THE USE OF COMPUTER-ASSISTED, INTERACTIVE ROLE-PLAY SIMULATION IN HONG KONG Developments in Business Simulation and Experiential Learning, Volume 34, 2007 94 THE USE OF COMPUTER-ASSISTED, INTERACTIVE ROLE-PLAY SIMULATION IN HONG KONG Jimmy Chang The Hong Kong Polytechnic University tcchangj@inet.polyu.edu.hk Wai Ming Mak The Hong Kong Polytechnic University mswmmak@inet.polyu.edu.hk Chester KM To The Hong Kong Polytechnic University tctokm@inet.polyu.edu.hk Karen Ka-leung Moon The Hong Kong Polytechnic University tcmoonk@inet.polyu.edu.hk Ka-fai Choi The Hong Kong Polytechnic University tcchoikf@inet.polyu.edu.hk ABSTRACT This paper reports feedback from both undergraduate and postgraduate students’ participation in Fish Bank, Ltd., a computer- assisted, interactive role-playing simulation in which teams are to manage a fishing company to compete in the fishing industry. The survey focused on how students viewed computer- assisted, interactive role-playing simulation as a learning tool for them and how they perceived that this type of role-playing simulation can actually help them understand the subject matter more in depth. Overall results are highly favorable at postgraduate level and favorable at undergraduate level respectively. INTRODUCTION Significant points of views have been sought on the use of business games from both the teachers and students (Roberts and Strauss, 1975; Hegarty, 1976; Wolf 1985; Faria, 1987, Faria and Wellington, 2004; Decker, et al 1993; Williams, 1993; Keeffee, et al 1993; and Chang et al, 1997, 2003, 2005), but still there has not been much study sought out from the students’ points of view on a computer-assisted, interactive role-playing simulation in Hong Kong. In this case, Fish Bank, Ltd., (supplied by Sustainability Institute) a computer-assisted, interactive role-playing simulation of which teams are formed to manage a fishing company, was selected to be used in a 3- hour session. Thus, the authors wish to explore how students in Hong Kong view the use of such mailto:tcchangj@inet.polyu.edu.hk mailto:mswmmak@polyu.edu.hk mailto:tcchangj@inet.polyu.edu.hk mailto:tcchangj@inet.polyu.edu.hk mailto:tcchangj@inet.polyu.edu.hk Developments in Business Simulation and Experiential Learning, Volume 34, 2007 95 computer-assisted, interactive role-playing simulation as part of their learning experience. DATA COLLECTION A survey questionnaire was conducted amongst the part-time postgraduate students as well as full-time undergraduate students who enrolled in the subject of strategic management/business strategy. Participants in this survey attended a 3-hour workshop in Fish Bank, Ltd, a computer-assisted, interactive role-playing simulation. A total of 57 survey questionnaires for the undergraduate students and 61 for the postgraduate students were administered. The response, 118 usable questionnaires were received. RESULTS AND DISCUSSION In section A of the survey questionnaire, only two out of fifty-seven (3.5%) undergraduate full- time students indicated they had previously been involved in computer simulations. As for the postgraduate part-time students, fifteen out of fifty-nine (24.6%) denoted they had experienced computer simulations prior to this encounter. The low percentage shows that the faculty members in Hong Kong (universities??) generally do not utilize computer simulations as a teaching and learning tool. This suggests that simulation and gaming is still not popular in Hong Kong as the selected student samples are in their final year. RESPONDNETS’ FEEDBACK ON COMPUTER- ASSISTED, INTERACTIVE ROLE-PLAYING SIMULATION In section B of the survey questionnaire, students were asked to evaluate this computer- assisted, interactive role-playing simulation based on eleven questions after completion of a 3-hour session which included briefing, play, debriefing, and question and answer. A five-point Likert Scale: strongly agree=1, agree=2, neutral=3, disagree=4, and strongly disagree=5 was adopted for use by respondents to indicate their opinions. These questions are listed below (Appendix B shows the survey questionnaire in detail): 1. Using the Fish Bank Ltd. (Simulation & Gaming) was helpful to me in understanding business strategy. 