CABS LTSE stream: Experiential Learning

“Taking that step into the

digital realm through the use of simulation games”

Clive Kerridge, S/L Strategy in Organisations, The Business School, University of Gloucestershire

Michael de Domenici, Head of Department, Marketing, Events & Tourism, University of Greenwich

Nicki Newman, Undergraduate Director for Teaching Quality and Enhancement,

Sheffield University Management School

Overview of this presentation •  Simulations in action – you see it working (in both senses!)

•  Using examples from large scale application of proprietary* business simulations:

–  MSX: My Strategy Experience (UG/PG Glos Uni, L7 Regents Uni)

–  MMX: My Marketing Experience (UG/PG Sheffield; L5 Greenwich)

note: both are rich simulation games on digital platform; able to provide feedback to students as they progress; adaptable to LOs and assessments

•  Why we use them? (experiential learning!)

•  How we integrate them into T+L? (blended learning; tutor roles)

•  Underpinning pedagogy: theory and research-informed

•  Recent research evidence (on business sim’ games and ‘SBT’)

•  But most importantly…..

*"My"Strategy"Experience"[MSX]"and"My"Marke6ng"Experience"[MMX}"are"developed"by"Learning"Dynamics"Ltd"and"made"available"through"Pearson"Educa6on,"Edinburgh"Gate,"Harlow,"CM20"2JE,"UK"""

…Why students like them (it’s fun!)

and benefit from them (e.g. engagement and

employability) click on this link now….

.

http://youtu.be/2OsmdmdJDXw

MSX at Glos Uni…(2 mins)

http://youtu.be/2OsmdmdJDXw

MSX or MMX simulation: supporting documentation

MSE_Participants_Guide_v2_01 © Learning Dynamics 2015

- 1 -

MyStrategyExperience Simulation

Participant’s Guide

some of our recent publications on SBT

and simulation games: IJME, INTED (2015)

Learning with a strategic management simulation game:A case study

Mark Loon a, *, Jason Evans b, Clive Kerridge c

a University of Worcester, Infirmary Walk, Castle Street, Worcester, Worcestershire WR1 3AS, United Kingdomb Aston University, Aston Triangle, Birmingham B4 7ET, United Kingdomc University of Gloucestershire, The Park, Cheltenham, Gloucestershire GL50 2RH, United Kingdom

a r t i c l e i n f o

Article history:Received 20 February 2015Received in revised form 10 June 2015Accepted 12 June 2015Available online xxx

Keywords:Simulation gameInstructional designStrategic managementRole playingLearning theory

a b s t r a c t

The use of simulation games as a pedagogic method is well established though its effectiveuse is context-driven. This study adds to the increasing growing body of empirical evi-dence of the effectiveness of simulation games but more importantly emphasises why byexplaining the instructional design implemented reflecting best practices. This multi-method study finds evidence that student learning was enhanced through the use ofsimulation games, reflected in the two key themes; simulation games as a catalyst forlearning and simulation games as a vehicle for learning. In so doing the research providesone of the few empirically based studies that support simulation games in enhancinglearning and, more importantly, contextualizes the enhancement in terms of theinstructional design of the curriculum. This research should prove valuable for those withan academic interest in the use of simulation games and management educators who use,or are considering its use. Further, the findings contribute to the academic debate con-cerning the effective implementation of simulation game-based training in business andmanagement education.

© 2015 Elsevier Ltd. All rights reserved.

1. Introduction

The use of simulation games in learning and teaching has increased due to growing evidence of its effectiveness (Vogelet al., 2006). However, the use of simulations and games has not been as pervasive as it should be, and this may be due tothe lack of insight to the use of simulation games in different contexts (Aldrich, 2003). This may have contributed to thescepticism about how well simulations games can be integrated with curricula, and how and why learning takes place indifferent contexts (Wu, Hsiao, Wu, Lin, & Huang, 2012). As mentioned, whilst there is an increasing body of evidence thatindicates the effectiveness of simulation games (Laffey, Espinosa, Moore, & Lodree, 2003), this remains equivocal (Randel,Morris, Wetzel, & Whitehill, 1992) as some studies show that simulation games do not significantly add to learning(Costabile, De Angeli, Roselli, Lanzilotti, & Plantamura, 2003) and whilst other studies have been ambivalent (Rosas et al.,2003).

Gros (2007) asserts that in addition to linking enhanced learning with the use of simulations/games, research studies mustalso be more transparent and detailed about the context of the education and training programme using simulations. The

* Corresponding author.E-mail addresses: m.loon@worc.ac.uk (M. Loon), j.evans4@aston.ac.uk (J. Evans), ckerridge@glos.ac.uk (C. Kerridge).

