Non-Cognitive Factors and Learning within a Business Simulation (Zukunftsfähige Unternehmensführung in Forschung und Praxis)

Serious games can provide a convenient and straightforward access to complex knowledge for all age groups. However, learning achievements depend largely on learners' non-cognitive factor disposition. With the aim of combining the fields of serious games and non-cognitive factors, this research focuses on the use of a business simulation which conveys change management insights. Business simulations are a subset of serious games and are perceived as a non-traditional learning method. The objectives of this work are versatile: (1) developing a scale, which measures learners' knowledge and skills increase gained from a business simulation, (2) investigating the effects of non-cognitive factors on learning in this business simulation environment and (3) exploring the moderating role of team preference in this type of learning setting. Using the newly developed scale, this work finds that learners' skills and knowledge states are more pronounced after playing the business simulation. About the author Tanja Kreitenweis is responsible for digital transformation topics in HR at a service company. She was a research assistant at the Universität der Bundeswehr München from 2016 to 2020. During her doctorate, she conducted research in the areas of serious gaming, learning and leadership at the Faculty of Business Administration and the Rady School of Management at the University of California San Diego. At the same time, she accompanied and advised companies on matters of change management and communication. Geleitwort Danksagung Contents Abbreviations List of Figures List of Tables 1 Introduction 2 Theoretical Foundation 2.1 Serious Games 2.1.1 Explanation of Serious Games 2.1.2 Serious Games vs. Gamification 2.1.3 Business Simulations 2.2 Experiential Learning Theory 2.2.1 Basic Understanding of Experiential Learning 2.2.2 Critical Appraisal of the Experiential Learning Approach 2.3 Synthesis of Business Simulations, Experiential Learning and Non-Cognitive factors 2.3.1 Business Simulations as Experiential Learning Application 2.3.2 Relevance of Non-Cognitive Factors in Experiential Learning 2.4 Hypothesis Development 2.4.1 Selection of Non-Cognitive Factors 2.4.2 Motivation 2.4.3 Self-Beliefs 2.4.4 Openness 2.4.5 Positive Affect 2.4.6 Grit 2.4.7 Playfulness 2.4.8 Preference for Teams: Exploration of a Group Component 3 Operationalizing Learning within a Business Simulation Setup 3.1 Experimental Frame: Business Simulation “SysTeamsChange” 3.1.1 Business Simulation Setup 3.1.2 Business Simulation Structure 3.2 Complexity of Business Simulation Performance Metrics 3.3 Scale Development for the Dependent Variable 3.3.1 Rationale for Qualitative Interviews 3.3.2 Data Collection 3.3.3 Summarizing Content Analysis 3.3.4 Quality Criteria for Qualitative Research 3.3.5 Within-Case Results 3.3.6 Summary of Interviews 3.3.7 Development of a Self-Report Scale 3.3.8 Development of an Objective Measure 4 Empirical Analysis of Non-Cognitive Factors in a Business Simulation Environment 4.1 Aim and Research Model of the Quantitative Analysis 4.2 Paper–Pencil-Survey 4.2.1 Rationale of a Questionnaire Study 4.2.2 Structure of Questionnaires 4.3 Pilot Study Results 4.4 Data Processing Procedure 4.4.1 Data Collection 4.4.2 Data Analysis 4.5 Quantitative Quality Criteria 4.6 Multi-Item Measures in the Questionnaires 4.7 Sampling and Description of the Sample 4.7.1 Sampling Method 4.7.2 Sample 5 Results 5.1 Brief Review 5.2 Assumptions Check 5.3 Data Overview 5.3.1 Correlations 5.3.2 Group-level Differences 5.4 Results of the Hierarchical Regression Analysis 5.4.1 Overview of Hierarchical Regression Results 5.4.2 Multicollinearity 5.4.3 Residual Check 5.4.4 Linearity, Homoscedasticity and Autocorrelation 5.5 Results of the Explorative Moderation Analysis 6 Discussion of the Results 6.1 Theoretical Contribution 6.2 Implications for Education and Practice 6.2.1 Implications for Universities 6.2.2 Managerial Implications 6.3 Limitations 6.4 Future Research 7 Conclusion Bibliography Serious games can provide a convenient and straightforward access to complex knowledge for all age groups. However, learning achievements depend largely on learners' non-cognitive factor disposition. With the aim of combining the fields of serious games and non-cognitive factors, this research focuses on the use of a business simulation which conveys change management insights. Business simulations are a subset of serious games and are perceived as a non-traditional learning method. The objectives of this work are versatile: (1) developing a scale, which measures learners' knowledge and skills increase gained from a business simulation, (2) investigating the effects of non-cognitive factors on learning in this business simulation environment and (3) exploring the moderating role of team preference in this type of learning setting. Using the newly developed scale, this work finds that learners' skills and knowledge states are more pronounced after playing the business simulation. About the author Tanja Kreitenweis is responsible for digital transformation topics in HR at a service company. She was a research assistant at the Universität der Bundeswehr München from 2016 to 2020. During her doctorate, she conducted research in the areas of serious gaming, learning and leadership at the Faculty of Business Administration and the Rady School of Management at the University of California San Diego. At the same time, she accompanied and advised companies on matters of change management and communication.