2. Fish Bank Ltd. (Simulation & Gaming) allowed me to apply what I learned to a real- life situation. 3. I learned a lot about the field of business strategy from the Fish Bank Ltd. (Simulation & Gaming). 4. Fish Bank Ltd. (Simulation & Gaming) helped me gain insight into the pressures faced by strategy makers. 5. Learning the Fish Bank Ltd. (Simulation & Gaming) was worth the effort. 6. I believe the Fish Bank Ltd. (Simulation & Gaming) is valuable for business policy and strategic management courses. 7. I recommend using the Fish Bank Ltd. (Simulation & Gaming) for other business strategy classes. 8. I was highly involved with the Fish Bank Ltd. (Simulation & Gaming). 9. Fish Bank Ltd. (Simulation & Gaming) made the course more interesting. 10. Playing Fish Bank Ltd. (Simulation & Gaming) was enjoyable. 11. Incorporating the Fish Bank Ltd. (Simulation & Gaming) into the class curriculum suggests that the instructor/lecturer cares about me learning business strategy. The first seven questions asked students their opinions on the merits of the computer simulation itself. Questions 8-9 look at students’ own emotional state towards the simulation and gaming since this particular computer simulation also emphasizes their role-play as well. The last question makes an attempt to find out if respondents agree that the lecturers/instructors care about them learning the subject matter by integrating this computer simulation into the class curriculum The results of the survey undertaken by the postgraduate students show the five highest combined scores of “strongly agree” and “agree” on question 1, 90.2%; question 5, 90.2%; question 7, 91.8%; question 9, 9.3.4% and question 10, Developments in Business Simulation and Experiential Learning, Volume 34, 2007 96 93.3%. The highest score is 93.4% which is on question 9 – Fish Bank Ltd. Made the course more interesting. As for the survey undertaken by the undergraduate students, results show the five top highest combined scores of “strongly agree” and “agree” on question 1, 84.2%; question 4, 80.7%; question 5, 87.7%; question 6, 84.2%; and question 9, 87.7%. The highest score achieved in this group is 87.7% which is on both questions 5 & 9 – Learning the Fish Bank Ltd. was worth the effort and Fish Bank Ltd. made the course more interesting. Of comparing the top five highest scores among the undergraduate and postgraduate surveys, both groups had questions 1, 5, and 9 on their five highest scores list. On the other hand, the undergraduate respondents had questions 4 and 6 as another two of their top five highest scores while the postgraduate students had questions 7 and 10. It is observed that both of the postgraduate (93.4%) and undergraduate (87.7%) students had their highest scores on question 9 - Fish Bank Ltd. Made the course more interesting. The use of such computer-assisted, interactive role-playing simulation seems to attract both groups of students. The lowest score on “strongly agree” and “agree” in this survey chosen by the postgraduate and undergraduate respondents is on question 3 – I learned a lot about the field of business strategy from the Fish Bank Ltd. (68.3%) and question 2 – Fish Bank Ltd allowed me to apply what I learned to a real-life situation (56.1%). This suggests that the computer simulation cannot serve the purpose to teach students about the subject matter on its own and is best to be combined with other teaching methods in order to enhance the overall learning experience for the students. MERITS OF THE COMPUTER SIMULATION Students were asked if the Fish Bank was helpful in understanding business strategy (question 1); Fish Bank allowed applying in a real-life situation (question 2); Students learnt a lot in the field of business strategy (question 13); Fish Bank helped gain insight into the pressures faced by strategy makers (question 4); Learning Fish Bank was worth the effort (question 5); Fish Bank was valuable for business policy and strategic management courses (question 6); Students would recommend