CRITICAL VARIABLES IN RESEARCH ON THE EDUCATIONAL VALUE OF MANAGEMENT GAMES Developments in Business Simulation & Experiential Exercises, Volume 8, 1981 70 CRITICAL VARIABLES IN RESEARCH ON THE EDUCATIONAL VALUE OF MANAGEMENT GAMES Robert E. Schellenberger, Temple University ABSTRACT This paper suggests four categories of variables which should be taken into account when conducting research on the educational value of management games. These categories are: 1) participant characteristics, 2) game characteristics, 3) game administration, and 4) learning variables. PURPOSE This paper will briefly identify the critical variables which must be dealt with in research on the educational value of management games. This set of variables will indicate that the varied milieu of participant characteristics, game characteristics, game administration, and learning objectives will require an extensive and coordinated research effort. Reviews of research on management games cite both the pausity of valid research on the educational value of management games as well as the shotgun nature of the research. It is believed that a matrix of critical variables which individual research studies can recognize will aid in producing better research. It is hoped this paper will contribute to such a framework. Even a widely accepted matrix of critical variables Cannot overcome the absence of valid and readily administered instruments with which to measure the objectives which management games proport to fulfill. CATEGORIES OF CRITICAL VARIABLES This paper will review four categories of critical variables: 1) participant variables, 2) game variables 3) administration variables, and 4) learning variables. This list of critical variables is a speculative list prepared by an author with 18 years experience with management games. Given space limitations only brief statements can be made about each variable. Participant Variables It is perhaps easiest to identify participant variables from past non-game and game research which indicate differences due to participant characteristics. Each will be identified and briefly illustrated. Demographic characteristics - e.g. age, sex, job or school performance. Ability - e.g. intelligence, problem solving ability. Knowledge, experience, education - e.g. degree major, professional certifications. Values and attitudes - e.g. tolerance for ambiguity, risk propensity, respect for authority. Personality traits and styles - e.g. need for achievement, aggressiveness. Game Variables The essential concern of game variables is whether different games played by participants with a common set of characteristics administered in the same way will produce different learning. Logic suggests this will be true in some circumstances and not in others. Three types of game variables will be briefly identified and discussed. Degree of reality - this refers to the extent to which the environment represented is a specific real world environment. Degree of complexity - this refers to the complexity of both the internal and external environment as perceived by the players. Potential for modification - this refers to the extent to which the game administrator can readily modify the game environment. Administration Variables Administration may have the most dramatic impact on learning. Game administration focuses on conditions and requirements of play. These conditions and requirements are largely under the control of the instructor. Each will be briefly identified and discussed. Intensity and duration - this refers to the length of the game (e.g. 12 quarterly decisions) as well as intensity of play. Games may be played on a continuum of intensity from 12 hours a day for three days to decisions made along with case analysis. Administrator intervention - refers to the level of assistance and guidance provided students during play. This may vary from a requirement to submit numbers representing the decision to numerous classes on skills and knowledge required plus information on how market variables operate as well as frequent submission of a variety of planning documents. Organizational milieu -refers to the size and organization structure of the game team. Physical environment - refers to the physical support available. This nay vary from none to team meeting rooms with storage facilities and computer consoles. Instructor attitudes - refers to the students perceptions about the instructors knowledge of the game and belief in the value of game play. Learning Variables Obviously a wide variety of learning outcomes may be sought in game play. However, there seem to be three types of learning outcomes sought. Each will be briefly identified and discussed. Attitudes - refers to one or more attitudes it is hoped will be attained by game play. These may include the administrative point of view or tolerance for ambiguity. Knowledge - refers to one or more areas of knowledge learned or enhanced by game play. This may be technical knowledge such as sales forecasting or general knowledge such as knowledge of the interrelationship of functional areas of the firm or improved knowledge of strategy. Skills - refers to one or more skills learned or enhanced by game play. This may include the ability to integrate or solve problems or evaluate the cost and value of information or influence others. Conclusion As a guide to research a four dimensional matrix is useful only if we keep two of the first three categories of variables constant and measure the impact of the remaining category on a given set of Outcome variables. Further research will help in identifying the most sensitive variables to be investigated later. Table of Contents Volume 8, 1981 The Promotion: Human Sexuality in Organization The Simulation of Chaos Leadership Development in a Simulated Urban/Suburban (U/S) Environment Tomed: A Computer Game Emphasizing Social Responsibility/or/why the Pop-Top Can? Integrated Brain Activity