Teacher's roles and students' flow experience in business simulation games: A quasi-experimental study

IF 6 2区管理学 Q1 BUSINESS

International Journal of Management Education Pub Date : 2025-04-27 DOI:10.1016/j.ijme.2025.101189

Jiachun Chen , Wenjia Yan , Qing Tian , Quan Chen , Yuxuan Chen

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引用次数: 0

Abstract

Business simulation games (BSGs) are crucial experiential learning approaches in entrepreneurship education (EE). However, research on the pedagogical guidance of these games remains sparse. Teachers occupy a pivotal position in BSGs, yet theoretical insights into their role are still lacking. Based on role theory, this study investigated how varying teacher roles impact students' flow experience (FE) within BSGs. We conducted an experiment involving an experimental group of 40 participants and a control group of 39. We examined whether a teacher's role shifts from instructor to competitor influenced students' FE. Data were collected from questionnaires, interviews, observations, and software recording. When teachers transitioned from instructors to competitors, students' FE significantly improved, supported by high reliability. In contrast, FE in the control group (teachers as bystanders) showed non-significant improvement. The findings revealed the efficacy of this teaching approach. Unexpectedly, we also discovered that allowing participants to revisit their business ventures further enriched their FE. Based on our findings, we offer recommendations for refining teaching methodologies in BSGs.

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商业模拟游戏中教师角色与学生心流体验：一项准实验研究

商业模拟游戏是创业教育中重要的体验式学习方法。然而，关于这些游戏的教学指导的研究仍然很少。教师在BSGs中占有举足轻重的地位，但对其作用的理论认识尚缺乏。本研究以角色理论为基础，探讨不同教师角色对bsg学生心流体验的影响。我们进行了一项实验，实验组40人，对照组39人。我们考察了教师角色从指导者到竞争者的转变是否会影响学生的学习成绩。通过问卷调查、访谈、观察和软件记录收集数据。当教师从讲师转变为竞争对手时，学生的FE显著提高，并有高可靠性的支持。相比之下，对照组（教师作为旁观者）的FE无显著改善。研究结果显示了这种教学方法的有效性。出乎意料的是，我们还发现允许参与者重新审视他们的商业冒险进一步丰富了他们的FE。基于我们的研究结果，我们提出了完善BSGs教学方法的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Management Education Multiple-

CiteScore

10.30

自引率

25.00%

发文量

136

审稿时长

64 days

期刊介绍： The International Journal of Management Education provides a forum for scholarly reporting and discussion of developments in all aspects of teaching and learning in business and management. The Journal seeks reflective papers which bring together pedagogy and theories of management learning; descriptions of innovative teaching which include critical reflection on implementation and outcomes will also be considered.