The Pedagogical Utility or A Management Simulation Game in A Business Policy Course

Abstract

This study examined whether a game resulted in changes in tolerance for ambiguity and risk orientation, and examined student perceptions of cases versus games. The subjects included 76 students enrolled in four sections of an undergraduate Business Policy class at a medium sized southern university. There were no significant changes in the overall tolerance for ambiguity and risk orientation scores. However, some individuals experienced large changes in their scores. These students perceived the cases as having a higher pedagogical value than the game. A game used in conjunction with the cases may be the most effective way to teach a business policy course.