Show simple item record

dc.contributor.authorGuttormsen, Martin André Bang
dc.contributor.authorWeines, Jørn
dc.date.accessioned2024-10-17T13:31:27Z
dc.date.available2024-10-17T13:31:27Z
dc.date.issued2024-10-07
dc.description.abstractThis article investigates the impact of a business simulator in an online economics course, focusing on the relationship between student engagement and reflections on learning. Utilizing a mixed-methods approach, our study analyzes responses from 328 students who used the "Hubro Business Simulator" in a flexible online bachelor's program in economics and administration. Students provided reflections on the simulator as a learning activity, application of theoretical concepts and practical relevance. Qualitative analysis of 1640 responses further explored the depth of students' reflections, categorized into different tiers of engagement based on their responses. This analysis builds on Self-Regulated Learning (SRL) and motivational theory. The study sought to determine whether students reporting higher levels of engagement exhibited deeper metacognitive reflections compared to their less engaged peers. Findings support a link between the level of engagement and the depth of reflection. Students with higher engagement levels were more likely to reflect on specific ways in which the simulator had supported their learning and understanding of theoretical concepts. This paper discusses the limitations and implications of these findings for enhancing game-based learning interventions, emphasizing the need to foster higher engagement levels to improve educational outcomes in online learning environments. The study contributes to the literature on game-based learning by providing a large empirical study on how business simulators can foster higher-order thinking and deeper learning reflections among economics students. It also highlights the role of engagement in using business simulators as learning tools, offering insights that could improve the learning design and implementation in similar online and flexible learning program contexts.en_US
dc.identifier.citationGuttormsen, Weines. Tiers of Engagement: Achieved Learning From Business Simulations Reflected in Economics Students’ Experiences. Proceedings of the European Conference on Games Based Learning (ECGBL). 2024;18(1):320-329en_US
dc.identifier.cristinIDFRIDAID 2310356
dc.identifier.doi10.34190/ecgbl.18.1.2693
dc.identifier.issn2049-0992
dc.identifier.issn2049-100X
dc.identifier.urihttps://hdl.handle.net/10037/35292
dc.language.isoengen_US
dc.publisherAcademic Conferences International Limiteden_US
dc.relation.journalProceedings of the European Conference on Games Based Learning (ECGBL)
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2024 The Author(s)en_US
dc.titleTiers of Engagement: Achieved Learning From Business Simulations Reflected in Economics Students’ Experiencesen_US
dc.type.versionpublishedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


File(s) in this item

Thumbnail

This item appears in the following collection(s)

Show simple item record