it to other business strategy class (question 7). Results show a percentage of 90.2 (question 1); 77 (question 2); 68.3 (question 3); 72.1 (question 4); 90.2 (question 5); 85.2 (question 6); and 91.8 (question 7) on combined “strongly agree” and “agree” for the postgraduate respondents. As for the undergraduate respondents, results indicate a percentage of 84.2 (question 1); 56.1 (question 2); 61.4 (question 3); 80.7 (question 4); 87.7 (question 5); 84.2 (question 6); and 78.9 (question 7) on combined “strongly agree” and “agree” for the postgraduate respondents. Generally, respondents on the postgraduate level tend to be more favorable towards these six questions compared with those of undergraduate level. It is interesting to note that on question 4 – Fish Bank Ltd. helped me gain insight into the pressures faced by strategy makers, undergraduate respondents tend to be more favorable (80.7%) compared with those postgraduate (72.1%). The explanation can be that most of these undergraduate students have yet to work full time in Hong Kong whereas the postgraduate students have been working for quite some time in their own fields. As a result, the postgraduate respondents have already accumulated certain experiences in their own working environments whereas the undergraduate respondents have as yet gained no insight at all in the practical and business world. STUDENT’S EMOTIONAL STATE TOWARDS THE SIMULATION AND GAMING Students were asked if they had been highly involved with Fish Bank (question 8); felt that Fish Bank made the course more interesting (question 9); and felt that playing Fish Bank was enjoying (question 10). Results show a percentage of 75.4 on combined “strongly agree” and “agree” for question 8 on postgraduate students and 71.9 on undergraduate students. A percentage of 93.4 on combined “strongly agree” and “agree” for Developments in Business Simulation and Experiential Learning, Volume 34, 2007 97 question 9 on postgraduate and 87.7 on undergraduate were also recorded. Another 93.3 percent of the postgraduate respondents and 77.2 percent of the undergraduate either strongly agree or agree on question 10. Overall, the results depict a positive and favorable attitude of all the respondents toward the Fish Bank. CARE SHOWN BY LECTURERS IN USING SIMULATION AND GAMING IN CLASS Students were asked if they felt their lecturers and instructors care about them by incorporating this simulation and gaming in their class for them to learn more about business strategy. Results show a percentage of 78.7 on combined “strongly agree” and “agree” on postgraduate students and 70.2 on undergraduate students for question 11. Overall, the results indicated are positive. DESCRIPTIVE STATISTICS ON RESPONDENTS Data shows that ‘Strongly disagree” was chosen in undergraduate level on questions 2, 6-8, 10-11 while none of this appear on the postgraduate level. It seems that the postgraduate students tend to be more patient, understanding, and tolerant (They arrived punctually for the 3- hour workshop and were well prepared for the session, understanding the role-play scripts well) while the undergraduate students tend to be somewhat impatient, emotional, and challenging at times. (Approximately 10 students did not turn up on time and several of them showed up without any preparation at all). Table 1 shows the postgraduate survey data. The lowest mean is 1.62 on question 9. The second lowest is 1.73 on question 10 and the third lowest is 1.75 on question 7. On the other hand, the highest mean is on question 3 with a mean of 2.25. Overall, on average, respondents agreed to statements listed in the survey questionnaire. Table 2 shows the undergraduate data, the lowest mean is 1.81 on question 9. The second lowest are equally 2.02 on questions 5, 7, and 8. But, the highest mean is on question 2 with 2.54. On average, the undergraduate respondents also agreed on all of the 11 questions. When comparing data in both tables 1 and 2, the mean is rather lower at postgraduate level than those at undergraduate on questions 1 to 10. But, this is not the case on question 11 when