Gaming in Business and Management
Haarlem (NL), November 2008 - People engaged in business and management studies have long seen the value of using gaming to engage learners. Ton Muns, eLearning expert at INHOLLAND University of Professional Education, explains why gaming enhances learning programs for business students regardless whether these students are engaged in full-time studies or in in-service professional development.
business games the unique solution for a generic problem?
Ton Muns:If you look at today's literature on education, it often seems that games can solve every problem we have concerning the motivation and engagement of learners, from primary school to higher education. In the Netherlands, gaming is sometimes even considered as the prime solution for the ever-growing shortage of teachers and lecturers. However, if you look at the research in which students themselves are asked for their preferences, it becomes clear that an inspiring lecturer, an expert in his field, is the undisputed number one on their lists.
That does not mean, of course, that students are in favor of spending their hours listening to a lecturer reading aloud from his own book. Authentic learning, learning from being in situations that are realistic and relevant, is what students want these days, as well as interaction with their peers. Games are a very powerful tool for this. Business games or management simulations already have a long history of success, both in higher education and in trade and industry.
The business games that are available on the market are mainly developed for training purposes in business and industry. Therefore, lecturers and management in higher education often find that the existing games do not fit their needs for many reasons. So, if you are referring to the business games that are on the market right now, they are often not the right solution for the needs of educators and trainers.
What kinds of games really do enhance learning for business students?
Ton Muns: Students want authentic learning from realistic problems and challenges. Games that present the complexity of doing business in full, with the challenges that come with venturing on the market, with being an entrepreneur, are most likely to engage students to the max.
On the other hand, it is my experience that - because of this complexity - students have difficulties in determining the essentials of the task that lies before them. It is therefore important that students are properly introduced into the game. To fully enjoy the benefits of the learning situation, it is essential that they get adequate feedback on their decisions. This is, of course, where the expert-lecturer comes in.
To present a suitable challenge, it is, of course, vital that the game fits the educational position of the student. The project that I will present at Online Educa 2008 in Berlin, Business Games a la Carte, develops a business-game library with which faculty can arrange and compose a bespoke business game for their students. One chooses the size of the company and the level of complexity for disciplines like Marketing, Accounting, Production, Logistics, HRM, etc. Themes like sustainability or internationalization are available in a growing, a stable or diminishing market. With this game library, one can provide a truly fitting game for every business student.
What would a good business game have to offer to make it a success?
Ton Muns: It has to be a business game that offers more than a static spreadsheet in which one can type numbers. It should be a game that offers room for creativity, for competition with other learners; a game that presents new challenges and induces discussion and curiosity will most likely tie students to their screens until the wee hours.
In the future, how can universities meet the educational demands of students being raised with computer games?
Ton Muns: It is my belief that a sound theoretical background will always be necessary. But gaming can add a dimension that is very hard to achieve in another way: learning in a challenging environment that is nonetheless totally controlled by the university. This means that games can and should play an important role in the curricula. Such games are not readily available on the market, and one should not underestimate the resources needed for the development of such high-level games.
To build a complex business game that is interesting and challenging for business students one needs expertise in many fields. Cooperation with other universities and with trade and industry is needed and is the only way for us to provide a learning environment that fits the demands of today's students.
Session GAM84
Ton Muns "Gaming in Business and Management"
Friday, December 5th, 2008, 16:30 - 18:00, Charlottenburg III
