Current usage and potentials of IT-based business simulation games

Table of Contents

1. Introduction

2. Basic knowledge

2.1 IT-based business simulation games

2.2 General features of IT-based business simulation games

2.2.1 Content

2.2.2 Immersion

2.2.3 Interactivity

2.2.4 Communication

2.3 Standard process of using IT-based business simulation games

2.4 Standard architecture of IT-based business simulation games

3. Current usage of IT-based business simulation games

3.1 IT-based business simulation games in education and training

3.1.1 Teaching basic knowledge

3.1.2 Teaching cross-functional understanding within the business

3.1.3 Training technical skills

3.1.4 Training social skills

3.2 IT-based business simulation games in experimental research

3.2.1 Economic research

3.2.2 Organizational and leadership study

3.2.3 Psychological research

3.3 IT-based business simulation games in business practice

3.3.1 Forecasting in strategic planning

3.3.2 Employee assessment and recruitment marketing

4. Potentials of IT-based business simulation games

4.1 Potentials concepts for IT-based business simulation games

4.1.1 The serious game concept

4.1.1.1 Introduction to the serious game concept

4.1.1.2 Serious game and IT-based business simulation games

4.1.1.3 Usage, benefits and issues

4.1.2 The role-playing concept

4.1.2.1 Introduction to the role-playing concept

4.1.2.2 Role-playing and IT-based business simulation games

4.1.2.3 Usage, benefits and issues

4.2 Potential technologies for IT-based business simulation games

4.2.1 The real-time data technology

4.2.1.1 Introduction to the real-time data technology

4.2.1.2 Real-time data and IT-based business simulation games

4.2.1.3 Usage, benefits and issues

4.2.2 The dialog system technology

4.2.2.1 Introduction to the dialog system technology

4.2.2.2 Dialog systems and IT-based business simulation games

4.2.2.3 Usage, benefits and issues

5. Discussion

Objectives and Scope

This thesis examines the current usage of IT-based business simulation games (BSGs) and explores potential concepts and technologies that could enhance their future performance. It addresses the research questions regarding how these games are currently deployed in practice and what role emerging concepts and technologies might play in their evolution.

• Current application fields of IT-based BSGs (education, research, business).
• General features, standard processes, and technical architectures of BSGs.
• Integration of serious game and role-playing concepts to improve engagement and interactivity.
• Technological potential of real-time data and dialog systems to enhance realism and interaction.

Excerpt from the book

Summary of Chapters

1. Introduction: Presents the history and motivation for the research, establishing two central questions regarding current usage and the future trajectory of IT-based BSGs.

2. Basic knowledge: Provides fundamental definitions, features, and the standard technical and procedural architecture of IT-based BSGs.

3. Current usage of IT-based business simulation games: Details the primary application fields, including education and training, experimental research, and business practice.

4. Potentials of IT-based business simulation games: Analyzes the integration of serious game and role-playing concepts, as well as the implementation of real-time data and dialog system technologies.

5. Discussion: Summarizes the thesis findings and provides an outlook on the need for further, more specialized research.

Keywords

IT-based business simulation games, BSG, Serious Games, Role-playing, Real-time data, Dialog systems, Natural language processing, Education and training, Business practice, Experimental research, Simulation architecture, Learner motivation, Instructional design, Human-computer interaction, Skill training.

Frequently Asked Questions

What is the primary focus of this thesis?

The thesis focuses on the present state and future development potential of IT-based business simulation games (BSGs), investigating how they are currently used and how specific concepts and technologies can enhance them.

Which application fields are covered?

The work covers three main areas: education and training, experimental research, and business practice, including strategic planning and human resource management.

What is the core research goal?

The primary goal is to provide a comprehensive overview of how IT-based BSGs are currently used and to analyze how concepts like serious games and role-playing, along with technologies like real-time data and dialog systems, can impact their future efficacy.

What research methodology is employed?

The thesis employs a comprehensive literature review to synthesize existing knowledge on BSGs and to assess the integration potential of specific concepts and technologies.

What topics are addressed in the main part?

The main part covers the fundamentals of BSGs, their current practical applications, and a detailed analysis of two key concepts (serious games, role-playing) and two key technologies (real-time data, dialog systems) regarding their potential for future integration.

How are the discussed technologies categorized?

The technologies and concepts are categorized according to the four pillars of BSG features: content, immersion, interactivity, and communication.

How does the author propose to integrate the role-playing concept?

The author proposes a framework that integrates role-playing into the "playing phase" of the standard simulation gaming process, where learner interaction is most frequent, to improve interpersonal skill training.

What is the role of real-time data in BSGs?

Real-time data can replace static parameter databases to allow simulations to react dynamically to external factors, which is particularly beneficial for real-time BSGs in complex environments.

Can dialog systems replace human instructors?

The author suggests that while well-developed dialog systems can perform many instructor tasks like providing help and debriefing, they serve primarily as a complementary tool due to their current limitations in emotional recognition and socio-emotional handling.

What are the main issues identified with integrating these new concepts?

Key issues include increased development costs, technical complexity, potential learner unfamiliarity with new technologies, and the continued need for human intervention in complex social or emotional scenarios.