DOCSLIB.ORG

Study on the Use of Serious Games in Business Education Joo Baek Kim Louisiana State University and Agricultural and Mechanical College

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Study on the Use of Serious Games in Business Education Joo Baek Kim Louisiana State University and Agricultural and Mechanical College Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2015 Study on the Use of Serious Games in Business Education Joo Baek Kim Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Business Commons Recommended Citation Kim, Joo Baek, "Study on the Use of Serious Games in Business Education" (2015). LSU Doctoral Dissertations. 2471. https://digitalcommons.lsu.edu/gradschool_dissertations/2471 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. STUDY ON THE USE OF SERIOUS GAMES IN BUSINESS EDUCATION A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Information Systems and Decision Sciences by Joo Baek Kim B.B.A., Seoul National University, 2003 M.B.A., Seoul National University, 2005 M.M.M., Pennsylvania State University, 2007 M.I.S., University of Arkansas, 2008 August 2015 ACKNOWLEDGEMENTS I would like to gratefully acknowledge all those who have supported and contributed to my completion of doctoral program. Particularly my advisor and mentor, Dr. Watson, has provided tremendous supports and inspirations to my studies. I feel really lucky to meet and work with him at LSU. The dissertation committee members, Dr. Hirschheim and Dr. Van Scotter also have offered invaluable comments and advices to my work, which enabled many improvements. Dr. Chun and Dr. Pawlowsky provided me not only the knowledge for conducting research but also the true wisdom required for scientists. I also thank the former and current doctoral program colleagues in ISDS department. They helped me have many valuable experiences for my work. The time spent with them was enjoyable and valuable in my life. Finally, I would like to give my best thanks to my family. My wife, Suim, continuously has given her love, trust, and encouragement to me since we first met. I am sure that marrying her is the best decision I have made in my life. My two precious children, Daniel and Evelyn, always remind me of the most meaningful value in my life. I will keep devoting my life to their smile and love. I also appreciate limitless support from my parents and parents-in-law. Without them, I would not have been able to accomplish anything so far. ii TABLE OF CONTENTS ACKNOWLEDGEMENTS ............................................................................................................ ii LIST OF TABLES ......................................................................................................................... vi LIST OF FIGURES ...................................................................................................................... vii ABSTRACT ................................................................................................................................. viii CHAPTER 1: INTRODUCTION ....................................................................................................1 INTRODUCTION TO TOPIC ................................................................................................... 1 Overview of Game ...................................................................................................................2 Definition of Game ............................................................................................................. 3 Elements of Game ............................................................................................................... 3 TAXONOMY OF GAME .......................................................................................................... 4 Serious Games .........................................................................................................................6 Gamification ............................................................................................................................7 Simulation Games ....................................................................................................................8 GAMES IN EDUCATION ....................................................................................................... 10 CHAPTER 2: BUSINESS SIMULATION GAMES ....................................................................12 USE OF GAMES IN BUSINESS ............................................................................................. 12 PROFESSIONAL BUSINESS EDUCATION ......................................................................... 12 SIMULATION GAMES RESEARCH IN BUSINESS EDUCATION ................................... 15 Brief History of Business Simulation Games ........................................................................15 PROBLEMS DETECTED IN USING BUSINESS SIMULATION GAMES......................... 17 Trivialization of Learning ......................................................................................................17 Connection of Learning Outcomes of Game-based Learning with Real-World Business Practices .................................................................................................................................19 RESEARCH STRATEGY ........................................................................................................ 20 CHAPTER 3: STUDY I - “ROLE OF SERIOUSNESS AND PLAYFULNESS IN GAME- BASED LEARNING PROCESS” .................................................................................................22 INTRODUCTION TO BUSINESS SIMULATION GAME ................................................... 22 Research Objective ................................................................................................................24 THEORETICAL BACKGROUND .......................................................................................... 24 Game Process Models ............................................................................................................24 Self-Determination Theory ....................................................................................................27 Types of Motivation .......................................................................................................... 29 Motivation in Education ................................................................................................... 