CHINESE STUDENTS’ PERCEPTIONS OF BUSINESS GAMING Developments in Business Simulation and Experiential Learning, Volume 32, 2005 CHINESE STUDENTS’ PERCEPTIONS OF BUSINESS GAMING Jimmy Chang Kwan-ling Ng Karen Ka-leung Moon Chester KM To The Hong Kong Polytechnic University tchangj@inet.polyu.edu.hk Grade Weighting ABSTRACT Students were asked to give their view on grade weights assigned to four major activities: examination, computer simulation, case study, and student participation. The modal response on grade weights for simulation was 1- 10% (35 % of respondents); for simulation report, 1-10% (45.5 % of respondents); for discussion/participation, 21-30 % (31.6 % of respondents); for case study, 31-40 % (35.1% of respondents); for test, 1-10% (35.1 % of respondents); for examination, 1-10% (40.4 % of respondents). Table 1 summarizes the outcome. This paper reports the findings of feedback from postgraduate students’ usage of business gaming in China. The survey focused on how students in China viewed business gaming as a learning tool for them and how they perceived that the business gaming can actually help them achieve the course objectives of strategic management in quality. Overall results are highly favourable. The problems as well as benefits associated with the use of business gaming are also identified. It is worthwhile to note that majority of the students on China preferred less grade weighting on test (35.1% on 1- 10%) as well as examination (40.4% on 1-10%) and tend to place high emphasis on case study. Results here contradict the previous Hong Kong study (Chang, Lee, Ng, and Moon, 2003) on test (1.1% on 1-10%) and examination (6.7% on 1- 10%). Does it mean students in China are tired of traditional assessment methods and prefer rather innovative learning methods? INTRODUCTION Much have been explored of the use of business games from lecturers’ points of view (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, 1997, 2003), but less has been sought from the students’ points of view on business gaming in China. Thus, the authors wish to explore how students in China view the use of business gaming in their course of teaching. Students’ Evaluation on Business Gaming Students were asked to evaluate business gaming on seven major items: 1. fun/interesting; 2. linking the course to reality; 3. minimizing student frustration; 4. ease of use; 5. conciseness and clarity of student manual; 6. flexibility of the game; and 7. error free programming. A five-point Likert Scale: excellent=1, above average=2, average=3, below average=4, and poor=5 was adopted to be used by respondents to indicate their opinions. DATA COLLECTION A survey questionnaire was conducted to the part-time postgraduate students who enrolled in the subject of strategic management in quality. Participants in this survey receive business gaming in their class. A total of 57 survey questionnaire were administered. The response, 57 usable questionnaire were all received. The result shows the four highest combined scores of excellent and above average on ‘fun /interesting’, 91.2%; ‘links the course to reality’ 80.6%; ‘ease of use’, 75.4%; and ‘minimizing student frustration’, 71.9%. Only 1.8% of respondents indicated the business gaming is below average and none said it is poor on