Serious games can provide a convenient and straightforward access to complex knowledge for all age groups. However, learning achievements depend largely on learners’ non-cognitive factor disposition. With the aim of combining the fields of serious games and non-cognitive factors, this research focuses on the use of a business simulation which conveys change management insights. Business simulations are a subset of serious games and are perceived as a non-traditional learning method.
The objectives of this work are versatile: (1) developing a scale, which measures learners’ knowledge and skills increase gained from a business simulation, (2) investigating the effects of non-cognitive factors on learning in this business simulation environment and (3) exploring the moderating role of team preference in this type of learning setting. Using the newly developed scale, this work finds that learners’ skills and knowledge states are more pronounced after playing the business simulation.
Table des matières
Introduction.- Theoretical Foundation .- Theoretical Foundation.- Preparation of the Empirical Analysis.- Relations between Non-Cognitive Skills and Learning.- Empirical Analysis of Non-Cognitive Skills in a Business Simulation Environment.- Results.- Discussion of the Results.- Conclusion.
A propos de l’auteur
About the author
Tanja Kreitenweis is responsible for digital transformation topics in HR at a service company. She was a research assistant at the Universität der Bundeswehr München from 2016 to 2020. During her doctorate, she conducted research in the areas of serious gaming, learning and leadership at the Faculty of Business Administration and the Rady School of Management at the University of California San Diego. At the same time, she accompanied and advised companies on matters of change management and communication.
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