Mind over machine: the power of human intuition and expertise in the era of the computer
Mind over machine: the power of human intuition and expertise in the era of the computer
Mental models: theory and application in human factors
Human Factors
Foundations of cognitive science
The changing nature of business simulation/gaming research: a brief history
Simulation and Gaming
An exploration of game-derived learning in total enterprise simulations
Simulation and Gaming - Symposium: medical and healthcare simulation, part 2
Modeling for Learning Organizations
Modeling for Learning Organizations
Applying constructivist approach to educational business games: case REALGAME
Simulation and Gaming - Special issue: Simulation & gaming
A Review of Scholarship on Assessing Experiential Learning Effectiveness
Simulation and Gaming
Changing mental models: Business simulation exercises
Simulation and Gaming
Applying an authentic, dynamic learning environment in real world business
Computers & Education
Persuasive Games: The Expressive Power of Videogames
Persuasive Games: The Expressive Power of Videogames
Training adult novices to use computers: Effects of different types of illustrations
Computers in Human Behavior
Business Simulations and Cognitive Learning
Simulation and Gaming
Expertise and Intuition: A Tale of Three Theories
Minds and Machines
Expressive Processing: Digital Fictions, Computer Games, and Software Studies
Expressive Processing: Digital Fictions, Computer Games, and Software Studies
Teaching the novice programmer: A study of instructional sequences and perception
Education and Information Technologies
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Studies on students' perceptions of learning in business simulations often suggest that students like simulations and view them more positively than both lectures and case discussions. However, research on the actual learning outcomes deriving from participating in business simulations still needs to be pursued. Consequently, the purpose of this case-study article is to examine how a business simulation game contributes to the cognitive learning of novices in business studies. We describe the use of a clock-driven business simulation for teaching 133 novices in business studies at the University of Turku, Finland. The students' cognitive learning was evaluated based on data generated by pre- and post-game concept map tests designed to illustrate the formation and change of mental models during the simulation course. The results of this study suggest that simulation games can provide a solid basis for novice learning. They help to increase comprehension of the complexity of business organizations and the various processes, transactions, and operations involved.