Simulation game as a live case integrated into two modules

Abstract

The desire and need to provide attractive and more effective learning environment for students is one of the main motivators for creating practical oriented tasks and courses. One of the ways to deliver more effective and attractive learning environment is the use of experiential learning methods. This paper follows a long discussion among scholars of design and implantation methodology of experiential exercises into the curriculum e.g. Gentry, McCain and Burns (1979); Butler, Markulis, and Strang (1985); Cannon and Feinstein (2005). The paper discusses the concept of a double game structure featuring two different courses from two departments yet intertwined on one platform to provide accessibility of data. The first game is a classic start-up management business simulation game played in teams by a class of entrepreneurship course (management students) while the second game is an investment game played by students in the financial analysis course (Finance and Accounting Students). Both courses are conducted by lecturers from respective disciplines, through the use of a live game interaction platform. The investment game draws data from the business game of entrepreneurship course for all investment decisions while the business game in itself maintains the traditional entrepreneurial role of growing a viable business as in the real world. The financial analysis course independently analyses the data from the first game to make independent investment decisions based on business growth potential. Students from both games receive constant feedback as they move from one quarter to another. This paper describes an organizational and methodological set-up of both games and their integration in the courses as well as learning outcomes. Among other interdisciplinary learning outcomes or experiential education potential, we highlight the practical approach to ethical issues and dilemmas related to management decision-making process based on existing financial information and transparency issues in reality. The attractiveness of the proposed course module will be the introduction of two business games together and combining them into one larger game structure. The teaching and learning effectiveness come from creating dynamic and realistic learning environment based on the metrics and feedback. © 2014 Springer International Publishing Switzerland.