAPSIM, the respondents agreed to a
mean of 1.61 and a standard deviation of 0.934.
40
4.4.1
CAPSIM business simulation game a worthwhile learning experience
The respondents’ findings from Table 4.15 indicate that 47.2% (17) of them stated
“strongly agree” and 38.9% (14) stated “agree”, 11.1% (4) stated “neutral” and 2.8% (1)
stated “disagree” with the statement that they consider the CAPSIM business simulation
game sessions are a worthwhile learning experience.
Table 4.15 CAPSIM business simulation game a worthwhile learning experience
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Total
4.4.2
Frequency
17
14
4
1
36
Percent (%)
47.2
38.9
11.1
2.8
100.0
CAPSIM Coverage of Topics Covered in Strategic Management
The results from Table 4.16 indicate that 44.4% (16) respondents stated “strongly agree”,
44.4% (16) stated “agree”, 11.1% (4) stated “neutral” and none stated “disagree” or
“strongly disagree” with the statement that Capsim simulation game reflects topics
covered in the Strategic Management course.
Table 4.16 CAPSIM Coverage of Topics Covered in Strategic Management
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Total
4.4.3
Frequency
16
16
4
0
36
Percent (%)
44.4
44.4
11.1
0
100.0
Simulation Program “Simulates” Real Business World
According to findings illustrated on Table 4.17, 47.2% (16) of the respondents stated
“strongly agree”, 44.4% (16) stated “agree”, 5.6% (2) stated “neutral” and 2.8% (1) stated
“disagree” that Capsim simulation game models the real business world.
41
Table 4.17 Simulation Program “Simulates” Real Business World
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Total
4.4.4
Frequency
17
16
2
1
36
Percent (%)
47.2
44.4
5.6
2.8
100.0
Learnt More than in Previous Classes
Another important factor in determining the students perceptions towards business
simulation games was whether they felt that they learnt more than in other previous
classes or not. The findings, as illustrated on Table 4.18 indicate that 55.6% (20)
respondents stated “strongly agreed”, 36.1% (13), 8.3% (3) stated “neutral” and none
stated “disagree” or “strongly disagree” with the statement. The level of agreement with
the statement is 1.53 showing that the respondents agreed that they learnt more than in
other previous classes.
Table 4.18 Learnt More than in Previous Classes
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Total
4.4.5
Frequency
20
13
3
0
36
Percent (%)
55.6
36.1
8.3
0
100.0
Realism in the Strategic Management Course
The results from Table 4.19 indicate that 36.1% (13) respondents stated “strongly agree”
and 55.6% (20) stated “agree”, 8.3% (3) stated “neutral” and none stated “disagree” or
“strongly disagree” with the statement that the exercise added a lot of realism to the
strategic management course.
Table 4.19 Realism in the Strategic Management Course
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Total
Frequency
13
20
3
0
36
42
Percent (%)
36.1
55.6
8.3
0
100.0
4.4.6
Simulation is More Exciting
The findings from Table 4.20 indicate that 86.1% (31) of the respondents felt that usage
of CAPSIM simulation game as an aid in learning was more exciting in comparison to
usage of other types of project works. Additionally, 77.8% (28) of the respondents felt
that usage of CAPSIM simulation game as an aid in learning was more exciting in
comparison to lectures and seminars. Finally, 80.5% of respondents perceive participating
in CAPSIM simulation game more exciting than using learning techniques such as case
studies.
Table 4.20: The Simulation Game Is More Exciting
Other types of Project Works
Lectures and Seminars
Case Studies
4.4.7
Responses
Frequencies Per cent (%)
31
86.1
28
77.8
29
80.5
Aspects of the simulation liked best
The findings from Table 4.21 indicate that 88.9% (32) of the respondents preferred real
life experiences aspect of the simulation game. A total of 94.4% (34) of the respondents
preferred to work as a team in participating in the simulation game, while 77.8% (28)
preferred being more actively involved in the learning process. Another aspect of
CAPSIM simulation which was liked best was the strategy skills, by 94.4% (34) of the
respondents. Gaining technical knowledge was preferred by 80.6% (29) of the
respondents, gaining business related knowledge was preferred by 77.8% (28) of the
respondents while giving and preparing presentation was liked by 91.7% (33) of the
respondents. Research skills were preferred by 72.2% (26) of the respondents and
organization skills acquired were preferred by 77.8% (28) of the respondents, whereas
communication skills were the least liked by 63.9% (23) of the respondents. Overall, the
respondents mostly preferred the Strategy skills (94.4%) and Teamwork skills (94.4%)
were the most important aspects that they preferred most.