all the items. The results are even more favourable compared to the previous study done in Hong Kong. Table 2 shows the overall result. RESULTS AND DISCUSSION None of the respondents indicated they had previously involved in Business Gaming. As a matter of fact, this is their first time to have such computer simulation in their class. Usefulness of Computer Simulations Twelve subject objectives (Decker, et al 1993) were used for students to evaluate the usefulness of computer simulation to achieve the subject objectives on a four-point 91 mailto:tchangj@inet.polyu.edu.hk Developments in Business Simulation and Experiential Learning, Volume 32, 2005 Table 1: Grade Weights 1-10% 11-20% 21-30% 31-40% 41-60% 60%+ valid case 1. SIMULATION 39.6%# 35%* 27.5%# 24.6%* 13.2%# 15.8%* 8.8%# 10.5%* 7.7%# 7.0%* 3.3%# 7.0%* 91# 57* 2. Simulation report 47.0%# 45.5%* 26.5% 25.5% 13.3% 15.5% 9.6% 9.5% 3.6% 4.0% 0.0% 1.8% 91 57 3. Discussion/ participation 29.8%# 5.3%* 52.1% 26.3% 17.9% 31.6% 13.1% 29.8% 7.1% 5.3% 0.0% 1.8% 91 57 4. Case study 17.2%# 8.8%* 36.8% 8.8% 19.5% 17.5% 23% 35.1% 3.4% 26.3% 0.0% 3.5% 91 57 5. Test 1.1%# 35.1%* 6.7% 26.3% 23.6% 26.3% 22.5% 8.8% 6.7% 3.5% 1.1% 0.0% 91 57 6. Examination 6.7%# 40.4%* 6.7% 22.8% 10.1% 15.8% 21.3% 15.8% 39.3% 3.5% 15.7% 1.8% 91 57 7. Other activities 49.0%# 45.6%* 23.5% 22.8% 11.6% 17.5% 11.8% 8.8% 2.0% 3.5% 2.0% 1.8% 51 57 Note: 1. * - Current survey responses from China 2. # - Previous survey responses from Hong Kong Table 2: Students’ Evaluation on Business Gaming Excellent Above Average Average Below Average Poor Valid Case 1. Fun/interesting 18.3%# 45.6%* 34.4%# 45.6%* 37.6%# 12.3%* 7.5%# 1.8%* 2.2%# 0%* 93# 57* 2. Links the course to reality 4.3%# 26.3%* 3.3% 54.3% 41.9% 17.5% 17.2% 1.8% 3.2% 0% 93 57 3. Minimizing student frustration 2.2%# 22.8%* 48.4% 49.1% 52.2% 26.3% 17.4% 1.8% 3.3% 0% 92 57 4. Ease of use 11.8%# 26.3%* 54.0% 49.1% 34.4% 22.8% 5.4% 1.8% 0.0% 0% 93 57 5. Conciseness & clarity of student manual 5.4%# 14%* 32.3% 35.1% 54.8% 49.1% 1.1% 1.8% 1.1% 0% 93 57 6. Flexibility of the game 5.4%# 26.3%* 39.8% 45.6% 28.0% 26.3% 21.5% 1.8% 4.3% 0% 92 57 7. Error free programming 0.0%# 14%* 14.1% 43.9% 45.7% 40.4% 31.6% 1.8% 8.7 0%% 92 57 Note: 1. * - Current survey responses from China 2. # - Previous survey responses from Hong Kong 92 Developments in Business Simulation and Experiential Learning, Volume 32, 2005 Table 3: Students’ View on Usefulness of Computer Simulations Critical Important Less Important Not an Objective Valid Case 1. General problem identification & analytical 4.4%# 17.5%* 74.4%# 80.7%* 17.8%# 1.8%* 3.3%# 0%* 93# 57* 2. Understanding functional interrelationships 1.1%# 21.1%* 14.4% 75.4% 65.6% 3.5% 18.9% 0% 93 57 3. Learning concepts related to business 18.9%# 26.3%* 60.0% 70.2% 17.8% 3.5% 2.2% 0% 93 57 4. Developing planning skills 14.6%# 26.3%* 60.7% 70.2% 21.3% 3.5% 3.4% 0% 93 57 5. Developing decision making skills 22.7%# 35.1%* 63.6% 63.2% 9.1% 1.8% 3.4% 0% 93 57 6. Understanding general management perspectives 9.0%# 17.5%* 58.4% 82.5% 31.5% 0% 1.1% 0% 93 57 7. Improving group process skills 13.5%# 14%* 52.8% 75.4% 28.1% 5.3% 4.5% 1.8% 93 57 8. Using financial data to make arrangement decisions 20.2%# 17.5%* 50.6% 70.2% 20.2% 5.3% 9.0% 3.5% 93 57 9. Improving written communication skills 3.4%# 1.8%* 21.3% 71.9% 46.2% 21.1% 29.2% 5.3% 93 57 10. Improving verbal communication skills 9.1%# 5.3%* 26.1% 68.4% 44.3% 21.1% 19.3% 5.3% 93 57 11. Encouraging student computer usage 7.9%# 3.5%* 38.7% 73.7% 40.4% 17.5% 16.9% 5.3% 93 57 12. Using secondary sources 7.9%# 12.3%* 36.