Abstract:

The aim of this research is to investigate digital business simulations as effective virtual and experiential learning environment. This study is based on quantitative research methodology and the data is collected through anonymous webropol survey. A total of 49 multinational students responded to the webropol survey with completed answers. All completed surveys were included in the data analysis. The respondents’ profile was created as part of the data analysis using demographic variables including gender, age, nationality and earlier engagement in simulation game. This study attempts to connect simulation-based virtual learning environment with experiential learning environment. The results reveal that ‘player’s engagement’ and ‘motivation to play’ considerably make the digital business simulations as effective virtual learning environment. The factor ‘game’s adabtability’ to represent real world somewhat makes the simulation as effective virtual learning environment. According to the results factor ‘graceful failure’ make simulations only a little effective. Furthermore, the results of our data analysis show that the factor ‘active experimentation’ considerably affect experiential learning. Results also highlight that among other factors ‘concrete experience’ and ‘reflective observation’ somewhat affect experiential learning. Respondent rated these both factors equally. The findings of this research propose insights related to the on-going research on the use of technology in the higher education.

Keywords:

Game-based learning, experiential learning, business simulations, virtual learning environment.