undergraduate students tended to feel that their lecturers and instructors cared about them by making extra effort to bring computer simulation into classroom teaching (postgraduate: 2.08; Table 1. Descriptive Statistics on Postgraduate Respondents N Minimum Maximum Mean Std. Deviation A. Participation 59 yes no n/a n/a B 1. Understanding 61 1 4 1.97 .547 2. apply daily 61 1 4 2.13 .670 3. Simulation 60 1 4 2.25 .680 4. strategy makers 61 1 4 2.02 .785 5. worth learning 61 1 4 1.79 .710 6. buss policy 61 1 4 1.97 .632 7. buss classes 61 1 4 1.75 .650 8. Gaming 61 1 4 2.15 .679 9. Course 61 1 4 1.62 .711 10. Playing 60 1 4 1.73 .634 11. Lecturer 61 1 4 2.08 .640 Valid N (listwise) 57 Note: A five-point Likert Scale: strongly agree=1, agree=2, neutral=3, disagree=4, and strongly disagree=5 Developments in Business Simulation and Experiential Learning, Volume 34, 2007 98 undergraduate 2.05). CONCLUSION The authors attempt to find out how students both at postgraduate and undergraduate levels in Hong Kong view the use of Fish Bank, Ltd, a computer-assisted, interactive role-play simulation in their class. Overall, the majority of the respondents in both groups showed favorable results and agreed to the questions being asked. The average for the postgraduate students is also between a low of 1.62 and a high of 2.25. As for the undergraduates, the average score from low to high is 1.81 to 2.54. As a matter of fact, the results are shown to be very favorable to Fish Bank since the majority of the respondents have not been exposed to this type of computer-assisted, interactive role-playing simulation before. The implication seems to be that greater majority of students showed a preference to have the computer simulation in their class and they have benefited from it. Perhaps, further research is needed to target and study why computer simulation in general is not included in the classroom for teaching and learning purposes. Thus, a preliminary study is needed to focus on faculty members in Hong Kong universities to find out why there is not more use of computer simulations in the teaching of business subjects. Though the current study is limited in that it includes only a sample population of 118 Hong Kong students in 2006, it attempts to explore the impact of incorporating computer-assisted, interactive role-playing simulation in the course. In addition, further research is needed to include a broader student population as well as more comprehensive research methods to explore whether the computer simulations used in the strategic management class would really enhance and stimulate the process of student learning and lecturer teaching. REFERENCE Burgress, T.F. (1991). “The use of computerized management and business simulation in United Kingdom”. Simulation & Games, 22(2), 174-195. Chang, J. (1997) "The Use of Business Gaming Simulations in Hong Kong Academic Institutions", Developments in Business Simulation and Experiential Learning, Vol. 24, pp. 218-219. Table 2. Descriptive Statistics on Undergraduate Respondents N Minimum Maximum Mean Std. Deviation A. Participation 57 yes no n/a n/a B 1. Understanding 57 1 4 2.11 .699 2. apply daily 57 1 5 2.54 .803 3. Simulation 57 1 4 2.30 .731 4. strategy makers 57 1 4 2.05 .692 5. worth learning 57 1 4 2.02 .612 6. buss policy 57 1 5 2.04 .731 7. buss classes 57 1 5 2.02 .896 8. Gaming 57 1 5 2.02 .826 9. Course 57 1 4 1.81 .743 10. Playing 57 1 5 2.18 .854 11. Lecturer 57 1 5 2.05 .745 Valid N (listwise) 57 Note: A five-point Likert Scale: strongly agree=1, agree=2, neutral=3, disagree=4, and strongly disagree=5 Developments in Business Simulation and Experiential Learning, Volume 34, 2007 99 Chang, J., Ng, K.L. & Lee, M. (1998). “Students' views of the use of business gaming in Hong Kong”, Developments in business simulation and experiential learning, Vol. 25, pp. 259- 260. Chang, J. (2003). “Use of Business Simulation Games in Hong Kong”, Simulation & Gaming, Vol. 34, No. 3, pp. 358-366. Chang, J., Lee, M., Ng, K.L. and Moon, K.L. (2003). “Business Simulation Games: The Hong Kong Experience”, Simulation & Gaming, Vol. 34, No. 3, pp. 