31 Seriousness and Playfulness in Business Simulation Game ..................................................33 Seriousness ........................................................................................................................ 34 Playfulness ........................................................................................................................ 36 RESEARCH METHODS ......................................................................................................... 38 iii Research Model .....................................................................................................................38 Seriousness/Playfulness –Motivation/Game Efforts......................................................... 38 Motivation/Efforts – Game Expertise ............................................................................... 41 Game Performance – Learning Outcome ......................................................................... 42 Antecedents of Seriousness............................................................................................... 44 Antecedents of Playfulness ............................................................................................... 46 Data collection .......................................................................................................................48 Analyzing Data ......................................................................................................................51 Measurement Model ......................................................................................................... 51 Structural Model ............................................................................................................... 55 Analysis Results .....................................................................................................................56 Comparison of CB-SEM and PLS-SEM results ............................................................... 60 DISCUSSIONS ......................................................................................................................... 61 Theoretical Contributions and Implications ...........................................................................64 Limitations .............................................................................................................................65 CHAPTER CONCLUSIONS ................................................................................................... 66 CHAPTER 4: STUDY II - “EXPLORING PRACTICAL POTENTIALS OF BUSINESS SIMULATION GAMES” ..............................................................................................................67 INTRODUCTION TO BUSINESS SIMULATION GAMES IN WORKPLACES ................ 67 THEORETICAL BACKGROUND .........................................................................................
Load more

Recommended publications
  • Instructional Techniques to Facilitate Learning and Motivation of Serious Games
    Advances in Game-Based Learning Oostendorp · van Wouters Advances in Game-Based Learning Pieter Wouters · Herre van Oostendorp Editors Instructional Techniques to Facilitate Learning and Motivation of Serious Games The book introduces techniques to improve the effectiveness of serious games in relation to cognition and motivation. These techniques include ways to improve motivation, collaboration, reflection, and the integration of gameplay into various contexts. The contributing authors expand upon this broad range of techniques, show recent empirical research on each of these techniques that discuss their promise and Eds. Pieter Wouters effectiveness, then present general implications or guidelines that the techniques bring forth. They then suggest how serious games can be improved by implementing the Herre van Oostendorp Editors respective technique into a particular game. Instructional 1 Learning and Motivation of Serious Games and Motivation Learning Facilitate to Techniques Instructional Techniques to Facilitate Learning and Motivation of Serious Games Education ISBN 978-3-319-39296-7 9 783319 392967 Advances in Game-Based Learning Series editor: Dirk Ifenthaler Scott JosephWarren Deniz Eseryel More information about this series at http://www.springer.com/series/13094 Pieter Wouters • Herre van Oostendorp Editors Instructional Techniques to Facilitate Learning and Motivation of Serious Games Editors Pieter Wouters Herre van Oostendorp Utrecht University Utrecht University Utretcht , The Netherlands Utrecht , The Netherlands Advances
    [Show full text]
  • Using Video Game Design to Motivate Students
    Using Video Game Design to Motivate Students Michael A. Evans, Brett D. Jones, and Sehmuz Akalin Because video games are so popular with young people, (Reiber, 2005) can be particularly useful in fostering in- formal science learning. researchers have explored ways to use game play to en- To add to the knowledge base, we studied how stu- dents used level-based video game development in an gage students in school subjects (Peppler & Kafai, 2007; out-of-school time (OST) setting to learn science con- tent. Building on prior efforts (Evans & Biedler, 2012; Rockwell & Kee, 2011; Small, 2011). Motivating students Evans, Norton, Chang, Deater-Deckard, & Balci, 2013; Evans, Pruett, Chang, & Nino, 2014), we explored how in science is especially important because of declines the project incorporated the video game to support learn- ers’ science motivation. This work with a commercial both in the number of young people who choose science careers and in the number of adults who have a sufficient MICHAEL A. EVANS is an associate professor in the Department of Teacher Education and Learning Sciences at NC State University. He grasp of science to make thoughtful decisions (Bell, Lew- researches the effects of video games and other popular digital me- dia on youth learning and engagement, with a focus on academic enstein, Shouse, & Feder, 2009). relevance. BRETT D. JONES is a professor in the Educational Psychology pro- gram in the School of Education at Virginia Tech. He researches stu- To counter these trends, informal science educators have dent motivation and examines strategies teachers can use to design adopted video games and simulations as teaching tools instruction to support students’ motivation and learning.
