Purpose: Simulation games have long been used as a teaching tool in the classroom environment mainly due to the high level of participation and engagement that students are able to generate from these, making the learning process more enjoyable and capable to replicate real-life scenarios. Feedback given during the simulation helps to motivate students to find better solutions to the problems being presented in the games and thus enhance their hands-on knowledge on particular subjects. The purpose of this research is to provide empirical evidence of interrelations and impacts that exist between real-time continuous feedback and simulation game performance as well as the interrelations and impacts that exist between real-time continuous feedback and both students’ attitude and engagement towards learning.
Design/methodology/approach: The research focused on 60 undergraduate students enrolled at the Centre of Commerce at RMIT University Vietnam who had taken at least three semesters at various programmes. For test purposes, the research employed a 3D IBM business process management (BPM) simulation game, INNOV8 developed by the IBM Academic Initiative (more information about the game is available at: www-01.ibm.com/software/solutions/soa/innov8/index. html). A web-based survey followed at the university grounds for the collection of data.
Findings: Students showed a favourable attitude towards learning through the simulation game. In addition, the real-time continuous feedback given during the simulation game had a positive impact on the students’ cognitive learning outcomes.
Research limitations/implications: The sample size used was relatively small with 60 participants, most unfamiliar with the theories of BPM.
Originality/value: The originality of this research stems from the real-time and continuous nature of the feedback being given to students during the game play of a computer-based simulation game, and how this type of feedback could positively impact the students’ learning outcomes.