43
Table 4.21 : Aspects of the simulation liked best
Real Life Experiences
Teamwork Skills
Being more active in the learning Process
Gaining technical knowledge
Gaining business-related knowledge
Giving/Preparing presentation
Research Skills
Communication Skills
Organizational Skills
Strategy Skills
4.4.8
Responses
Percent (%)
Frequencies
32
88.9
34
94.4
28
77.8
29
80.6
28
77.8
33
91.7
26
72.2
23
63.9
28
77.8
34
94.4
Overall Evaluation of CAPSIM
The study revealed that CAPSIM simulation game was rated highly by the respondents.
According to findings in Table 4.22, 61.1% of the students ranked the game as excellent,
while 25% rated it as good. Only 8.3% of the respondents rated the game as average.
None of the students rated the game as poor.
Table 4.22 : Overall Evaluation of CAPSIM
Excellent
Good
Indifferent
Average
Total
4.5
Frequency
22
9
2
3
36
Percent (%)
61.1
25.0
5.6
8.3
100.0
Factors affecting the adoption on the use of Business Simulation Games
One of the objectives of this study was to determine the factors affecting the adoption of
CAPSIM as learning tool in enhancing learning in graduate class for strategic
management program in United States International University.
The study sought to establish the impact business simulation games have in enhancing
learning in the strategic management programs. The respondents were required to score
the level of their agreement with various statements on the factors affecting the adoption
of business simulation games. The scale ranged from 1-5 where 1= strongly agree, 2=
44
agree, 3= neutral, 4= disagree and 5= strongly disagree. The study computed means and
standard deviation to help measure the respondents’ feedback about the factors affecting
the adoption of business simulation games. The findings were in table 4.23 below.
Table 4.23 Factors Affecting the Adoption of Business Simulation Games
Questions
Complete Studies Faster
Learning Efficiency
Learning Performance
Productivity
Job Performance
Easy to Use
Easy to Understand
Complete Course Related Tasks
Mean
1.86
1.81
1.61
1.50
1.56
1.83
1.50
1.58
Std. Deviation
0.867
0.786
0.728
0.655
0.843
0.857
0.697
0.732
Variance
0.752
0.618
0.530
0.429
0.711
0.734
0.486
0.536
When asked whether CAPSIM Business simulation game allows them to complete my
studies faster, the respondents agreed to a mean of 1.86 and a standard deviation of .867.
On whether the CAPSIM business simulation game increased their learning efficiency,
the respondents agreed to a mean of 1.81 and a standard deviation of .786. On whether
CAPSIM business simulation game improved learning performance, the respondents
agreed to a mean of 1.61 and a standard deviation of .728. On whether CAPSIM business
simulation game improved their productivity, the respondents agreed to a mean of 1.50
and a standard deviation of .655. On whether CAPSIM business simulation game
improved their job performance, the respondents agreed to a mean of 1.56 and a standard
deviation of .843. On whether CAPSIM business simulation game was easy to use, the
respondents agreed to a mean of 1.83 and a standard deviation of .857. On whether
CAPSIM business simulation game was easy to understand, the respondents agreed to a
mean of 1.50 and a standard deviation of .697. On whether they were able to easily
complete CAPSIM business simulation game related tasks, the respondents agreed to a
mean of 1.58 and a standard deviation of .732.
4.5.1
Complete Studies Faster
The findings illustrated on Table 4.24 indicate that 38.9% (14) of the respondents stated
“strongly agree”, 41.7% (15) indicated “agree”, 13.9% (5) stated “neutral” and 5.6% (2)
45
stated that they “disagree” with the statement that CAPSIM business simulation game
enabled them to complete studies faster.
