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The Impact of Serious Games in Economic and Business Education: A Case of ERP Business Simulation

Author

Listed:
  • Tina Beranič

    (Faculty of Electrical Engineering and Computer Science, University of Maribor, Koroška cesta 46, 2000 Maribor, Slovenia)

  • Marjan Heričko

    (Faculty of Electrical Engineering and Computer Science, University of Maribor, Koroška cesta 46, 2000 Maribor, Slovenia)

Abstract

Digitalisation nowadays impacts business environments significantly. Therefore, if higher education wants to educate students properly for a successful career path, the business and economics curriculum must be enriched with innovative teaching approaches covering actual topics, such as, for example, the implementation of the ERPsim business simulation, a representative of serious games. The ERPsim business simulation is based on SAP ERP, and is aimed at teaching ERP concepts. It covers different business processes, and allows students to learn using a hands-on approach, simulating real-life scenarios. The presented research focuses on using an ERPsim business simulation as the introduction to the course. The simulation was implemented to ease the introduction of ERP and IT concepts to the business and economic oriented students. Considering the positive effects of serious games and gamification, our research was formed and focused on knowledge acquisition and future student engagement. We researched whether participation in the introductory simulation results in significant knowledge gain and impacts students’ future course engagement. The data were gathered using a self-assessment questionnaire before and after an introductory simulation. The results were highly positive, confirming many positive aspects of business simulation, among others, significant knowledge increase in the domains of business process and ERP transactions, and in the domain of technical knowledge for SAP ERP. The results confirmed that the introductory simulation is appropriate for introducing ERP concepts to newcomers, and, nevertheless, confirmed the positive impact on their intent on future course engagement.

Suggested Citation

  • Tina Beranič & Marjan Heričko, 2022. "The Impact of Serious Games in Economic and Business Education: A Case of ERP Business Simulation," Sustainability, MDPI, vol. 14(2), pages 1-17, January.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:2:p:683-:d:720560
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    References listed on IDEAS

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    1. Daniel Lovin & Monica Raducan & Alexandru Capatina & Nicoleta Cristache, 2021. "Sustainable Knowledge Transfer from Business Simulations to Working Environments: Correlational vs. Configurational Approach," Sustainability, MDPI, vol. 13(4), pages 1-16, February.
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    Cited by:

    1. Cosmina-Simona Toader & Ioan Brad & Ciprian Ioan Rujescu & Carmen-Simona Dumitrescu & Elena Claudia Sîrbulescu & Manuela Dora Orboi & Raul Pașcalău & Małgorzata Zajdel & Małgorzata Michalcewicz-Kaniow, 2023. "Exploring Students’ Opinion towards Integration of Learning Games in Higher Education Subjects and Improved Soft Skills—A Comparative Study in Poland and Romania," Sustainability, MDPI, vol. 15(10), pages 1-22, May.
    2. Simona Sternad Zabukovšek & Zdenko Deželak & Silvia Parusheva & Samo Bobek, 2022. "Attractiveness of Collaborative Platforms for Sustainable E-Learning in Business Studies," Sustainability, MDPI, vol. 14(14), pages 1-25, July.
    3. Jindra Peterková & Zuzana Repaská & Lenka Prachařová, 2022. "Best Practice of Using Digital Business Simulation Games in Business Education," Sustainability, MDPI, vol. 14(15), pages 1-19, July.
    4. Beatriz Villarejo-Carballido & Cristina M. Pulido & Santiago Tejedor, 2022. "Key Competences for Lifelong Learning through the “Animal Crossing: New Horizons” Video Game," Future Internet, MDPI, vol. 14(11), pages 1-12, November.
    5. Jingyuan Fu & Meng Sun & Minhong Wang, 2022. "Simulation-Assisted Learning about a Complex Economic System: Impact on Low- and High-Achieving Students," Sustainability, MDPI, vol. 14(10), pages 1-17, May.

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