367-376. Chang, J., Ng, K.L., Moon, K.L. and To, KM Chester. (2005). “The Use of Business Gaming in China”, Developments in business simulation and experiential learning, Vol. 32, pp. 91-96. Decker, C.R., J.F. Bibb, and C. Likins (1993). “Simulations: their use in business policy”,Developments in business simulation and experiential learning, Vol. 20 Faria, A. J. (1987). “A survey of the use of business games in academia and business”, Simulation & Games, 1 (2), 207-224. Faria, A. J. and Wellington, W. (2004). “A survey of simulation game users, former users, and never-users”, Simulation & Games, 35(2), 178- 207. Keeffe, M.C., D.A. Dyson, and R.R. Edwards (1993). “Strategic management simulations: a current assessment”, Simulation & Gaming, 24 (3), 363-368. Hegarty, W.H. (1976). Contextual and pedagogy differences in teaching business policy among academicians. 1976 Academy of Management Proceedings, 125-129, Kansas City, KS. Mckenna, R.J. (1991). “Business computerized simulations: The Australian experience”. Simulation & Gaming, 22(1), 36-62. Roberts, R.M., & A. Strauss (1975). Management games in higher education 1962 to 1974 - an increasing acceptance, Proceedings of the North American Simulation & Gaming Association, 381-385. Stone, R.A. (1995). “The business strategy game: faculty experience and student perceptions”. Journal of Management Education, 19(2), 281-289. Williams, E.L., (1993). Computerized simulation in the policy course. Simulation & Gaming, 24(2), 230-239. Wolfe, J. (1985). “The teaching effectiveness of games in collegiate business courses - a 1973-1983 update”, Simulation & Games, 16 (3), 251-288. Wolfe, J. & Crookall, D. (1998). “Developing a scientific knowledge of simulation/gaming”. Simulation & Games, 29(1), 7-19. Appendix A Fish Banks, Ltd. A computer-assisted, interactive role-playing simulation is supplied by Sustainability Institute. Teams are formed to manage a fishing company. Participants try to maximize their assets in a world with renewable natural resources and economic competition. This game exercises higher-order reasoning, communication, and group problem solving. Each Fish Banks game kit includes: a board, wooden playing pieces, manuals, Mac/PC program CD (v.8), and a complimentary copy of the introductory video.. Developments in Business Simulation and Experiential Learning, Volume 34, 2007 100 Appendix B Survey Questionnaire on Fish Bank, Ltd. Section A Have you ever been asked to participate in any computer simulations in your previous study in university before? ____ yes If yes, the name _______________ and used in what subject____________ ____ no Section B Please select answers 1-5 for the following questions: 1- Strongly Agree. 2 - Agree. 3 - Neutral. 4 - Disagree. 5 - Strongly Disagree 1 2 3 4 5 1. Using the Fish Bank, Ltd. (Simulation & Gaming) was helpful to me in understanding business strategy. ο ο ο ο ο 2. Fish Bank Ltd. (Simulation & Gaming) allowed me to apply what I learned to a real-life situation. ο ο ο ο ο 3. I learned a lot about the field of business strategy from the Fish Bank Ltd. (Simulation & Gaming). ο ο ο ο ο 4. Fish Bank Ltd. (Simulation & Gaming) helped me gain insight into the pressures faced by strategy makers. ο ο ο ο ο 5. Learning the Fish Bank Ltd. (Simulation & Gaming) was worth the effort. ο ο ο ο ο 6. I believe the Fish Bank Ltd. (Simulation & Gaming) is valuable for business policy and strategic management courses. ο ο ο ο ο 7. I recommend using the Fish Bank Ltd. (Simulation & Gaming) for other business strategy classes. ο ο ο ο ο 8. I was highly involved with the Fish Bank Ltd. (Simulation & Gaming). ο ο ο ο ο 9. Fish Bank Ltd. (Simulation & Gaming) made the course more interesting. ο ο ο ο ο 10. Playing Fish Bank Ltd. (Simulation & Gaming) was enjoyable. ο ο ο ο ο 11. Incorporating the Fish Bank Ltd. (Simulation & Gaming) into the class curriculum suggests that the instructor/lecturer cares about me learning business strategy. ο ο ο ο ο Table of Contents Volume 34, 2007 Experiential Teaching May Lead To Experiential Learning The Role Of Learning Versus Performance Orientations When Reacting