and the Manager's Job: Utilizing the Troika Model What does R2 Have to do with a Product Management Course? An Analysis of the Effects of Jungian Problem-Solving Style Dimensions on Marketing Decisions Bargaining Behavior in Personal Selling and Buying Exchanges Extending the Simulation Product Life Cycle A Generalized Algorithm for Designing and Developing Business Simulations Operationalizing a Test of a Model of the Use of Simulation Games and Experiential Exercises Pygmalion and Perception: An Experiential Exercise Behavioral Consequences of Reward Regarding Employee Absenteeism in an Industrial Setting: An Operant Conditioning Approach The Simlab Program: The Use of Experimental Simulation and Process Analysis for the Development of Management and Organizations Designs for Research on Simulation-Games, Cases, and Other Experiential Exercises The Role of Students in The Case Method Weaknesses in Research Design Critical Variables in Research on the Educational Value of Management Games Research Questions for Cases Research on the Learning Effectiveness of Business Simulation Games - A Review of the State of the Science The Effects of Valuation Techniques on Holding Cost During Inflationary Periods: A Simulation Exercise The Operations Simulation - A Study in Game Development Applying Guided Design to the Production/Operations Management Course: A Progress Report and Evaluation Terminal Data Entry and Retrieval Systems Simulations and Microprocessors Microcomputers and Related Technology for Simulation Gaming Microcomputers - A New Technology for Innovations in Business Simulations Microprocessor Controlled Interactive Video Simulation Business Game Design: From Theory to Practice The Success of a Computerized Simulation in Microeconomic Pedagogy The Test Preview Game: Applying the Game Show Format Providing a Real World View of the Personal Function: A Simulation Finding an Effective Means of Teaching Managerial Behavioral Skills: Two Different Experiential Teaching Methods Compared A Management Development Program Based on the Experiential Learning Model Participant Type Differences in Response to Experiential Methods: An Informal Look Preparing Student Groups to Participate in Experiential Group Projects: An Organizational Development Approach An Instrument for the Assessment of Learning Dimensions: A Progress Report of the Learning Dimension Scale (LDS) An Empirical Analysis Relating the Learning Style Inventory to Memory and Logical Ability Teaching Styles in Simulation Experiential Learning Versus Traditional Teaching Styles Student Perceptions of Effective Teaching Behaviors Problems in Evaluation of Experiential Learning in Management Education Students' Perceptions of Learning by Simulation A Relative Evaluation of Experiential and Simulation Learning in Terms of Perceptions of Effected Changes in Students Overview of Computer Based Business Games in Business Policy Classes Behavioral Decision Theory and Business Policy Giving Accounting Students Writing Experience as Job Preparation Getting to First Base with MBO: An exercise for Writing and Evaluating Objectives Dimensions of Conflict in Experiential Learning Consumer Alienation and Perceived Relevance of the Business Simulation Using the Self-Reference Criterion to Simulate Culture in Internationalized Business Course Experiential Learning in a Cross Cultural Setting- The Practice of Simulation Approach to Business Education in Japanese Universities Student' Perceptions of the Use of a Computerized Simulation in Teaching Management Information Systems Using the Case Study Approach to Develop a Microcomputer Bases, Fully Integrated, Data Base Driven, Management Information System The Case Study as a Tool for Organizational Change: Applying the Steel Ax to the Designers of Management Information Systems Toward a Theory of Teaching Business Policy A Case Study in the Use of Experiential Learning (A Management Game Simulation) to Enhance Student Understanding of Strategy Evaluation and Policy Formulation Suggestions for Integration of the Business Administration Core Publishing Opportunities and Requirements for Business Simulation and Experiential Learning Materials How do we Apply Experiential Learning Intercollegiate Case Competitions for M.B.A. Students: Initiation and Implementation Teaching Business Policy and Strategy Using the Incident Process The Learning Co-Op Approach to the Core Policy Course Meeting the Managerial Skill Shortage - Is Academia Up to It? An Empirical Analysis of Experiential Learning Reinforcement International Experiential Learning: Experience is the Best Teacher Encouraging Student Participation During International Academic Programs European Summer Study Program: Can you, Should you, What Does it Take? Travel Seminars in Europe: How can I Direct One? International Experiential Learning: Student Evaluation ABSEL: Empirical Findings on the State of the Association Sensitivity of Performance Scores in Business Simulations Improving the Learning of a Business Simulation Game by Increasing the Process Content Student Participation in Deciding Performance Criteria for Grading in an OB Course: An Exercise and a Case Study Markup for Profit: A Simulated Self-Administered Experience in Retail Pricing The Investment Decision Game: An Experiential Learning Approach to Stock Market Decisions Through Gaming CHIPS: A Marketing Channels management Game External Validation: An Experimental Approach to Determining the Worth of Simulation Games Teaching Performance Appraisal Skills: An Experiential Approach In Support of Experiential learning: Results of a Follow-Up Survey The Introductory Management Course: Taking Theory Application One Step Further Decision Efficiency and Effectiveness in a Business Simulation The Implications of Cognitive Processing Variables and the Complex Decision Simulating the Simulation for Enhanced Player Rationality Simulation/Experiential Learning Audit