Table 4.24 Complete Studies Faster
Frequency
Strongly Agree
14
Agree
15
Neither Agree or Disagree
5
Disagree
2
Total
36
4.5.2
Percent (%)
38.9
41.7
13.9
5.6
100.0
Increased Learning Efficiency
The results from Table 4.25 also indicate the level of agreement that CAPSIM game
simulation sessions increased their learning efficiency. According to the findings, 41.7%
(15) of the respondents stated “strongly agree”, 36.1% (13) stated “agree”, and 22.2% (8)
stated “neutral and none stated “disagree” or “strongly disagree”.
Table 4.25 Increased Learning Efficiency
Frequency
Strongly Agree
15
Agree
13
Neither Agree or Disagree
8
Disagree
0
Total
36
4.5.3
Percent (%)
41.7
36.1
22.2
0
100.0
Improved Learning Performance
According to findings presented in Table 4.26, 50% (18) of the respondents stated they
“strongly agree”, 41.7% (15) stated “agree”, 5.6% (2) stated “neutral” and 2.8% (1) stated
“disagree” with the statement that CAPSIM simulation game increased their learning
performance.
Table 4.26 Improved Learning Performance
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Total
Frequency
18
15
2
1
36
Percent (%)
50.0
41.7
5.6
2.8
100.0
46
4.5.4
Improved Productivity
Another important factor in determining the factors affecting the adoption of business
simulation games was whether they felt that participating in a simulation game improved
their productivity. The findings, as illustrated in Table 4.27, indicate that 58.3% (21) of
the respondents stated “strongly agreed”, 33.3% (12) stated “agreed”, 8.3% (3) stated
neutral and none stated “disagree” or “strongly disagreed” with the statement.
Table 4.27 Improved Productivity
Frequency
Strongly Agree
21
Agree
12
Neither Agree or Disagree
3
Disagree
0
Total
36
4.5.5
Percent (%)
58.3
33.3
8.3
0
100.0
Improved Job Performance
The results indicated in Table 4.28 highlight that 63.9% (23) of the respondents stated
“strongly agree”, 19.4% (7) stated “agree”, 13.9% (5) stated “neutral”, while 2.8% (1)
stated “disagree” with the statement that the simulation exercise aided them to improve
their job performance while at work.
Table 4.28 Improved Job Performance
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Total
4.5.6
Frequency
23
7
5
1
36
Percent (%)
63.9
19.4
13.9
2.8
100.0
Easy to Use
According to findings from the respondents as illustrated on Table 4.29, 41.7% (21) of
them stated “strongly agree”, 33.3% (12) stated “agree”, 19.4% (7) stated “neutral”, 2.8%
(1) stated “disagree” with the statement that CAPSIM is easy to use.
47
Table 4.29 Easy to Use
Frequency
15
12
7
1
1
36
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Missing
Total
4.5.7
Percent (%)
41.7
33.3
19.4
2.8
2.8
100.0
Easy to Understand
Another important factor in determining what affects adoption of CAPSIM in graduate
management class, was whether the respondents felt that it was easy to learn and
understand. The findings, as highlighted on Table 4.30, from the respondents indicate that
58.3% (21) stated “strongly agree”, 36.1% (13) stated “agree”, 2.8% (1) stated “neutral”
and 2.8% (1) stated “disagree” with the statement.
Table 4.30 Easy to Understand
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Total
4.5.8
Frequency
21
13
1
1
36
Percent (%)
58.3
36.1
2.8
2.8
100.0
Easy to Complete Course Related Tasks
Another important factor in determining what affects adoption of CAPSIM in graduate
management class, was whether the respondents felt that it was easy to complete course
related tasks. The findings, as highlighted on Table 4.31, from the respondents indicate
that 55.6% (20) stated “strongly agree”, 30.6% (11) stated “agree”, 13.9% (5) stated
“neutral”.
