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Questions and Answers
In business simulation games, players can only learn from the process of playing the game, not from analyzing the risks and outcomes.
In business simulation games, players can only learn from the process of playing the game, not from analyzing the risks and outcomes.
False
According to Shubik (1975), simulations are considered less realistic than alternative learning methods.
According to Shubik (1975), simulations are considered less realistic than alternative learning methods.
False
The learning supported by business simulation games cannot be broadly divided into categories according to the text.
The learning supported by business simulation games cannot be broadly divided into categories according to the text.
False
In the Organization and Management course described in the text, students are not required to create a new business from scratch.
In the Organization and Management course described in the text, students are not required to create a new business from scratch.
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The book designed for a single proprietorship is intended for advanced business owners, not for beginners.
The book designed for a single proprietorship is intended for advanced business owners, not for beginners.
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Business simulation games are not used for teaching, training, operations, or entertainment purposes according to Shubik (1975).
Business simulation games are not used for teaching, training, operations, or entertainment purposes according to Shubik (1975).
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Whiteley and Faria (1989) suggest that business simulation games are not effective in improving quantitative skills.
Whiteley and Faria (1989) suggest that business simulation games are not effective in improving quantitative skills.
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Business simulations are mainly used as a learning tool according to the text.
Business simulations are mainly used as a learning tool according to the text.
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Gartner (1993) and Malik & Howard (1996) have published studies on the effectiveness of business simulations.
Gartner (1993) and Malik & Howard (1996) have published studies on the effectiveness of business simulations.
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According to Wellington and Faria (1991), business simulations contribute significantly to the development of decision-making skills only.
According to Wellington and Faria (1991), business simulations contribute significantly to the development of decision-making skills only.
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The literature supports the use of games and simulations in economics for teaching purposes according to Sutcliffe (2002).
The literature supports the use of games and simulations in economics for teaching purposes according to Sutcliffe (2002).
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Ricciardi et al. (1957) introduced business simulation games as an optional element in management training courses.
Ricciardi et al. (1957) introduced business simulation games as an optional element in management training courses.
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A simulation game combines the features of a game with those of a simulation, incorporating critical features of reality.
A simulation game combines the features of a game with those of a simulation, incorporating critical features of reality.
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Business simulation games defined by Pasin and Giroux in 2011 do not imitate any business situations or processes.
Business simulation games defined by Pasin and Giroux in 2011 do not imitate any business situations or processes.
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According to Eilon (1963), business simulation games serve the purpose of training tools, providing strategic insights, and simulating market trends.
According to Eilon (1963), business simulation games serve the purpose of training tools, providing strategic insights, and simulating market trends.
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A simulation is always an exact replica of reality without any abstractions or simplifications.
A simulation is always an exact replica of reality without any abstractions or simplifications.
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Simulation games do not involve participants taking on specific roles or engaging in competition and cooperation.
Simulation games do not involve participants taking on specific roles or engaging in competition and cooperation.
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According to Ruohomaki (1995), a game becomes a simulation game if its rules are unrelated to any empirical model of reality.
According to Ruohomaki (1995), a game becomes a simulation game if its rules are unrelated to any empirical model of reality.
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