Contents lists available at ScienceDirect

The International Journal of Management Education

journal homepage: www.elsevier .com/locate/ i jme

http://dx.doi.org/10.1016/j.ijme.2015.06.0021472-8117/© 2015 Elsevier Ltd. All rights reserved.

The International Journal of Management Education 13 (2015) 227e236

Technology-enhanced simulations success of technology-enhanced simulations observed to be dependent upon how well they:

•  get embedded into a course/module i.e. students get to use and apply their discipline-specific learning

•  contribute to formative and summative assessment regimes;

•  synthesise a management process e.g. group-working as ‘management teams’ or ‘board of directors’ – with the attendant human constraints / opportunities !

•  give students opportunities to reflect on their learning experience e.g. on collective decision-making; on perceived value

•  receive students' (and staff) feedback on efficacy

– and on enjoyment/engagement !!

MSX/MMX sim’s: selection rationale

The selection rationale for the simulation(s) are consistent with the ‘heuristic’ principles, adapted from Proserpio and Gioia (2007)’s ‘Teaching the virtual generation’, that the simulation game should:

•  be based on sound pedagogic principles

•  have an engaging story

•  involve mystery and opportunity for learner discovery

•  be supported and integrated with instructional design.

Source: Proserpio, L., & Gioia, D. D. (2007) ’Teaching the virtual generation’ Academy of Management Learning & Education, 6(1), 69-80

Learning outcomes and Feedback (MMX at Sheffield)…

hMps://youtu.be/sAoh8R_DXcc"""

Why and how do we play the game?

1.  Programme: ‒  BA (Hons) Marketing

2.  Course (Module): ‒ Marketing Management ‒ Level 5 (2nd Year)

3.  Is the game played in groups or individual? ‒  In groups of 2 to 4

4.  How is the game assessed?: ‒  Summative/Individually

5.  How long is the game played for? ‒  8 Quarters

11 Presentation Title Arial Bold 7 pt

Build the Game around a Course (Module) 1.  Does the game need to be Summative?

2.  The Game has to be built around a course

3.  One needs to consider the Learning Outcomes of the Course (Module)

4.  Can’t just be an add on

5. 

12

How is the game Assessed?

Performance in the game and personal reflection

13

Game period 8 Quarters (therefore 8 decisions over 22 weeks)

14 Presentation Title Arial Bold 7 pt

Top group in the game:

15

The group that came bottom: KPIs: Sales Revenue, Market Share (Women), Brand Image (Women)

16

Interim Report

-  2000 words -  20% of overall course assessment

17

Individual Portfolio

- 60% of the overall assessment - 3500 words

18

The groups’ performance…

19

What did the students think?

20 Presentation Title Arial Bold 7 pt

What have I learnt ?

1.  You need a strong Simulation Game support team

2.  The Game should drive the course, rather than making the game fit into a course (Bolt-on)

3.  Students enjoy different approaches to learning

4.  Simulation games are a highly flexible learning tool – e.g. distance learning

5.  The overall student experience was positive

6.  I can improve upon of what I have done

21

Research Findings (1)…

Source: Devitt, A., Brady, M., Lamest, M., Dalton, G., Newman, N., & Gomez, S. (2015) ‘Serious Games in Marketing Education: Developing Higher Order Cognitive Skills through Collaboration in a Simulation Game’, INTED 2015 Proceedings, pp 6340-6349 "

hMps://youtu.be/sAoh8R_DXcc""

Research study (2): ‘Campus Based Students’ Perspectives on Strategic Management Simulation’ Evans & Kerridge (2015)*

Research evaluation conducted in relation to the seven-stage model for successful implementation of SBT, proposed by Salas, Wildman, and Piccolo (2009), AMLE 8(4) p565**

‘SBT’ = simulation-based training

**source: Salas, E., Wildman, J. L. & Piccolo, R. F. 2009, ‘Using Simulation Based Training to Enhance Management Education’, Academy of Management Learning & Education, vol. 8, no. 4, pp. 559 – 573

*Source: Evans, J. & Kerridge, C. (2015), ‘Campus Based Students’ Perspectives on Strategic Management Simulation: A Contextual Study’, IAFOR ACTC2105 Proceedings, pp. 307-320, ISSN 2186-4705

Table 2: Knowledge(K), Skills(S) and Attitudes(A) preliminary findings analysis (2012-2015, n=487)

Survey'category''

(K/S/A)'

Parameter'(student'responses'on'skills'development,'in'rela<on'to'the'simula<on)'

Agree'or'strongly'agree'

Disagree'or'strongly'disagree'

Mean'(0/5'scale)'

Std.'Dev'