Table 4.31 Easy to Complete Course Related Tasks
Strongly Agree
Agree
Neither Agree or Disagree
Disagree
Total
Frequency
20
11
5
0
36
48
Percent (%)
55.6
30.6
13.9
0
100.0
4.6
Correlation Analysis of the Dependent and the Independent Variables
The data presented before on effectiveness of business simulation games, students’
perceptions towards CAPSIM as learning tool and factors affecting the adoption of
CAPSIM as learning tool were computed into single variables per factor by obtaining the
averages of each factor. Pearson’s correlations analysis was then conducted at 95%
confidence interval and 5% confidence level 2-tailed to establish the amount of
correlation, direction and significance. Table 4.32 below indicates the correlation between
factors effectiveness of business simulation games, students’ perceptions towards
CAPSIM as learning tool, factors affecting the adoption of CAPSIM and overall
evaluation of CAPSIM business simulation game. According to the table, there is a
positive relationship between the overall evaluation of CAPSIM business simulation
game and factors effectiveness of business simulation games, students’ perceptions
towards CAPSIM as learning tool and factors affecting the adoption of CAPSIM of
magnitude 0.235, 0.209 and 0.047 respectively. However, the positive correlation
between the overall evaluation of business simulation games with effectiveness of
business simulation games and perception towards the use business simulation games was
below the threshold of 0.5 which might be due to the ordinal nature of data collected. The
correlation between overall evaluation of business simulation games with factors
affecting the adoption on the use of business simulation games was strongly positive with
a threshold of 0.784
49
Table 4.32 Correlation Matrix of Students’ Overall evaluation of CAPSIM
Simulation Game and Independent Variables
Effectiveness
of business
simulation
games
Effectiveness of business
simulation games
Pearson Correlation
Sig. (2-tailed)
Perception towards the
use business simulation
games
Pearson Correlation
Sig. (2-tailed)
Factors affecting the
adoption on the use of
business simulation
games
Pearson Correlation
Sig. (2-tailed)
Overall Evaluation of
business simulation
games
Pearson Correlation
Sig. (2-tailed)
4.7
Factors
affecting the
adoption on
the use of
business
simulation
games
Perception
towards the
use business
simulation
games
Overall
Evaluation
of business
simulation
games
1
-.065
.707
-.023
.895
.235
.167
-.065
.707
1
-.073
.671
.209
.221
-.023
.895
-.073
.671
1
.047
.784
.235
.167
.209
.221
.047
.784
1
Chapter Summary
This chapter has presented the results of findings of the study which was carried out to
determine the impact of business simulation games technology on enhancing learning in
strategic management programs. The results were based on research questions from
which the questionnaires were extracted for respondents. Thirty six (36) students out of
the thirty seven (37) target responded to the questionnaire. The data was analyzed and the
findings presented with descriptive and frequency statistics in form of tables, graphs and
correlation analysis using charts together with explanations describing the frequencies
50
and percentages trend of the respondents. The findings of the study indicated that the data
collections instruments were effective.
51
CHAPTER FIVE
5.0
DISCUSSIONS, CONCLUSION AND RECOMMENDATIONS
5.1
Introduction
This chapter presents a summary of major findings of the study as shown in the previous
chapter and conclusions and recommendations, on the impact of business simulation
games technology in enhancing learning in strategic management programs: a case of
CAPSIM in United States International University. Based on the findings in chapter four,
the study gives a summary, recommendations and suggestions for further research. The
recommendations are based on the objective of the study.
5.2
Summary
The purpose of the study was to determine the impact of business simulation games
technology on enhancing learning in strategic management programs especially at the
United States International University, looking closely at the effectiveness, students’
perceptions and factors affecting the adoption of business simulation games.
The study was guided by the following objectives: To determine the effectiveness of
Business Simulation Game, CAPSIM, as a learning tool in enhancing learning in graduate
class for strategic management program in United States International University, to
determine the students’ perceptions towards CAPSIM as learning tool in enhancing
learning in graduate class for strategic management program in United States
International University, to determine factors affecting the adoption of CAPSIM as
learning tool in enhancing learning in graduate class for strategic management program in
United States International University. The study used a case study research design where
thirty seven (37) questionnaires were distributed to business graduate students of United
States International University. The sampling technique was non-probability sampling to
include a group of students that are currently undertaking the Introduction to Strategic
Management (BUS 6020) course.
52
The major findings with regard to determining the effectiveness of Business Simulation
Game, CAPSIM, as a learning tool in enhancing learning in graduate class for strategic
management program, was that students found the game effective in enhancing learning.
In addition, the students learnt a great deal from the course, as a result of using the
simulation game tool.
With regard to determining the students’ perception towards CAPSIM as learning tool in
enhancing learning in graduate class for strategic management in MBA program, was that
students perception towards the usage of simulation game was positive and it assisted
them achieve their desired objectives of the course.
