Validating the learning cycle models of business simulation games via student perceived gains in skills and knowledge

Several theoretical models have been constructed to determine the effects of business simulation games (BSGs)onlearning performance. Although these models agree on the concept of learning-cycle effect, no empirical evidence supports the claim that the use of learning cycle activities with BSGs produces an effect on incremental gains in knowledge and skills. Therefore,this study aims to provide quantitative evidence by conducting an experiment using BSGs with different complexity levels in an undergraduate general course. Three research propositions guide a corresponding experimental design to collect data on student perception. Statistical analyses of the perception data from 43 student respondents revealthat skills, declared knowledge, procedural knowledge, and strategic knowledge greatly increase in the initial cycles but vary in the rate of increase at later cycles. This research, which adds to the literature of game learning models, concludesthat learning cycles with different activities are required to sustain the development of knowledge and skills acquired through BSGs. The empirical outcome also serves as a useful reference for teachers who are planning to adopt BSGsintheir class activities.