Game-based learning enhances business decision-making learning for on-the-job MBA students: A case study of dynamic systems-thinking course

Abstract

This study examines the impact of game-based learning on business decision-making skills among working MBA students, focusing on dynamic systems thinking application. Integrating flow theory, motivational perspectives, and immersive experience concepts, the research constructs an innovative theoretical framework to elucidate learning processes in business simulation games. A cross-sectional survey of 245 working MBA students in Taiwan yielded 143 valid responses. Participants engaged in the People Express business simulation game and received systems thinking training. Data analysis using SmartPLS 4.0 tested a 17-hypothesis research model. Findings reveal that intrinsic motivation significantly influences both positive and negative emotions, while extrinsic motivation primarily impacts positive emotions. General abilities exert a stronger effect on emotions than specific abilities. Positive emotions and immersive experiences substantially enhance learning satisfaction and benefits, with immersive experiences playing a crucial mediating role. The study's limitations include its cross-sectional design and geographic scope. Practical implications offer insights for designing business simulation games, emphasizing intrinsic motivation, systems thinking, positive emotions, and immersive experiences. This research contributes an innovative framework for understanding learning mechanisms in business simulation games, deepening the understanding of motivation, emotion, and immersive experience interactions during simulation learning processes, thus providing a theoretical foundation to enhance business decision-making education.