As for determining the factors that affect the adoption of CAPSIM as learning tool in
enhancing learning in graduate class for strategic management program, students highly
adopted the simulation game technology more easily due to its ease of use and perceived
benefits.
5.3
Discussion
5.3.1
Effectiveness of Business Simulation Games
The study revealed that a majority of the respondents observed that CAPSIM was
effective as a learning tool in enhancing learning while undertaking the graduate class for
strategic management. The study reveals that for a business simulation game to be
effective, orientation of the participants is important. Kulkarni and Sivaraman (2013)
supports these findings , highlight that business simulations can be very effective in
introducing business concepts, enhancing decision making skills and appreciation of
cross-functional nature of business. The findings indicate that 72.2% of the respondents
agree that the simulated game orientation assisted them in understanding their individual
roles better.
53
Clear objectives of the business simulation game help participants understand their
expectations. The study found out that during the initial start of the course, the objectives
of the simulation game were made clear to them. After objectives are defined, the
participants are expected to participate throughout the game without much assistance
from the instructor. Fariah, Hutchinson, Wellington and Gold (2009) confirm that
common objectives of business simulation games are to give learners hands on experience
in formulating and implementing strategy. The findings indicate that 86.1% of the
respondents agree that simulation game objectives were made clear before the
commencement of the games. In addition, 72.2% of the respondents agree that the entire
simulation exercise was well organized, 83.3% agree the instructor was well organized
and 86.1% agreed that the instructor communicated well.
The use of simulation games involves the integration of functional areas, such as
accounting and finance, marketing, operations management and human resource
management. The application of these functional areas during participation enables the
participants to gain knowledge in business strategy. The study found out that the
participation during simulation games activity involved the application of integrated
operational functions of an organization. Selen (2001) confirms these findings by
highlighting that in “traditional” business education, their lacks integration of functional
areas in relation to evolving overall business models and strategies. Cook and Swift
(2006) established that business simulation games improved problem solving and
analytical skills, thus aiding in learning business concepts and fundamentals and
application of knowledge. The findings indicate that 88.8% of the respondents agree that
the simulation involved integration from the organizational functional areas. Additionally,
88.9% of the respondents also confirmed that, as a result of their participation in the
simulation game, they gained extensive knowledge that assisted them in the workplace.
At least, 91.7% of the respondents agree that they gained top management perspective on
the operation of an organization.
54
5.3.2
Perception towards the use of business simulation games
The study revealed that the level of perception by students towards the use of business
simulation games was highly positive. Knowlton and Sharp (2005) confirm that students
perceived business games as a valid representation of real world issues facing managers
which entailed analysis of multiple variables, improvement of skills in strategy
formulation, combination of diverse marketing concepts and techniques, dynamic
financial concepts, problem solving techniques, communication and teamwork. The
perceived view as a reality was considered as highly valuable by the respondents.
According to findings, 91.6% of the respondents agree that the business simulation game
actually simulates the real business world. In addition, 86.1% of the respondents
considered their participation as a worthwhile experience.
Participation in business simulation games improved students’ learning outcomes.
According to the study, learning was more prevalent and considered valuable using
simulation games than in other traditional forms of learning. Faria (2001) confirms these
findings by establishing that students engaged in the use of simulation games while
learning performed better on average in comparison to those who used only traditional
teaching methods including lectures, case studies and readings. Tripp and Stuenkel (2005)
also established that those students who participated in a marketing simulation game
experienced a positive effect on their overall learning. The findings from the study
indicate that 91.7% of the respondents agree that they learnt more in business simulation
games than in previous classes they attended which didn’t involve use of simulation. In
addition, 86.1% considered simulation games more exciting than other types of projects,
77.8% more exciting than lectures and seminars and 80.5% more exciting than case
studies.
The study suggests that the participation of students in simulation is a satisfying
experience. The findings reveal that the extent of the students’ satisfaction with the usage
of business simulation games while learning was positive. Morrest and Koball (2002)
55
confirm the findings by establishing that students, overall responded highly positive to
simulations games. Most of the students observed by Morrest and Koball (2002) provided
positive statements about how the simulations were positive in were generally satisfied.
