The Experts below are selected from a list of 36159 Experts worldwide ranked by ideXlab platform
Peter Seele - One of the best experts on this subject based on the ideXlab platform.
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education for sustainable development through Business simulation Games an exploratory study of sustainability gamification and its effects on students learning outcomes
Journal of Cleaner Production, 2019Co-Authors: Lucia Gatti, Markus Ulrich, Peter SeeleAbstract:Abstract Education for sustainable development (ESD) is gaining increased attention in tertiary education. According to the literature, ESD affects not only the content of education, but also its process and outcomes. This requires a new learning culture based on participative processes and new teaching techniques. Among the different methods and techniques as typologized by Figueiro and Raufflet (2015), action and experiential learning methods offer a promising approach for teaching sustainability. However, no previous studies have empirically addressed the effects of this approach on sustainability learning outcomes. For this reason, with the objective of understanding the potentials and limitations of such methodology, this paper presents an exploratory study of a teaching experience based on the action and experiential learning approach, and in particular on the simulation Game technique. A pre-Game and post-Game survey were developed to evaluate the students' learning experience of a Business Game focused on sustainability (napuro). The study was carried out at two universities in Switzerland. The results suggest that the action learning approach, and in particular, simulation and gaming, may successfully generate cognitive and affective learning outcomes which in turn may affect students' development of critical thinking skills. In addition, the study suggests the central role of motivation in influencing students' learning outcomes. The Game seems to be more effective in influencing the student's expertise in the subject and their attitudes toward sustainability when the student records a high level of motivation to attend the course and interest in the subject before the Game.
Jon Charterina - One of the best experts on this subject based on the ideXlab platform.
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Business simulation Games with and without supervision an analysis based on the tam model
Journal of Business Research, 2016Co-Authors: Julian Pandogarcia, Inaki Perianezcanadillas, Jon CharterinaAbstract:Training in Business administration is evolving significantly over recent years. Training in Business administration is now building on the acquisition of competences in a variety of on-site and off-site subjects using diverse teaching and learning methods. One of the aspects determining the success of this type of methodology is people's opinion. This research analyzes the degree of acceptance by students of two Business administration training methodologies, one building on a non-directed and autonomously managed simulator and another building on a simulator for management teaching. The empirical research predicates on the technology acceptance model (TAM) by Davis (1986) and Davis et al. (1989). The results reveal significant differences in the relationships between the constructs of the model for the two groups, explaining the technology acceptance behavior for users within the context of a Business Game technology. In particular, the results show that in the case of the on-site-assisted Business Game-training programs tested, perceived ease of use has a significant effect on attitude to use, whereas for the web-based Business Game-training program, perceived usefulness has a significant effect on intention to use. From these results, the study argues the implications for the theory and the practice.
Enric Serradelllopez - One of the best experts on this subject based on the ideXlab platform.
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comparing student competences in a face to face and online Business Game
Computers in Human Behavior, 2014Co-Authors: Ingels Fitobertran, Ana Beatriz Hernandezlara, Enric SerradelllopezAbstract:In today's globalized environment, universities and Business schools need to incorporate elements and tools to obtain high-performance capabilities. Curricular schooling can benefit from the usage of educational Business Games. We analyzed the evolution and performance of two group of students who have followed a Business simulation during some academic semesters. Data from a questionnaire answered by 146 students were analysed and compared with the European Tuning Project competence ranking. The results showed that the level of generic and specific competences obtained using Business Games is quite high. Moreover, the study have found that the assessment of competences acquired by students with a Business Game is not the same in the case of on-campus students than in the case of online students, in most cases the online group values specific competences higher than the face-to-face group. Our results suggest that the use of Business Games and can be considered a useful tool to improve student's achievements and to foster a good level of competences.
Lucia Gatti - One of the best experts on this subject based on the ideXlab platform.
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education for sustainable development through Business simulation Games an exploratory study of sustainability gamification and its effects on students learning outcomes
Journal of Cleaner Production, 2019Co-Authors: Lucia Gatti, Markus Ulrich, Peter SeeleAbstract:Abstract Education for sustainable development (ESD) is gaining increased attention in tertiary education. According to the literature, ESD affects not only the content of education, but also its process and outcomes. This requires a new learning culture based on participative processes and new teaching techniques. Among the different methods and techniques as typologized by Figueiro and Raufflet (2015), action and experiential learning methods offer a promising approach for teaching sustainability. However, no previous studies have empirically addressed the effects of this approach on sustainability learning outcomes. For this reason, with the objective of understanding the potentials and limitations of such methodology, this paper presents an exploratory study of a teaching experience based on the action and experiential learning approach, and in particular on the simulation Game technique. A pre-Game and post-Game survey were developed to evaluate the students' learning experience of a Business Game focused on sustainability (napuro). The study was carried out at two universities in Switzerland. The results suggest that the action learning approach, and in particular, simulation and gaming, may successfully generate cognitive and affective learning outcomes which in turn may affect students' development of critical thinking skills. In addition, the study suggests the central role of motivation in influencing students' learning outcomes. The Game seems to be more effective in influencing the student's expertise in the subject and their attitudes toward sustainability when the student records a high level of motivation to attend the course and interest in the subject before the Game.
Julian Pandogarcia - One of the best experts on this subject based on the ideXlab platform.
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Business simulation Games with and without supervision an analysis based on the tam model
Journal of Business Research, 2016Co-Authors: Julian Pandogarcia, Inaki Perianezcanadillas, Jon CharterinaAbstract:Training in Business administration is evolving significantly over recent years. Training in Business administration is now building on the acquisition of competences in a variety of on-site and off-site subjects using diverse teaching and learning methods. One of the aspects determining the success of this type of methodology is people's opinion. This research analyzes the degree of acceptance by students of two Business administration training methodologies, one building on a non-directed and autonomously managed simulator and another building on a simulator for management teaching. The empirical research predicates on the technology acceptance model (TAM) by Davis (1986) and Davis et al. (1989). The results reveal significant differences in the relationships between the constructs of the model for the two groups, explaining the technology acceptance behavior for users within the context of a Business Game technology. In particular, the results show that in the case of the on-site-assisted Business Game-training programs tested, perceived ease of use has a significant effect on attitude to use, whereas for the web-based Business Game-training program, perceived usefulness has a significant effect on intention to use. From these results, the study argues the implications for the theory and the practice.
