The use of simulation games as a pedagogic method is well established though its effective use is context-driven. This study adds to the increasing growing body of empirical evidence of the effectiveness of simulation games but more importantly emphasises why by explaining the instructional design implemented reflecting best practices. This multi-method study finds evidence that student learning was enhanced through the use of simulation games, reflected in the two key themes; simulation games as a catalyst for learning and simulation games as a vehicle for learning. In so doing the research provides one of the few empirically based studies that support simulation games in enhancing learning and, more importantly, contextualizes the enhancement in terms of the instructional design of the curriculum. This research should prove valuable for those with an 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 concerning the effective implementation of simulation game-based training in business and management education.
Bibliographical noteThe article is reprinted for the reader's convenience and for the continuity of the special issue since, it was incorrectly published in a regular issue.
Loon, M., Evans, J., & Kerridge, C. (2015). Reprint: Learning with a strategic management simulation game: A case study. International journal of management education, 13(3), 371-380. 10.1016/j.ijme.2015.10.004
- instructional design
- learning theory
- role playing
- simulation game
- strategic management