    [Show full text]
  • Roadmap on Serious Games in Companies On
    Roadmap on Serious Games in Companies Version -1.0_10/09/2014 Page 1 of 33 Table of Contents 1 INTRODUCTION ............................................................................................................................................3 1.1 Corporate SGs SoA overview................................................................................................................4 1.2 Basic classification of corporate SGs ....................................................................................................6 1.3 Game type/technology:........................................................................................................................7 2 SGs in companies – Roadmap Topics ...........................................................................................................8 2.1 Topic 1: Corporate SG Applications......................................................................................................9 2.1.1 State of the Art ...........................................................................................................................9 2.1.2 Vision and Gap ......................................................................................................................... 11 2.1.3 Research Challenges ................................................................................................................ 12 2.2 Topic 2: Evidence of SG Outcomes in Companies ............................................................................. 14 2.2.1 State of the Art
    [Show full text]
  • Review Article an Overview of Serious Games
    Hindawi Publishing Corporation International Journal of Computer Games Technology Volume 2014, Article ID 358152, 15 pages http://dx.doi.org/10.1155/2014/358152 Review Article An Overview of Serious Games Fedwa Laamarti,1 Mohamad Eid,2 and Abdulmotaleb El Saddik1,2 1 Multimedia Communications Research Laboratory, School of Electrical Engineering and Computer Science, University of Ottawa, 800 King Edward Avenue, Ottawa, ON, Canada K1N 6N5 2 Division of Engineering, New York University Abu Dhabi, Abu Dhabi, P.O. Box 129188, Abu Dhabi, UAE Correspondence should be addressed to Abdulmotaleb El Saddik; [email protected] Received 12 May 2014; Revised 10 September 2014; Accepted 16 September 2014; Published 15 October 2014 Academic Editor: Daniel Thalmann Copyright © 2014 Fedwa Laamarti et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Serious games are growing rapidly as a gaming industry as well as a field of academic research. There are many surveys in thefield of digital serious games; however, most surveys are specific to a particular area such as education or health. So far, there has been little work done to survey digital serious games in general, which is the main goal of this paper. Hence, we discuss relevant work on serious games in different application areas including education, well-being, advertisement, cultural heritage, interpersonal communication, and health care. We also propose a taxonomy for digital serious games, and we suggest a classification of reviewed serious games applications from the literature against the defined taxonomy.
    [Show full text]
  • Review Article an Overview of Serious Games
    Hindawi Publishing Corporation International Journal of Computer Games Technology Volume 2014, Article ID 358152, 15 pages http://dx.doi.org/10.1155/2014/358152 Review Article An Overview of Serious Games Fedwa Laamarti,1 Mohamad Eid,2 and Abdulmotaleb El Saddik1,2 1 Multimedia Communications Research Laboratory, School of Electrical Engineering and Computer Science, University of Ottawa, 800 King Edward Avenue, Ottawa, ON, Canada K1N 6N5 2 Division of Engineering, New York University Abu Dhabi, Abu Dhabi, P.O. Box 129188, Abu Dhabi, UAE Correspondence should be addressed to Abdulmotaleb El Saddik; [email protected] Received 12 May 2014; Revised 10 September 2014; Accepted 16 September 2014; Published 15 October 2014 Academic Editor: Daniel Thalmann Copyright © 2014 Fedwa Laamarti et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Serious games are growing rapidly as a gaming industry as well as a field of academic research. There are many surveys in thefield of digital serious games; however, most surveys are specific to a particular area such as education or health. So far, there has been little work done to survey digital serious games in general, which is the main goal of this paper. Hence, we discuss relevant work on serious games in different application areas including education, well-being, advertisement, cultural heritage, interpersonal communication, and health care. We also propose a taxonomy for digital serious games, and we suggest a classification of reviewed serious games applications from the literature against the defined taxonomy.
