Playing Games in School: Leveraging Simulation Technology To Teach Business Knowledge and Acuity

You don’t have to change the way

you teach!

Craig Miller, Normandale Community College, MinneapolisNancy J. Nentl, Metropolitan State University, Minneapolis

The challenge for educators is to use technology such as computer simulations to maximize learning. This workshop presents a step-by-

step deployment for leveraging this innovative tool so students

learn more, think more, and retain more.

Selection – make or buy

• Designed, used, and tested by a classroom teacher.• Play against the computer not against other learners. • Immediate results (feedback).• A clean, simple interface. • High fidelity modeling using real data and systems of non-

linear functions that are subject to the laws of diminishing returns and true cost behavior.

• A deterministic model – the same inputs will yield the same outputs.

• Limit the number of student decisions to no more than 12. • Decision complexity is sequential. As students move

through the game, the decisions get more and more complex, building on “chunks” of prior, stored information.

FAQ: How do I learn about the sims that

have been published and are

available?

Preparation

• Prior to playing the game with the students, the instructor should review the materials and play several rounds to get a “feel” for the overall experience.

• Author Recommendations: – It is best to set aside a block of time during each class

to play a round. It is ideal to have a computer lab, but increasingly, with students having their own laptops, you may be able to use your own classroom facility.

– Set a side class time to introduce the game and make an initial assignment.

FAQ: At what point in the term should a

simulation be introduced?

Class 1

1.      Set the Expectations for Students: Provide an overview of the game, emphasizing the benefits and the expected learning outcomes for students. Discuss also that, at first, the experiential learning of game playing (vs a more linear approach to learning) may produce a sense of being “overwhelmed.” Emphasize that this is a normal part of learning application and analysis and synthesis concepts, knowledge, whatever, and that eventually, the students will become very comfortable in this unique learning environment.

2.      Introduce students to the storyline of the game, introducing the characters in the case, the object of the game, and how to start playing.

3.      Play the first decision round. Assuming LCD capabilities, the instructor should then install the game, and play round 1. At this point, the purpose of this first decision round is to introduce the students to the navigation and “a look and feel” of the game, not necessarily analyze the output of the first decision.

4.      Examine the output results. Call attention to target measures that form the essence of the game.

5.      Assign students to read the story, install the game, and “play around” with the navigation, etc. for the next class period.

6.      Conclude the class with students forming teams. Students can play individually, but we have found that the best optimal learning experience occurs on teams. It is our experience that self-selection is easier to administer.

FAQ: Who “wins” the game, and what do they

“win”?

Instructions: MAGFIB Congratulations! You have just been appointed General Manager of MAGFIB. The board felt the previous management didn't have an adequate understanding of the financial consequences of business decisions. MAGFIB is a business unit of BIGCO, a multi-product global corporation based in St. Paul, Minnesota. Their product, MAGFIB (for magic fiber) is used in scores of industrial applications. It is a high tolerance material used in the production of primarily disk drives and aerospace products. Your product is branded and has a good reputation in the market and fairly loyal customers.

There are about a dozen other firms producing a similar product. Your current market share is about 20%. Industry demand last year was 5200 units. It is expected that the market is growing from 10%to 15% annually.

The product is in the late growth stage of the product life cycle. At this point MAGFIB has no immediate need for capital investment (they presently have $600,000 invested in total assets. It is more price sensitive than many of BIGCO's products. It is important that quality meets customer standards. The rewards of exceeding quality standards are marginal.

Class 2

• Review relevant concepts that are presented in Decision 1. Reiterate the target measures and the goals or object of the game.

• Students play decision 1 in their groups. The instructor should be moving from group to group and observing the students as they play the game, and, of course, answering any questions. They should then submit decisions and other required information. – in the case of the simseries This a print-out of their

decision result report, and questions in the playbook.

FAQ: “Can’t some students play this over and over at home, and

“cheat” and bring in our best results?”

Class 3

• Review Period 1. Open it up for questions and discussion. Engage the students with questions such as “did you notice that …. ) “

• Preview relevant concepts that will be covered in Decision 2.

• Students play Decision 2 in their groups. Again, the instructor should be moving around, observing play, and answering questions. Students should submit their results print-out of their decision result report,, and workbook questions, if relevant.

FAQ: Should the instructor

share/show the class results from the various teams?

Class 4 and subsequent classes

• Your protocol for deployment should be the same. Review, discuss, evaluate.

• At this point, students are processing a number of decisions regarding key concepts in the course. However, you will observe that most students are at ease and comfortable even with a magnitude of complex decisions. Questions from student shift from simple knowledge and comprehension questions to higher levels of inquiry demonstrating a increased analysis and synthesis of information

• By Class 4, it is our experience that any learning curve issues are resolved. Secondly instructors should observe a new level of clarity emerging and will observe increasing capabilities with comprehension, application, analysis, synthesis, evaluation. Highly engaged, learning is taking place, retention is evident. – this is a pivotal turning in simulated game playing.

FAQ: “How important is it to

continue to use the books or

manuals?”

Final Class

• Take time to announce and celebrate the winners!

• Distribute prizes!• Have students produce a

brief evaluation form of playing the sim as a learning experience vs a traditional classroom experience.

Summary Page

• Am I Sim Able?• Selection – get a good one!• Preparation – play with yourself!• Class 1 – introduction!• Class 2 – start playing!• Class 3 – review, preview, and play!• Class 4 and subsequent – smooth sailing!• Finish – celebrate and assess!