Business simulation games as an active learning teaching methodology: students' perceptions

The objective of this paper is to present the results of an analysis of students' perceptions on the use of business games as a teaching strategy and learning environment. The students' perceptions of a business game based on simulation were analysed for associations with their academic background, personal characteristics, and previous experiences. The results were analysed using descriptive statistics, factor analysis, and analysis of variance (ANOVA). The main findings indicated that academic background and personal characteristics were associated with significant differences in perceptions of learning environment factors, while students' professional experience and previous experience with business games were also associated with significant differences in their factor's ratings that facilitate learning. The research results show that the processes of teaching and learning within management courses using business simulation games draws on innovative features to explore the complexity of decision-making processes and offers an effective and enjoyable learning environment. To minimise the simplification of causal relationships in the decision-making process when using business simulation games, further research is recommended with the inclusion of reverse logistics and sustainability processes, also routines from other areas to broaden students' perceptions regarding the complexity of the decision-making process.