    [Show full text]
  • Ludology Vs. Narratology
    ACTA UNIV. SAPIENTIAE, FILM AND MEDIA STUDIES, 9 (2014) 171–188 10.1515/ausfm-2015-0009 Intermediality between Games and Fiction: The “Ludology vs. Narratology” Debate in Computer Game Studies: A Response to Gonzalo Frasca Michalis Kokonis Aristotle University, Thessaloniki, Greece E-mail: [email protected] Abstract: In the last ten or fourteen years there has been a debate among the so called ludologists and narratologists in Computer Games Studies as to what is the best methodological approach for the academic study of electronic games. The aim of this paper is to propose a way out of the dilemma, suggesting that both ludology and narratology can be helpful methodologically. However, there is need for a wider theoretical perspective, that of semiotics, in which both approaches can be operative. The semiotic PERSPECTIVEPROPOSEDALLOWSRESEARCHINTHElELDTOFOCUSONTHESIMILARITIES between games and traditional narrative forms (since they share narrativity to a greater or lesser extent) as well as on their difference (they have different degrees of interaction); it will facilitate communication among theorists if we want to understand each other when talking about games and stories, and it will lead to a better understanding of the hybrid nature of the medium of game. In this sense the present paper aims to complement Gonzalo Frasca’s reconciliatory attempt made a few years back and expand on his proposal.1 Keywords: intermediality, ludology, narratology, semiotics, stories, computer games, gameplay, God-games. The rapid development of digital technologies and the widespread use of computers are signs of radical changes in life, especially in popular culture and entertainment. As a result of the spectacular growth of computer games in culture, a shift in entertainment patterns has been observed.
    [Show full text]
  • Challenges of Business Simulation Games — a New Approach of Teaching Business
    Chapter 10 Challenges of Business Simulation Games — A New Approach of Teaching Business Andrej Jerman Blažič and Franc Novak Additional information is available at the end of the chapter http://dx.doi.org/10.5772/61242 Abstract Serious games are part of the new emerging world of education environment that is based on sophisticated technology with elements of entertainment. They have been seen as good supplements for supporting the learning processes due to their capability to in‐ crease visualisations and challenge the student creativity. They have the potential to sig‐ nificantly improve training and education activities and initiatives. As a part of serious computer games, business simulation games support training and learning focused on the management of economic processes. They have been proven to be useful in empower‐ ing and mediating learning business content. This chapter addresses the simulation busi‐ ness games used in the educational process by analysing selected popular games regarding their properties that are considered as important in the learning process. The first part presents a short introduction in the field of business games and the approach used in selection of the studied games. The next part provides a review of related articles and brief overview of the state of the art that has guided the selection of business simula‐ tion games to be analysed and assessed. The game parameters used in the assessment have been defined and described. The analysis and the assessment report are followed with brief concluding remarks. Keywords: Serious Games, Business Simulation Games, E-Learning, Problem-Based Learning, Education 1. Introduction Digital games have the potential to change the landscape of education as we know it.
