Abstract:

Context:
Business simulation games (BSG) are widely used in business schools to provide a virtual environment where students can apply their technical knowledge. This is part of the experiential learning desired for the teaching and learning process where higher order skills (HOT) are developed. It is recommended to be used to motivate students at the beginning of the course to motivate them for the course that is to come. At the same time, it is a good didactical practice to consolidate acquired knowledge from the course for those students at the last year. From these stated utilisations it is expected that 1st year students have different perceptions about BSG that differs from those in the last year of the course.

Gap:
Although there is evidence about the two uses for the BSG, there is no evidence that the desired results occurs as expected. This gap shows the need to compare if the levels of motivation are the characteristic perceived as desired in the 1st year students in a higher level than the last year students and if the consolidation of knowledge is perceived in a higher level from the last year students.

Objective:
Identify if the desired expected didactical results occurs about motivation and consolidation of knowledge perceptions from the students

Methods:
Use of a survey to capture students self-declared perceptions about motivation and consolidation of knowledge. The group was 82 students from two different classes, one from the 1st year and other from the last year of a business school.

Results:
There was no evidence of relevant difference about the students perceptions.

Conclusion:
There is evidence that the didactical expectations about the use of BSG are different that the expected. The research suggests other elements to be considered about the use of BSG.

Keywords:

Business simulation games.