% 63.2% 43.8% 21.1% 12.4% 3.5% 93 57 Note: 1. * - Current survey responses from China 2. # - Previous survey responses from Hong Kong Likert scale: critical (1), important (2), less important (3), and not an objective (4). Respondents gave the highest rating of combined critical and important on the followings: 99.7% for ‘understanding general management perspectives’; 98.3% for ‘developing decision making skills’; 98.2% for ‘general problem identification and analytical’; 96.5% for ‘understanding functional interrelationships; 96.5% for ‘learning concepts related to business’; 96.5% for ‘developing planning skills’; and 89.4% for ‘improving group process skills’. Results are more favourable in China in terms of high scores in all categories. Table 3 summarizes the result. Using Simulation to Test Students’ Understanding Students were asked if it had been helpful towards testing their understanding in terms of their total experience with business gaming. Results show a higher percentage of 87.7 for ‘what is my business’; 87.7 for ‘bargaining & negotiation in strategic management’; 87.7 for ‘managing financial, survival, growth, etc.’; 78.9 for ‘analytical thinking in decision making’; 78.9 for ‘conflicts of stakeholder interest’; and 70.2 for ‘how information & communication affect competitive position’. Results are favourable and consistent with the Hong Kong Study. Table 4 summarizes the outcome. Perceived Benefits of Business Gaming Students were asked of the benefits they received when they worked with business gaming. A total of 87.7 percent of students (50 out of 57) chose ‘understanding consequences of decision taken’. Another 78.9 percent (45 out of 57) selected ‘developing entrepreneurial skills’. Another 73.7 percent (42 out of 57) chose ‘better understanding of market mechanism’. Another 70.2 percent (40 out of 57) was recorded with ‘integration of knowledge from a range of subjects’. Another 70.2 percent (40 out of 57) was recorded with ‘exercising self control over amount of time spent per session’. Another 70.2 percent (40 out of 57) considered ‘exercising self initiative in own learning’ can be benefited from business gaming. Results depict a very favourable picture and is consistent with the Hong Kong study. Table 5 provides a better understanding of students’ perceived benefits of business gaming. 93 Developments in Business Simulation and Experiential Learning, Volume 32, 2005 Table 4: Business Gaming being Helpful towards Testing Students’ Understanding 1. What is my business 71.1%# 87.7%* 2. Bargaining & negotiating in strategic management 70.0%# 87.7%* 3. Managing financial, survival, growth, etc. 67.8%# 87.7%* 4. Analytical thinking in decision made 64.4%# 78.9%* 5. Conflicts of Stockholder interest 63.3%# 78.9%* 6. How information & communication affect competitive position 63.3%# 70.2%* 7. Sharing information between firms 58.9%# 70.2%* 8. Managing risk in business decisions 54.4%# 87.7%* 9. Consequences of current action on future direction 