According to findings from the study, the aspects of the simulation liked best were team
work and strategy skills at 94.4%, preparing presentations at 91.7%, real life experiences
at 88.9% and gaining technical and business related knowledge at 77.8%. The overall
evaluation of the game was rated at 61.1% as excellent, 25% as good, 5.6% as indifferent
and 8.3 as average. There were no ratings for poor satisfaction.
5.3.3
Factors affecting the adoption on the use of business simulation games
The study revealed that the students adopted the CAPSIM simulation game due to the
perceived usefulness and perceived ease of use factors. Davies, 1986, defined a model
known as the “Technology Acceptance Model (TAM)” in which he explains the degree to
which a person believes that using a particular system would enhance his or her job
performance. The theory, as proposed by Davies, 1986, is determined primarily by two
factors, namely, perceived usefulness (PU) and perceived ease of use (PEOU). David
(1989) defines perceived usefulness as the degree to which a person believes that using a
particular system would enhance his or her job performance. Perceived ease of use is
defined as the degree to which the prospective user expects the target system to be free of
effort. Any user of an information system, when presented with a new technology, will
base their decision of adopting the technology based on how he or she perceives its use
and how easy it is to use.
Shroff, Deneen and Ng, 2011 have applied the use of the Technology Acceptance Model
theory to explain the computer usage behavior and factors associated with acceptance of
technology and test the acceptance of various technologies or software used in teaching
and learning within a student context. Bourgonjon, Valcke and Soetaert (2009)
established that the determinants of perceived usefulness in learning outcomes while
using business simulation games can be categorized into four primary areas, namely, the
course structure, the parameters of the game, the student characteristics, and game effort
and performance.
56
During this study, the respondents agreed that the simulation game was easy to use and
understand throughout the session. From the findings, with regards to the broader
category of perceived usefulness, 80.6% of the respondents agreed that the simulation
games assisted them complete their studies faster, 77.8% agreed that the simulation game
increased their learning efficiency and performance and 91.6% improved their job
performance. With regards to the perceived ease of use, 75% found the simulation game
easy to use and 94.4% were able to easily understand how the game played and unambiguous.
5.4
Conclusion
The conclusion is drawn from the research findings on the basis of the research questions.
The purpose of the study was to establish the impact business simulation games have in
enhancing learning in the strategic management programs.
5.4.1
Effectiveness of Business Simulation Game
The study concludes that business simulations games are very effective in introducing
business concepts, enhancing decision making skills and appreciation of cross-functional
nature of business. Once business concepts and common objectives of business
simulation games are introduced, this gives learners hands on experience in formulating
and implementing strategy. For business simulation games to be effective at enhancing
learning, setting clear objectives from the onset of the game help participants understand
their expectations on how to engage themselves fully. Additionally, the simulation
exercise needs to be well organized by the instructors, as well as communication channels
need to be effective.
The study concludes that business simulation games are effective in enhancing learning.
Use of business simulation games is effective in usage as a learning tool it enhances
learning in a graduate strategic management course. The effectiveness of the simulation
games is determined to a greater extent by the perceived outcomes of the learning
experiences and the adoption of technology by the students due to the ease of use and
ease of understanding.
57
5.4.2
Students’ Perceptions towards Business Simulation Games
The study concludes that the level of perception by students towards the use of business
simulation games is highly positive. Students perceive and value business simulation
games as valid representation of real world issues facing managers which entails analysis
of multiple variables, improvement of skills in strategy formulation, combination of
diverse marketing concepts and techniques, dynamic financial concepts, problem solving
techniques, communication and teamwork. Additionally, students prefer the use of
business simulation games in learning environments more highly than the use of other
forms of teaching, such as, lectures, case studies and readings. This is mainly because it
entails the use of experiential learning techniques. The experience and level of
satisfaction attained as a result of usage of business simulation games is important in
improving learning.
5.4.3
Factors Affecting the Adoption of Business Simulation Games
The study concludes that the perceived usefulness and ease of use does affect how
business simulation games are adopted and used. The degree to which a person believes
that using a particular system would enhance his or her job performance (perceived
usefulness) and the degree to which the prospective user expects the target system to be
free of effort (ease of use) has enabled students adopt fully the usage of business
simulation games into learning.
Business simulation games have assisted students
complete their studies faster, increased their learning efficiency and performance,
improved their job performance. The business simulation game was easy to use and
students were able to easily understand how the game was played and un-ambiguous.
