An Empirical Evaluation of the Pedagogical Value of Playing a Simulation Game TN a Principles of Marketing Course

Abstract

The present study, using a controlled setting based on three gamestatus groups (2-member teams, single players, and nonplayers), 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 in the 2- member team versus the nonplayer condition and the acquisition of theoretical knowledge in the single player versus the nonplayer condition. No differences in the acquisition of applied knowledge across game-status groups were identified.