47.8%# 70.2%* 10. Economic issues in business decisions and activities 44.4%# 70.2%* 11. Intuitive thinking in decision made 42.2%# 66.7%* 12. Ethical issues in business decisions and activities 40.0%# 75.4%* 13. Environmental changes as constraints and stimuli 40.0%# 70.2%* 14. Networking behavior 40.0%# 70.2%* 15. How decisions taken within a specific role managers can influence industry forces 38.9%# 66.7%* 16. Evaluation of on-going action 36.7%# 63.2%* 17. Strategy as plan pattern, perspective 35.6%# 61.4%* 18. Predicaments of founders, directors, managers, etc. 35.6%# 59.6%* 19. Strategic efforts of firms for the benefit of society 34.4%# 61.4%* 20. Future direction and content action 33.3%# 61.4%* 21. Testing assumptions about the market 33.3%# 57.9%* 22. Causing a situation to occur 30.0%# 57.9%* 23. Acquiring strategic information 28.9%# 56.1%* 24. Functional interaction 28.9%# 66.7%* 25. Hierarchy of goals 27.8%# 61.4%* Note: 1. * - Current survey responses from China 2. # - Previous survey responses from Hong Kong Table 5: Perceived Benefits of Business Gaming by Students Frequency (out of 93) % Frequency (out of 57) % 1. Understanding consequences of decision making 49# 52.7# 50* 87.7* 2. Better understanding of the market mechanism 46 49.5 42 73.7 3. Integration of knowledge from a range of subjects 44 47.3 40 70.2 4. Exercising self control over amount of time spent per session 42 45.2 40 70.2 5. Exercising self initiative in own learning 41 44.1 40 70.2 6. Developing entrepreneurial skills 40 43.0 45 78.9 7. Allowing participants to practice the art business dealing 39 41.9 40 70.2 8. Exploration, testing ‘what if’ in decision making 37 39.8 39 68.4 9. Confrontation of constraints in decision making 34 36.6 38 66.7 10. Scheduling time to cope with other objects 31 33.3 36 63.2 11. Inclusions of mullet-industry with real markets for products, resources & shares 31 33.3 34 59.6 12. Others 4 4.3 5 5.3 Note: 1. * - Current survey responses from China 2. # - Previous survey responses from Hong Kong 94 Developments in Business Simulation and Experiential Learning, Volume 32, 2005 Table 6 Perceived Disadvantages of Business Gaming by Students Frequency (out of 93) % Frequency (out of 57) % 1. Long waiting time after sign on 21# 22.6# - - 2. Decisions unrealistic 18 19.4 2* 3.5* 3. Preparation time very demanding - understanding manual 14 15.1 20 35.1 4. Practice time on business gaming too short 13 14.0 - - 5. Preparation time very demanding - reading manual 12 12.9 12 21.1 6. Decisions too simple 12 12.9 5 5.3 7. Others 12 12.9 5 5.3 8. Experience treated as playing and little learning resulted 9 9.7 5 5.3 9. Uncertainty managing inputs from other class members 1 1.1 1 1.8 Note: 1. * - Current survey responses from China 2. # - Previous survey responses from Hong Kong REFERENCES Perceived Disadvantages of Business Gaming The top three highest scores of perceived disadvantages by students are ‘preparation time very demanding - understanding manual’ with 35.1 percent and ‘preparation time very demanding - understanding manual’ with 21.1 percent. This is a bit high when compared with the results 15.1 percent in ‘preparation time very demanding - understanding manual’ and 12.9 percent ‘preparation time very demanding - understanding manual’ recorded in HK study. Results from China and Hong are shown in Table 6. 