58
5.5
Recommendations
This section makes recommendations that the researcher feels are important in
formulating guidelines for implementing business simulation games in enhancing
learning at the United States International University.
5.5.1
Recommendations for improvement
5.5.1.1
Recommendations to Improve the Effectiveness of Business Simulation
Games in Enhancing Learning
It is recommended that the United States International University provide additional
information to students, particularly those that may have a limited exposure to working
with teams, on the most effective ways to actively participate, communicate and make
decisions as part of the team.
5.5.1.2
Recommendations to Improve Students’ Perception towards use of
Business Simulation Games
It is recommended that the United States International University adopts a feedback
mechanism from students with regards to the CAPSIM simulation game. Feedback
gathered from the students can be reviewed to provide suggestions on areas that require
improvement.
5.5.1.3
Recommendations to Improve Adoption of Business Simulation Games
It is recommended that the United States International University improve the internet
speeds for purposes of assisting students to easily access and participate in CAPSIM
59
simulation game. Slow internet speeds greatly impact on accessibility and functionality of
the game system, therefore reducing the perceived ease of use and adoption.
5.5.2
Recommendations for Further research
Business simulation games learning concept is a fairly new concept in delivery of
teaching in Masters of Business Administration programs. Use of such a system in the
Kenyan context needs to be further explored to establish the extent, usage and challenges
faced amongst other universities in the country. Such a probe would assist other
researchers and universities adopt the technology with much ease, and further enhance
learning environment for MBA programs.
60
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66
APPENDICES
APPENDIX I : INTRODUCTION LETTER
Dennis K Mbaabu,
United States International University,
PO Box 14634, 00800,
Nairobi-Kenya.
Dear Respondent,
I am inviting you participate in a research project to study the effectiveness of business
simulation games in learning. Along with this letter is a short questionnaire that asks a
variety of questions about CAPSIM business simulation games. I am asking you to look
over the questionnaire and, if you choose to do so, complete it and send [or give] it back
to me. It should take you about 15 minutes to complete.
The results of this project will be to evaluate the effectiveness of the business simulation
games, as a technological aid to learning. Through your participation I hope to understand
more about how students perceive the use of such games. I hope that the results of the
survey will be useful for the USIU business graduate program and I hope to share my
results by analyzing and compiling the findings in my MBA Project.
If you decide to participate in this survey, I guarantee that your responses will be treated
in confidentiality.
The survey should take you about 10 minutes to complete. I hope you will take the time
to complete this questionnaire and return it. Your participation is voluntary..
If you have any questions or concerns about completing the questionnaire or about being
in this study, you may contact me on 0720393300 or dennis.mbaabu@gmail.com. The
Dean, School of Business, at United States International University has approved this
study.
Sincerely.
Dennis K Mbaabu
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APPENDIX II : QUESTIONNAIRE
Section A | General Information
1. What is your employment status?
Please tick  in ONE of the boxes provided below
 Full Time  Part time  Self Employed
 Not Employed
2. What is your age (in years)?
Please tick  in ONE of the boxes provided below
 24 and below
 25 - 30
 31 - 36
 37 - 41  42 and
above
3. Specify your Gender
 Female
 Male
4. How soon (Semesters) do you expect to finish your USIU MBA degree
program?
Please tick  in ONE of the boxes provided below
1–2
3–4
 4 and above
5. Have you declared your concentration?
Please tick  in ONE of the boxes provided below. If No, skip question 6
 Yes
 No
6. What concentration have you declared?
Please tick  in ONE of the boxes provided below
 Entrepreneurship  Strategic Management
 Information Technology Management
 Finance
 Human Resource
Management
 Marketing  Undecided
7. What concentration do you intend to declare?
Please tick  in ONE of the boxes provided below
 Entrepreneurship  Strategic Management
 Information Technology Management
Management  Marketing  Undecided
68
 Finance
 Human Resource
8. Have you completed your core courses?
Please tick  in ONE of the boxes provided below
 Yes
 No
9. Have you completed your concentration courses?
Please tick  in ONE of the boxes provided below
 Yes
 No
10. Are you currently registered for the BUS 6020: Introduction to Strategic
Management program?
