Abstract:

The competence-based learning model emerged from the European Higher Education Area (EHEA) requires that European universities make relevant efforts to implement new learning methods, focused on new information and communication technologies (ICT) and e-learning. The aim of these new methods is to develop the student’s skills, in contrast to traditional learning, mostly based on transferring contents and knowledge. In this new model, also the role of the instructors has changed, assuming new functions as facilitators, collaborators, advisers, moderators and coaches in the teaching-learning process (Benito, 2009; Blázquez & Alonso, 2009).

In the specific case of business students, business games constitute one of these new e-learning methods in management training (Siddiqui, Khan, & Akhtar, 2008). This method allows students to develop an active role building their own learning based on knowledge and skills (Escobar & Jiménez, 2009), to improve their experiential learning simulating on the job situations that allow practicing, but avoiding the risks of real decisions (Hernández, Gorjup, & Cascón, 2010). In fact, many studies interested in evaluating the effectiveness and utility of business games have analysed the skills that can be developed using this method. Research has revealed that the main competences boosted can be described as generic competences, such as experimental learning, the use of analytical techniques, teamwork, decision-making and processing information (Doyle & Brown, 2000; Fitó, Hernández & Serradell, 2014; Jensen, 2003); and also, specific managerial ones, like practicing managerial roles and management skills related to the establishment of goals for a company, and defining, planning and implementing strategies to achieve them (Chang et al., 2003; Fitó, Hernández & Serradell, 2015).

However, some flaws also highlighted in the use of business simulators point out that the greater autonomy, and amount of information and practical situations created by these games do not necessarily lead to an improved and more effective learning process for students (Proserpio & Gioia, 2007; Stouten et al., 2012). If the games' beneficial characteristics are not properly managed and administered by instructors, these features may end up creating attitudinal problems in students, who might see the games as a less worthy learning experience (Hernández, Gorjup & Cascón, 2010), wasting their time and not being involved in the context and situations recreated by the game.

This study aims to analyse the influence on learning outcomes of generic and specific managerial skills boosted by a business game, comparing students’ perceptions in face-to-face and online educational experiences.

The analysis is focused on 145 management students who use the same strategic business game in different Spanish universities, 30 of them participated in the game facilitated by an instructor in a face-to-face process, while 115 played with an online instructor. Our results indicate that generic skills exert a positive influence on learning outcomes in both groups, although non-significant effect was detected in the case of specific managerial skills.

These findings are useful to determine what kinds of skills are most linked to the achievement of learning outcomes from students’ point of view, and the possible differences depending on how the game is administrated, which offers information about the best way to enhance students’ learning outcomes.

Keywords:

Business games, competences, learning outcomes, face-to-face education, online education.