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. 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. CONCLUSION Chang, J. (2003). “Use of Business Simulation Games in Hong Kong”, Simulation & Gaming, Vol. 34, No. 3, pp. 358-366. The authors attempt to find out how students in China view the use of business gaming in their course. Areas such as previous participation in business gaming; students’ view on grade weights assigned to subjects; students’ evaluation on business gaming; students’ view on usefulness of computer simulations; business gaming being helpful towards testing students’ understanding in terms of their total experience with business gaming; and perceived benefits and disadvantages of business gaming by students had been explored. Overall results are very favourable to business gaming since none of the respondents have been exposed before. 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. 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. 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Simulation & Games, 29(1), 7-19. 96 Table of Contents Volume 32, 2005 LEARNER BEHAVIOR IN THE ONLINE CLASSROOM EXPERIENCE THE EFFECTIVENESS OF A SIMULATION EXERCISE FOR INTEGRATING PROBLEM-BASED LEARNING IN MANAGEMENT EDUCATION DEMONSTRATION OF FOUR WEB-BASED SIMULATIONS THRESHOLD COMPETITOR: A MANAGEMENT SIMULATION ENTREPRENEUR: A NEW VENTURE SIMULATION MERLIN: A MARKETING SIMULATION MICROMATIX: A STRAGETIC MANAGEMENT SIMULATION LEARNING STYLES INFLUENCES ON SATISFACTION AND PERCEIVED LEARNING: ANALYSIS OF AN ONLINE BUSINESS GAME INTERNATIONAL INTERNSHIPS: DESIGN AND EXPERIENCES SIM MAP: TURNING ACTION-BASED LEARNING INTO SIMULATED CONSULTING PROJECTS NOTEL HEALTH SERVICES: A ROLE-PLAYING SIMULATION TEACHING EXPERIENTIALLY WITH THE MADELINE HUNTER METHOD: AN APPLICATION IN A MARKETING RESEARCH COURSE SIMULATING CUSTOMER LIFETIME VALUE: IMPLICATIONS FOR GAME DESIGN AND STUDENT PERFORMANCE VIRTUAL PROGRESS: SIMULATING ECONOMIC DEVELOPMENT ONLINE STRATEGIC MANAGEMENT: AN EVALUATION OF THE USE OF THREE LEARNING METHODS IN CHINA ADOPTION OF DISCUSSION-BASED TEACHING AND ASSESSMENT IN TEACHING STRATEGIC MANAGEMENT IN CHINA STUDENTS' VIEW ON THE USE OF CASE METHOD IN CHINA CHINESE STUDENTS' PERCEPTIONS OF BUSINESS GAMING EXPERIENCECSR - A CORPORATE SOCIAL RESPONSIBILITY SIMULATION CREATING DYNAMIC INTERACTION IN A VIRTUAL WORLD: ADD VALUE TO ONLINE CLASSROOMS THROUGH LIVE ELEARNING AND COLLABORATION: A DEMONSTRATION CAPABILITIES OF EXPERIMENTAL BUSINESS GAMING A COMPARISON BETWEEN SOLUTIONS AND DECISIONS IN A BUSINESS GAME VALIDATING BUSINESS SIMULATIONS: DOES HIGH PRODUCT QUALITY LEAD TO HIGH PROFITABILITY? ALIGNING ART AND EPISTEMOLOGY: ILLUSTRATIONS TO DISTINGUISH DISCOVERY FROM KNOWLEDGE BUILDING TUTORIALS USING WINK STUDENTS AS LAB RATS: THE ETHICS OF CONDUCTING NON-PEDAGOGICAL RESEARCH IN THE CONTEXT OF CLASSROOM SIMULATIONS AND EXPERIENTIAL LEARNING THE EFFECT ON GAME PERFORMANCE OF DIFFERENT MEASURES AND UNITS OF ANALYSIS IN QUANTITATIVE ANALYSIS ANALYZING AND THINKING WHILE PLAYING A SIMULATION COMPUTER BUSINESS SIMULATION DESIGN: THE ROCK POOL METHOD EXPANDING THE ROLE OF E-ROOMS IN DISTANCE LEARNING APPLICATIONS TO MANAGEMENT EDUCATION APPLICATION OF TRADITIONAL