A'(K)' The"simula6on"enhanced"my"overall"learning"in"the"module""

73%`" 8%" 3.82" 0.87"

B'(S)' Helped"to"improve"my"teamZworking"skills" 81%" 6%" 4.02" 0.83"

C'(S)' More"confident"in"decisionZmaking"skills"" 71%" 9%" 3.75" 0.92"

D'(S)' Helped"to"improve"my"interpersonal"skills" 58%" 12%" 3.47" 1.06"

E'(S)' Helped"to"improve"my"communica6on"skills" 69%" 10%" 3.74" 0.89"

F'(S)' Helped"to"improve"my"nego6a6on"skills" 68%" 9%" 3.72" 0.86"

G'(S)' Helped"to"improve"my"problemZsolving"skills" 69%" 9%" 3.74" 0.87"

H'(S)' Helped"to"improve"my"conflictZresolu6on"skills" 61%" 10%" 3.60" 0.84"

J'(S)' Helped"to"improve"my"cri6cal"thinking"skills" 75%" 8%" 3.85" 0.85"

K'(S)' Helped"me"appreciate"the"complexity"of"business"strategies"

78%" 7%" 3.90" 0.88"

L'(A)' The"simula6on"made"the"module"more"interes6ng"" 84%" 6%" 4.11" 0.94"

M'(A)' The"simula6on"made"me"more"engaged"in"the"module" 81%" 6%" 4.03" 0.86"

Source: Evans, J. & Kerridge, C. (2015), ‘Campus Based Students’ Perspectives on Strategic Management Simulation: A Contextual Study’, IAFOR ACTC2105 Proceedings, pp. 307-320, ISSN 2186-4705

Figure 2: A framework for mapping desired behavioural competencies, knowledge, skills and attitudes acquired, and module learning outcomes

Note: an additional observation from Table 2 relates to the levels of engagement and interest in the module, associated with the simulation: Attitude responses (to survey categories L and M) generated even higher scores than for perceived Skill acquisition. This positive co-efficient bodes well for the use of SBT in engaging students

Source: Evans, J. & Kerridge, C. (2015), ‘Campus Based Students’ Perspectives on Strategic Management Simulation: A Contextual Study’, IAFOR ACTC2105 Proceedings, pp. 307-320, ISSN 2186-4705

Student Feedback (oral)…

http://youtu.be/JkeSf6K8A3c "

Student and Tutor Feedback (oral)…

http://youtu.be/2OsmdmdJDXw"

References and video links (SBT in action) Video links….

•  http://youtu.be/2OsmdmdJDXw (short Glos Uni, 2 mins)

•  http://youtu.be/JkeSf6K8A3c (longer Glos Uni, 6 mins)

•  hMps://youtu.be/sAoh8R_DXcc"[Nicki Newman – Sheffield Uni]

References:

•  Devitt, A., Brady, M., Lamest, M., Dalton, G., Newman, N. & Gomez, S. (2015) ‘Serious Games in Marketing Education: Developing Higher Order Cognitive Skills through Collaboration in a Simulation Game’, INTED 2015 Proceedings, pp 6340-6349

•  Evans, J. & Kerridge, C. (2015), ‘Campus Based Students’ Perspectives on Strategic Management Simulation: A Contextual Study’, IAFOR ACTC2105 Proceedings, pp. 307-320, ISSN 2186-4705

•  Loon, M., Evans, J. & Kerridge, C. (2015). Learning with a strategic management simulation game: a case study. The International Journal of Management Education, 13, pp 227-236

•  Proserpio, L. & Gioia, D. (2007) ’Teaching the virtual generation’ Academy of Management Learning & Education, 6(1), pp 69-80

•  Salas, E., Wildman, J. & Piccolo, R. (2009), ‘Using Simulation Based Training to Enhance Management Education’, Academy of Management Learning & Education, vol. 8, no. 4, pp. 559-573

Taking that step into the digital realm through the use of simulation games

•  Clive Kerridge, S/L Strategy in Organisations, The Business School, University of Gloucestershire –  ckerridge@glos.ac.uk or c.kerridge@aston.ac.uk

•  Michael de Domenici, Head of Department, Marketing, Events & Tourism,

University of Greenwich –  M.C.DeDomenici@greenwich.ac.uk

•  Dr Nicki Newman, Undergraduate Director for Teaching Quality and

Enhancement, Sheffield University Management School –  n.newman@sheffield.ac.uk

Contact for more information on MSX/MMX simulations:

–  Nick King, Senior Commercial Marketing Manager, Pearson UK –  nick.king@pearson.com –  Tel. +44 (0) 1279 623 782 or mobile: +44 (0) 7709 334 863

Thank You Questions and Answers