    [Show full text]
  • Sociology and Role‑Playing Games
    This document is downloaded from DR‑NTU (https://dr.ntu.edu.sg) Nanyang Technological University, Singapore. Sociology and role‑playing games Williams, James Patrick; Kirschner, David; Mizer, Nicholas; Deterding, Sebastian 2018 Williams, J. P., Kirschner, D., Mizer, N., & Deterding, S. (2018). Sociology and role‑playing games. In Zagal, J. P. & Deterding, S. (Eds.), Role‑Playing Game Studies (pp.227‑244). Transmedia Foundations. New York: Routledge. https://hdl.handle.net/10356/104799 © 2018 Routledge. All rights reserved. This paper was published in Role‑Playing Game Studies and is made available with permission of Routledge. Downloaded on 29 Sep 2021 11:56:15 SGT 12 Sociology and Role-Playing Games J. Patrick Williams; David Kirschner; Nicholas Mizer, Sebastian Deterding This is an Accepted Manuscript of a book chapter published by Routledge in Role-Playing Game Studies: Transmedia Foundations on April 4, 2018, available online: https://www.routledge.com/Role-Playing-Game-Studies-Transmedia- Foundations/Deterding-Zagal/p/book/9781138638907 Please cite as: Williams JP, Kirschner D, Mizer N, & Deterding S. (2018). “Sociology and Role-Playing Games.” In Zagal, José P. and Deterding, S. (eds.), Role-Playing Game Studies: Transmedia Foundations. New York: Routledge [227-244]. " What is sociology, what do sociologists study and how do they study it? One of the largest professional organizations in the world, the American Sociological Association (n.d.), describes sociology as “a social science involving the study of the social lives of people, groups, and societies; the study of our behavior as social beings, covering everything from the analysis of short contacts between anonymous individuals on the street to the study of global social processes; [and] the scientific study of social aggregations, the entities through which humans move throughout their lives.” Sociology is concerned with most aspects of human social life.
    [Show full text]
  • Digital Game Studies
    MMC 6936-1E88 Digital Game Studies Course Info When: Monday 9:35am-12:35pm Where: Weimer Hall 3020 Instructor: Dr. Yu-Hao Lee E-mail: [email protected] Phone: (352)392-3951 Office hours: Monday 1:00pm-3:00pm or by appointment Office: 3051 Weimer Hall Course Objectives Games and play are fundamental to humans and many animal species. Through play, we learn to think, to solve problems, and to socialize with others. Digital games harness the affordances of human play and the computational capabilities of modern technology, to create designed experiences that motivate and engage players. Today, digital gaming is one of the fastest growing communication industries, surpassing the movie and music industry in terms of annual sales. Over 59% of American households play digital games. However, as a young technology, it has only recently became a field of serious study. This class will focus on the theories and applications of digital games for behavior change, also known as serious games or persuasive games. The focus is in understanding questions such as: Why do people play digital games? How can we make games more engaging? What are the theories that can be applied to designing and using games for behavior change? In this class, students will: Play a number of digital games that are designed for behavior change in the fields of education, health, corporate training, etc. Understand the principles of digital game motivations and engagement. Understand the theories that has been applied to digital games for behavior change. Analyze digital games using scientific methods. Readings There are no required textbooks for this class, all the readings will be posted on the Canvas course site (https://lss.at.ufl.edu) select “e-Learning in Canvas,” and log in using your Gatorlink ID Requirements Moderate discussions: You will work in groups to present the key concepts of each reading, background/theory, research questions/hypotheses, methods, results, conclusions.
