Business simulation games: impact on SOLO taxonomy learning outcomes, learning performance and teamwork competency

Despite the increasing use of simulation games in business education,
only few studies have explored the cognitive processes that learners employ
while playing the game, with quite controversial results about the students'
learning outcomes. The current study analyses the impact of a Business
Simulation Game (BSG) on the cognitive processes related to the "Structure of
the Observed Learning Outcome" (SOLO) taxonomy. Moreover, overall
learning performance and perceived teamwork competency have been
investigated. A quasi-experimental pre and post-test design was applied. Eighty
(80) university students played a marketing simulation game to practise a
business marketing plan. The results showed a significant improvement in the
unistructural and extended abstract levels of the taxonomy after playing the
game. There was no significant difference in the multi-structural level while the
effect on the relational level was negative. Also, a strong, positive correlation
between perceived teamwork competency and learning performance was found.
Implications for instructional designers and educators are discussed.