Learning Inhibitors in Business Simulations and Games

Abstract

Those that use business simulations in their classrooms are convinced of the educational viability of business games. However, most of the studies that attempt to demonstrate the learning that takes place in the course of playing a business games have not succeeded. In addition, most studies have shown no statistically significant relationships between a simulated firm’s performance and learning. WHY? This paper reviews some simulation research findings using Bloom’s cognitive hierarchy of learning, and links them to Maslow’s hierarchy needs. Then it considers the links between cognitive learning theory and its impact on game design and the impact of cognitive overload in complex business simulations and its impact on learning.