To Negative Outcomes In Simulation Games: Further Insights An Analysis Of The Interaction Of Firm Demand And Industry Demand In Business Simulations Consistency Of Participant Simulation Performance Across Simulation Games Of Growing Complexity Assessing And Incentivizing Learner Contribution And Performance Excellence: Creating Win-Win Evaluation Options The Technological Impact Analysis: A Research-Based Exercise To Heighten Learners' Technological Sensitivity Beginnings: How We Start the Semester and Individual Classes : A Roundtable Discussion Simulation Performance and Its Effectiveness As A PBL Problem: A Follow-Up Study The Use of Multimedia Learning Tools to Facilitate Online Learning of Business Statistics Forecasting Accuracy And Learning: A Key To Measuring Business Game Performance Panel Discussion: Alternative Ways of Using the Internet for Business Simulations to Input Decisions, Process, and Present Financial and Economic Data Output Absel Research -- One Additional Perspective On Where We Are And Where We Have Come From Assessing participant learning in a business simulation From Case Presentation To Case Facilitation: How Assessment Changed The Capstone Course The Use Of Computer-Assisted, Interactive Role-Play Simulation In Hong Kong Corporate Positioning: A Business Game Perspective Demonstration Of A Computer-Assisted Global Business Simulation Applying .NET Remoting To A Business Simulation Assessing Emotional Intelligence: The EQ Matrix Exercise Outcomes And Observations Of An Extended Accounting Board Game The Use Of Learning Styles Questionnaire In Hong Kong Forming Teams For Classroom Projects Online Budgeting And Marketing Control With The Proforma Analysis Package The Effect Of Experiential Learning Experiences On Management Skills Acquisition Students' Perceptions on the Individual Managerial Performance Orderness: A New Definition Of Alignment An Exploratory Study Of The Efficacy Of Servsafe® Online Team Behavior And Team Success Results From A Board Game Simulation Telecommuting Internships - Do They Work? The WEE GAME: A Pre-Game Effects On Learning When Students Have Information About Games And Their Outcomes When Playing Them Assessment And Simulations: Measuring The Academic Learning Compacts Within Dangerous Business: An Interactive Ethics Case Activity The Paradise Islands Assessing And Applying fiAppropriatefl Conflict Management Styles Distance Learning In Communication: Blended Or On-Line? Developing An On-Line Advanced Communication Course World Café: Simulating Seminar Dialogues in a Large Class The Programming Game: An Exploratory Collaboration Between Business Simulation And Instructional Design The Canary Principle: An Alternative Model for Providing Real-Time Coaching in an On-Line Discussion Environment Assessing Character Development Using A Direct-Approach Business Ethics Exercise Persistence Of Decisions By Simulation Game Participants The Invalidity of Profit = f(Product Quality) PIMS Validation of Marketing Games A Study of The Applicability of The Perceptions of Organizational Politics Scale (POPS) For Use in The University Classroom The ROI Of Connected Projects: A Payroll Example Initiation of Research on Gaming Simulation in Japan Inappropriate Use of Citations and Corrupting the Body of Knowledge: Accepting Urban Legends as Truth An Exploration Of The Perceived Value Of Highly Socio-Inductive Learning How "Whole" Is Whole Person Learning? An Examination Of Spirituality In Experiential Learning Modeling Outsourcing and Strategy Alignment into a Business Game Successful Integration Of Webct Into A Small Business School The Thinking Steps Model In Game Theory: A Qualitative Approach In Following The Rules The Application Of Means-End Theory To Understanding The Value Of Simulation-Based Learning Armchair Travel: An active learning approach to increasing global awareness and participant self-efficacy Goldratt's Thinking Process: Is there a place for it in the Total Enterprise Simulation Assessing And Developing Student Skills Using a Group Exercise Computer Business Simulation Design: Novelty & Complexity Issues