Please tick  in ONE of the boxes provided below
 Yes
 No
11. Who is your lecturer? (optional)
Specify names: ____________________________________________________
12. Have you participated in a business simulation course before?
Please tick  in ONE of the boxes provided below
 Yes [ Please go to Question 13 & 14 ]
 No [ Please go to Question 15 ]
13. If yes (Question 12), which business simulation games have you participated
in before?
Please specify:______________________________________________________
__________________________________________________________________
__________________________________________________________________
14. If yes (Question 12), when did you last play a business simulation game?
Please specify: _____________________________________________________
__________________________________________________________________
__________________________________________________________________
15. While attending the BUS 6020 Course, has the Capsim business simulation
game been introduced?
Please tick  in ONE of the boxes provided below
 Yes
 No
16. Have you joined in a group that is actively participating in Capsim?
Please tick  in ONE of the boxes provided below
 Yes
 No
69
Section B | Effectiveness of Business Simulation Games
Please tick  in ONE of the boxes provided below for each question
#
Strongly
Agree
17
The objectives of the simulation
game were made clear at the
beginning of the course
18
The entire simulation was well
organized
19
The Instructor was well
organized
20
The Instructor communicated
well
21
The simulation orientation
helped me to understand my role
in simulation
The simulation game involved
integrated learning from
functional areas (accounting,
finance, strategy, marketing,
etc.)
The exercise enabled me gain top
management perspective on the
operation of an organization
I learnt knowledge in this
simulation that will help me in
the workplace
As a result of this simulation
exercise, I have increased my
confidence at work
I learnt a great deal through the
simulated enterprise experience
22
23
24
25
26
70
Agree
Neither
agree
nor
disagree
Disagree
Strongly
Disagree
Section C | Perception Towards the use of Business Simulation Games
Please tick  in ONE of the boxes provided below for each question
#
Strongly
Agree
27
Do you consider the Capsim
business simulation game a
worthwhile learning
experience?
28
How well does the Capsim
simulation game reflect topics
covered in the strategic
management course?
29
To what extent do you think the
program actually “simulates”
the real business world?
30
I learnt more than in other
previous classes
The exercise added a lot of
realism to the strategic
management course.
31
Agree
Neither
agree
nor
disagree
Disagree
Strongly
Disagree
32. What is the most important thing you learned from the game?
Please specify : __________________________________________________
33. The game is more exciting than (check all that apply):
 Other types of project works
 Lectures and seminars
 Case Studies
 Nothing, it’s not exciting at all
34. The game improved (check all that apply):
 My analytical thinking
 My strategic thinking
 My other ways of thinking
 No, it didn’t improve my way of thinking at all
71
35. I would like to participate in a future simulation exercise
Please tick  in ONE of the boxes provided below
 Yes
 No
36. Select the aspects of the simulation you liked best.
Please tick  in ANY of the boxes provided below
 “Real life” experience
 Teamwork skills
 Being more active in the learning process
 Gaining technical knowledge
 Gaining business-related knowledge
 Giving/preparing a presentation
 Research skills
 Communication skills
 Organizational skills
 Strategy skills
 No Response
37. What is your overall evaluation of Capsim Simulation game?
Please tick  in ONE of the boxes provided below
 Excellent  Good
 Indifferent  Average
72
 Poor
Section D | Factors Affecting the adoption on the use of Business Simulation Games
Please tick  in ONE of the boxes provided below for each question
Perceived Usefulness
#
Strongly
Agree
38
39
40
41
42
Agree
Neither
agree
nor
disagree
Disagree
Strongly
Disagree
Neither
agree
nor
disagree
Disagree
Strongly
Disagree
Capsim Business simulation
game allows me to complete
my studies faster.
Capsim Business simulation
game has increased my
learning efficiency.
Capsim Business simulation
game has improved my
learning performance.
Capsim Business simulation
game has improved my
productivity.
Capsim Business simulation
game has improved my job
performance.
Perceived Ease of Use
Please tick  in ONE of the boxes provided below for each question
#
Strongly
Agree
43
44
45
Capsim Business simulation
games is easy to use
Interacting with Capsim
business simulation game is
unambiguous and easy to
understand.
Using Capsim business
simulation game to complete
course related tasks is easy.
73
Agree