AND ONLINE JOURNALING AS PEDAGOGY AND MEANS FOR ASSESSING LEARNING IN AN ENTREPRENEURIAL SEMINAR DEVELOPING MANAGERIAL EFFECTIVENESS: ASSESSING AND COMPARING THE IMPACT OF DEVELOPMENT PROGRAMMES USING A MANAGEMENT SIMULATION OR A MANAGEMENT GAME INTERNATIONAL MANAGEMENT GAME Œ AN INTEGRATED TOOL FOR TEACHING STRATEGIC MANAGEMENT INTERNATIONALLY STUDENT EXPECTATIONS OF SIMULATIONS DISTANCE EDUCATION DELIVERY OF AN INTENSIVE SIMULATION BASED COURSE TEACHING SERVICE LEARNING USING A BUSINESS GAME ROLE-PLAY SIMULATION EDUCATIONAL PERSPECTIVE OF COLLABORATIVE VIRTUAL COMMUNICATION AND MULTI-USER VIRTUAL ENVIRONMENTS FOR BUSINESS SIMULATIONS SIMULATION PERFORMANCE & PREDICTOR VARIABLES: ARE WE LOOKING IN THE WRONG PLACES TO MEASURE THE RIGHT LEARNING? VIDEO CASE: JET-A-WAY INC. Œ FOCUSING ON DIVERSITY AND ENTREPRENEURIAL LEADERSHIP ACTIVE LEARNING: WHAT IS IT AND WHY SHOULD I USE IT? FACILITATING THROUGH COLLABORATIVE REFLECTIONS TO ACCOMMODATE DIVERSE LEARNING STYLES FOR LONG-TERM RETENTION ONLINE CUMULATIVE SIMULATION TEAM PERFORMANCE PACKAGE WHEN PROPHECY FAILS: A SMALL SAMPLE, PRELIMINARY STUDY USING EXPERIENTIAL LEARNING TO INTEGRATE THE BUSINESS CURRICULUM FORECASTING STOCK VALUE EMPLOYING PROGRESSIVE PRACTICES AND PRINCIPLES TO FACILITATE SEMINAR ROOM LEADERSHIP AMONG LEARNERS: SHARED POWER AND COLLECTIVE ACCOUNTABILITY INDIVIDUAL ACHIEVEMENT DOES NOT GUARANTEE TEAM PERFORMANCE: AN EVIDENCE OF ORGANIZATIONAL LEARNING WITH BUSINESS GAMES DECISION MAKING IN BUSINESS SIMULTION DESIGN ZUG UM ZUG 2015: COLLECTIVE BARGAINING AS A TWO-LEVEL GAME A NEW METHOD FOR MODELING INNOVATION AND R&D IN BUSINESS SIMULATIONS: ILLUSTRATED WITH A SIMULATION OF A NEW PRODUCT DEVELOPMENT PORTFOLIO DEVELOPING A MICRO SIMULATION EFFECT OF MARKET SHARE AND PRODUCTION EXPERIENCE ON COMPANY PROFITABILITY RE-DESIGNING A CURRICULUM THAT VALUES A WORK-INTEGRATED APPROACH TO STUDENT LEARNING HOW SIMULATIONS AND EXPERIENTIAL LEARNING FIT AS WE COMPLY WITH LEGISLATIVE AND AACSB ASSESSMENT GUIDELINES: HOW TO DEVELOP ACADEMICALLY SOUND COURSES THAT ALSO MEET STAKEHOLDER NEEDS EVALUATING SERVICE LEARNING: REFLECTION AND ASSESSMENT FROM THE STUDENT POINT OF VIEW SIMPLIFYING AND ENHANCING FINANCIAL ANALYSIS IN CASES AND SIMULATIONS OVERCOMING THE BUSINESS GAME COMPLEXITY PARADOX EXPLORING THE PREFERENCE IN LEARNING APPROACH AMONG THE HONG KONG UNIVERSITY STUDENTS: CASE STUDY, PROBLEM-BASED OR TRADITIONAL TEXTBOOK QUESTION AN EXERCISE FOR EXPLORING THE RELATIONSHIP BETWEEN JUNGIAN PSYCHOLOGICAL TYPES AND POLITICAL STYLE IN THE WORKPLACE EVALUATING THE DIRECTION OF RESEARCH IN ONLINE EDUCATION: ARE WE GOING ANYWHERE? AIS RAIL SYSTEM: A COMPUTER-BASED JOB-ORDER COST SIMULATION BLOOM BEYOND BLOOM: USING THE REVISED TAXONOMY TO DEVELOP EXPERIENTIAL LEARNING STRATEGIES DELIVERING A TECHNOLOGY-BASED CASE IN A TECHNOLOGICAL WAY: THE SMARTCART CASE USING THE INTERNET TO ENHANCE COURSE PRESENTATION: A HELP OR HINDRANCE TO STUDENT LEARNING TEACHING PRACTICES: A CLUSTER ANALYSIS OF STUDENTS IN HONG KONG TEACHING PRACTICES: A CLUSTER ANALYSIS OF TEACHING STAFF IN HONG KONG EVALUATING A SIMULATION WITH A STRATEGIC EXPLORATION TOOL A SYMBOLIC MODEL OF THE SIMULTANEOUS ACHIEVEMENT OF CONCRETE BENEFITS AND LEARNING BY PARTICIPATING GROUPS IN EXPERIENTIAL ACTIVITIES: ‚THE SPHERE OF EXPERIENTIAL LEARNING