A. J. Faria

A Survey of Simulation Game Users, Former-Users, and Never-Users

An e-mail survey of 14,497 business faculty members across all disciplines at American Association of Collegiate Schools of Business member schools was undertaken to determine current business simulation game usage and thoughts about business simulation games. Issues such as how games are first adopted, objectives for game use, achievement of course objectives, where game users look for information on business games, courses taught by game users, how and why games in use are changed or dropped, and why some faculty members do not use simulation games were addressed. Across 1,085 respondents to this survey, 30.6% were current business game users, 17.1% were former game users, and 52.3% were never-users of business games.

Developments in Business Gaming

This article examines developments in business simulation gaming during the past 40 years. Covered in this article are a brief history of business games, the changing technology employed in the development and use of business games, changes in why business games are adopted and used, changes in how business games are administered, and the current state of business gaming. Readers interested in developments in other areas of simulation gaming (urban planning, social studies, ecology, economics, geography, health, etc.) are encouraged to look at other articles appearing during the 40th anniversary year of Simulation & Gaming and at the many fine articles that appeared in the silver anniversary issue of Simulation & Gaming (December 1995).

Mail survey response, speed, and cost

Abstract Increasing concern over improving response rates to mail surveys has emerged and is being addressed in the context of industrial populations. This study investigates the impact of survey sponsor and the promise of a charitable donation on response rate, response speed, and the cost-effectiveness of these factors.

A study of the relationship between student final exam performance and simulation game participation

Despite the proliferation and widespread usage of simulation games in the field of business education, the pedagogical value of this instructional aid remains unclear. The present study, using a controlled setting, sought to determine whether incorporating a business simulation game in a principles of marketing course improves the acquisition of marketing knowledge. The results suggest that simulation games are an effective means by which to improve quantitative skills but are not an effective means by which to improve the acquisition of applied or theoretical knowledge.

Simulation Gaming for Sales Management Training

Compared with other methods of instruction, whether in management training programmes or in university courses, simulation gaming is relatively new. Readings, lectures, cases, role playing and other instructional techniques were in use long before the appearance of business games. Though recent in comparative terms, however, simulation games have been in existence for nearly 40 years. Examines the use of simulation games for sales management training, describes a newly developed sales management simulation and illustrates its use in a sales‐training programme.

Validating business gaming: Business game conformity with PIMS findings

Business games have been in use in university classes in North American for 50 years. A concern over this time has been whether or not participation in such games is a meaningful experience. The merit of business games has been examined by looking at what is taught by games, comparing games to other teaching approaches, and assessing the external and internal validity of games. This article examines another approach to assessing business games. The performance outcomes of more than 2,000 students operating 717 simulation companies in 154 industries has been examined to determine if these outcomes conform to real-world business firm outcomes as reported in the ongoing PIMS (Profit Impact of Marketing Strategies) project. The findings from this research suggest once again that business simulation games are a valid teaching tool.

The effect of reassured anonymity and sponsor on mail survey response rate and speed with a business population

Although considerable research has addressed the impact of various factors on mail survey response rate, relatively little has focussed on survey sponsorship and none has investigated the manner in which respondent anonymity is assured. In addition, little of what research has been done has included the criterion of response speed or has related to a business population. The results of this study, undertaken with a business audience, suggests that survey sponsorship does influence return of a questionnaire and that gains in response might be obtained by doubly assuring potential respondents of their anonymity.

A random strategy criterion for validity of simulation game participation

Several approaches have been used to examine the external and internal validity of simulation game participation. This article proposes a new approach for measuring internal validity. Termed the random strategy criterion, this approach offers a more logical conceptual foundation than past research approaches. The random strategy criterion is defined and tested in a classroom setting with more than 660 students. The results presented support the use of this criterion for measuring internal validity.

Business Gaming: Current Usage Levels

The growth and usage of business games in management training programmes and university business courses are examined. It is concluded that usage is quite high in both, and those unfamiliar with this instructional method are encouraged to find out what simulation gaming is about.

Team Cohesion, Player Attitude, and Performance Expectations in Simulation

The present study examines the relationship of team cohesion, participant attitudes, and performance expectations to actual performance results in a simulation competition. These measures were not only taken at the beginning and end of the competition but also during each decision-making period. The rigorously controlled experiment involving 389 students found a strong relationship between beginning team cohesion and performance expectations and final game performance, but little relationship between beginning participant attitudes and performance. Further, whereas participant attitudes and performance expectations changed over time in relation to game performance, team cohesion did not.