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dc.contributor.authorUrquidi Martín, Ana Cristina
dc.contributor.authorTamarit Aznar, Carmen
dc.coverage.spatialeast=-0.35938629999998284; north=39.4793254; name=Ciutat Universitària, València, Espanya
dc.date.accessioned2017-11-16T16:58:16Z
dc.date.available2017-11-16T16:58:16Z
dc.date.issued2017-10
dc.identifier.citationUrquidi Martín, A. C.; Tamarit Aznar, C. Meaningful learning in business through serious games. "Intangible Capital", Octubre 2017, vol. 13, núm. 4, p. 805-823.
dc.identifier.issn1697-9818
dc.identifier.urihttp://hdl.handle.net/2117/110780
dc.description.abstractPurpose: The requirements of a business executive include the talent and creativity to solve problems and adapt to continuous changes presented by the economic and social environment. However, the university does not often prepare students in these skills. Businesses simulations are didactic tools in which participants assume a role and make decisions which affect the results of the company. This paper aims to provide empirical evidence on the effectiveness of business simulations in university teaching. Design/methodology: We have implemented business simulations in a course in the College of Economics at the University of Valencia, during the 2015-2016 academic year. Questionnaires were used to collect the students’ opinions about this educational tool. Findings: Students are motivated and concentrated during all activities, which has promoted cooperation and/or competition. They therefore perceive these simulations as a useful tool to acquire skills, especially those linked to decision making, problem solving, and the analysis of business information. Research limitations/implications: No common theoretical framework exists in the literature for measuring the results of the learning. This study investigated the influence of three subjective variables. In this sense, future research could expand on the number of variables and include objective data. Practical implications: Improvement of the educational process. Social implications: Students receive a comprehensive education, including a set of social behaviors and cognitive, psychological and sensory skills, which enable them to respond successfully to new demands in the labor market. Originality/value: Much has been written about the usefulness of simulations in education, but there is little empirical evidence on the learning outcomes that result from their use.
dc.format.extent19 p.
dc.language.isoeng
dc.publisherOmniaScience
dc.rightsAttribution-NonCommercial 3.0 Spain
dc.rights.urihttp://creativecommons.org/licenses/by-nc/3.0/es/
dc.subjectÀrees temàtiques de la UPC::Ensenyament i aprenentatge
dc.subject.lcshActive learning
dc.subject.lcshBusiness education
dc.subject.otherSimulations
dc.subject.otherHigher education
dc.subject.otherEducational innovation
dc.subject.otherActive learning
dc.titleMeaningful learning in business through serious games
dc.typeArticle
dc.subject.lemacAprenentatge actiu
dc.subject.lemacEmpreses -- Direcció i administració -- Ensenyament universitari
dc.identifier.doi10.3926/ic.936
dc.identifier.dlB-33375-2004
dc.description.peerreviewedPeer Reviewed
dc.rights.accessOpen Access
upcommons.citation.publishedtrue
upcommons.citation.publicationNameIntangible Capital
upcommons.citation.volume13
upcommons.citation.number4
upcommons.citation.startingPage805
upcommons.citation.endingPage823


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Except where otherwise noted, content on this work is licensed under a Creative Commons license: Attribution-NonCommercial 3.0 Spain