PreprintArticleVersion 1Preserved in Portico This version is not peer-reviewed
Applications of Business Simulation Games in Flipped Classrooms to Facilitate Student Engagement and Higher-Order Thinking Skills for Sustainable Learning Practices
Hsu, C.-Y.; Wu, T.-T. Application of Business Simulation Games in Flipped Classrooms to Facilitate Student Engagement and Higher-Order Thinking Skills for Sustainable Learning Practices. Sustainability2023, 15, 16867.
Hsu, C.-Y.; Wu, T.-T. Application of Business Simulation Games in Flipped Classrooms to Facilitate Student Engagement and Higher-Order Thinking Skills for Sustainable Learning Practices. Sustainability 2023, 15, 16867.
Hsu, C.-Y.; Wu, T.-T. Application of Business Simulation Games in Flipped Classrooms to Facilitate Student Engagement and Higher-Order Thinking Skills for Sustainable Learning Practices. Sustainability2023, 15, 16867.
Hsu, C.-Y.; Wu, T.-T. Application of Business Simulation Games in Flipped Classrooms to Facilitate Student Engagement and Higher-Order Thinking Skills for Sustainable Learning Practices. Sustainability 2023, 15, 16867.
Abstract
Embracing innovative digital technologies within educational systems is essential for overcoming challenges in modern learning environments, especially in the post-COVID-19 era. Teaching sustainability management in higher education institutions with innovative digital tools plays a fundamental role in the transition toward sustainable societies. Suitable game design elements play a significant role in facilitating sustainable learning. This study explored the effectiveness of incorporating business simulation games with project-based learning (PBL) in a flipped classroom setting. This approach was adopted within the context of a university cross-border e-commerce course to prepare students for acquiring 21st -century skills as higher-order thinking skills in a rapidly changing educational landscape. A quasi-experimental method was employed, involving a total of 60 university students from China's Zhejiang Province. Participants completed an online questionnaire designed to assess their learning engagement across three dimensions (cognitive, emotional, and behavioral) as well as their higher-order thinking skills (problem-solving, critical thinking, and creativity). The results show that the business simulation games combined with flipped classroom learning had a significantly positive impact on students’ learning outcomes, enhancing their problem-solving, critical thinking, and creative capabilities. Importantly, this approach also improved student engagement and promoted sustainable practices by applying real-life scenarios in an interactive environment. We conclude that business simulation games integrated with project-based learning (PBL) in flipped classroom settings represent a valuable educational approach. This approach not only enhances learning engagement but also fosters the development of higher-order thinking skills, encouraging students to adopt sustainable learning practices.
Keywords
business simulation games; higher-order thinking skills; Sustainable learning practices
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