    [Show full text]
  • Copyright by Kaitlin Elizabeth Hilburn 2017
    Copyright by Kaitlin Elizabeth Hilburn 2017 The Report Committee for Kaitlin Elizabeth Hilburn Certifies that this is the approved version of the following report: Transformative Gameplay Practices: Speedrunning through Hyrule APPROVED BY SUPERVISING COMMITTEE: Supervisor: Suzanne Scott Kathy Fuller-Seeley Transformative Gameplay Practices: Speedrunning through Hyrule by Kaitlin Elizabeth Hilburn, B.S. Comm Report Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Master of Arts The University of Texas at Austin May 2017 Dedication Dedicated to my father, Ben Hilburn, the first gamer I ever watched. Abstract Transformative Gameplay Practices: Speedrunning Through Hyrule Kaitlin Elizabeth Hilburn, M.A. The University of Texas at Austin, 2017 Supervisor: Suzanne Scott The term “transformative” gets used in both fan studies and video game studies and gestures toward a creative productivity that goes beyond simply consuming a text. However, despite this shared term, game studies and fan studies remain fairly separate in their respective examination of fans and gamers, in part due to media differences between video games and more traditional media, like television. Bridging the gap between these two fields not only helps to better explain transformative gameplay, but also offers additional insights in how fans consume texts, often looking for new ways to experience the source text. This report examines the transformative gameplay practices found within video game fan communities and provides an overview of their development and spread. It looks at three facets of transformative gameplay, performance, mastery, and education, using the transformative gameplay practices around The Legend of Zelda: Ocarina of Time (1998) as a primary case study.
    [Show full text]
  • An Introduction to Video Game Studies
    Syllabus 4/1 (2015) B. G. Behrenshausen, “How to Play the Games of Truth” HOW TO PLAY GAMES OF TRUTH: AN INTRODUCTION TO VIDEO GAME STUDIES Bryan G. Behrenshausen, University of North Carolina, Chapel Hill INTRODUCTORY ESSAY Ten years ago, self-professed ludologist Markku Eskelinen (2004) was able to state (and rather boldly) that “it is relatively stress-free to write about computer games, as nothing too much has been said yet, and almost anything goes” (p. 36). In the intervening decade, scholars have said much about video and computer games—so much, in fact, that they’ve devoted entire conferences, academic journals, and monograph series exclusively to the subject. Writing about video games today is no longer the carefree affair Eskelinen described (or perhaps imagined) in the halcyon days of the early aughts. Rules apply. Intellectual debts exist. Territories are, in many cases, starkly defined. In short, video game studies now exist as a vibrant intellectual field, and it bears all the trappings of that designation. Three years prior to Eskelinen’s breezy statement about the ease of speaking on video games, the work of establishing this new intellectual domain was already underway. Espen Aarseth proclaimed 2001 “Year One of Computer Game Studies as an emerging, viable, international, academic field” (para. 2, emphasis in original), noting that: Today we have the possibility to build a new field. We have a billion dollar industry with almost no basic research, we have the most fascinating cultural material to appear in a very long time, and we have the chance of uniting aesthetic, cultural and technical design aspects in a single discipline.
    [Show full text]
  • Violent Video Games: the Newest Media Violence Hazard
    Name /mea_gentil_106027/106027_07/Mp_131 10/16/2003 02:46PM Plate # 0 pg 131 # 1 CHAPTER 7 Violent Video Games: The Newest Media Violence Hazard Douglas A. Gentile and Craig A. Anderson In 1972, a new form of entertainment became commercially available with the release of the video game Pong. In Pong, two players tried to “hit” an electronic “ball” back and forth. From these humble beginnings, a revolution in the entertainment industry was born. Interactive game revenues are now significantly greater than the domestic film industry (“Industrial Strengths,” 2000). Worldwide video games sales are now at $20 billion annually (Cohen, 2000). The PlayStation video game console, which began as a side project at Sony, now represents $6 billion of the company’s $20 billion in annual sales (Cohen, 2000). It is reasonable to question whether video games may have similar effects to the effects of other entertainment media. In this chapter the term video game will be used to describe games played on video game consoles (e.g., PlayStation), on computers, or on hand-held video game devices (e.g., GameBoy). TIME SPENT WITH VIDEO GAMES Video games have become one of the dominant entertainment media for children in a very short time. In the mid-1980s, children averaged about four hours a week playing video games, including time spent playing at home and in arcades (Harris & Williams, 1985). By the early 1990s, home video game use had increased and arcade play had decreased. The average amount was still fairly low, averaging about two hours of home play per week for girls, and about four hours of home play per week for boys (Funk, 1993).
    [Show full text]