The Different Business Stimulation Games Used as Marketing Learning Tools

Francis Blasco and Mario Martinez Tercero conducted a comprehensive experiment on the experiential use of business simulation games as a marketing learning technique for training managers. This study indicates the effectiveness and viability of using business simulation models to train professional marketing managers when working towards developing marketing skills.

The use of advanced marketing learning programmes and business management games was introduced to training scenarios using the MMTv6 model. In this study, the model was utilised as a method of experiential learning  proving to be superior to the existing methods used for training marketing managers.

Helping Managers Train More Effectively

According to the theory of experiential learning as developed by David Kolb, the global business management simulation games study was developed to prove the use of experiential process business simulator games to help marketing managers train more effectively. This means that the business simulator games being used will assist professionals learning information in the field more speedily as well as gaining more practical experience in methods that are not available when using older, more traditional teaching techniques.

The authors of the study aim to explain these new techniques to indicate the importance of understanding the findings, thereby, showing the definitive superiority of the results achieved by using the developed training approach with business strategy games.

Previous Study Results Comparison

This study corroborates previously identified findings where fifth-year communication students were used from the School of Information Sciences at the University of Madrid. Participants were chosen using random selection, which was beneficial to ensure that the all participants in control groups started at a similar knowledge level. Placement tests were utilised to identify learning retention with the control groups being taught using traditional learning techniques and experimental groups taught using business game strategies.

Marketing Abilities and Skills

According to the study results, to effectively complete market-related tasks it is necessary for the qualified marketing professionals to present with specific abilities and skills. The skills and abilities required include the ability to analyse people, projects, and situations. A marketing manager must be able to solve problems quickly, successfully, and have decision making skills.

Furthermore, to be successful it is necessary for the marketing managers to present with a firm propensity for teamwork, relationship building and an ability to communicate with others effectively. All of these skills proved to be beneficial and could be enhanced when using the business simulation games as training resources and as a resource for analysis and assessment of potential managing abilities or skills.

The verification processes utilised by the experimental group in the study was the SPSSv14 model. The test measurements in this part of the study were based on problem solutions where the solution was measured according to the amount of profit acquired by the company. Furthermore, the profit acquired by the company was dependent on the student engaging in the business strategy simulation game.

The results obtained were very revealing with the basic hypothesis indicating that student solutions by experimental groups reached profitable amounts of approximately 825 million. The control groups, in contrast, did not use the business strategy game to generate profits. Therefore, the control group reached a profit range of approximately 554 million.

Researchers discovered that the experimental group participants rated training programmes as more beneficial than participants from the study’s control group. This positive rating is associated with an increased knowledge retention from the pre-test to the post-test phase in both groups using the business simulation games as training resources.

The basic hypothesis in this research was compared using ‘perception of learning’ tests – a type of test that analyses items connected to ‘abstract conceptualisation’ and ‘reflexive observation’ phases. Growth for participants in the experimental groups were analysed from the pre-test to the post-test phases and results indicated an improvement as compared to participants in the control group.

Evidence has indicated that participants in non-game control groups achieved positive results in the organisation of information sections; however, they presented low scores when asked to test conceptual models or design models to test their concepts. The traditional learning technique demonstrated improvement and development of skill when developed theory was implemented.