Overcoming obstacles to teaching with simulation games

Some instructors relish the opportunity to discover innovative experiential learning tools such as business simulation games. However, many others encounter a host of obstacles that prevent them from getting started. Some of the obstacles are real, others are a result of instructors being comfortable with their current way of teaching and a reluctance to try new approaches. This article discusses the reasons why many instructors are not yet teaching with simulation games and provides ways in which the obstacles can be overcome, either by the instructors themselves or by school management.

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Obstacles: Suitability, resources and risk

Despite the evidence that simulation games are effective learning tools and the growing availability of high-quality games, many instructors are still not using simulations in class. The barriers to adoption of simulation games can be classified into concerns about suitability, resources and risk. Suitability refers to the need to ensure that simulation games are directed towards the intended learning outcomes for the particular student audience. Resources include financial costs, administrative and technical support, as well as time required to prepare, deliver and assess simulation-based learning. Risk includes factors such as potential student resistance or negative reactions, technical issues and loss of control over student learning.

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To better understand these obstacles and to develop solutions, we carried out focus group discussions with instructors who are currently not using simulation games. The discussions pointed out that instructors were aware and even enthusiastic about the benefits of simulation games, but that somehow the use of simulations had been overtaken by other priorities.

Focus group discussion findings

Several instructors assumed that there would be no suitable games available in their discipline. It was felt that available games may not cover the relevant topics of a course and that the introduction of new vocabulary in a game might confuse students. Another concern around suitability was the availability of class time and the idea that something from the current schedule would need to make way if simulation games were introduced.

In terms of resources, availability of time was mentioned as the most significant obstacle. Participants mentioned the time required to identify a suitable simulation game, to prepare for teaching with it, to adapt course assessments and change the lesson plan to take into account the introduction of a simulation. There were also concerns about the time required to coordinate with colleagues and with university administration. In short, participants expressed the expectation that teaching with simulation games would be time consuming and that there ‘simply isn’t the time’ to do all this.

Additionally, instructors pointed out risks associated with the use of simulation games. Some were worried that the experience would not be positive for students and would leave them frustrated. This risk was regarded as particularly high if an instructor is uncertain about the suitability of a simulation and does not have sufficient time to properly prepare for teaching with it. In such cases, instructors feared a backlash from students and felt that they would need to spend a great deal of time on evaluation of simulations and preparation for a class in order to improve the chances of success.

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Change levers

The next part of the discussion dealt with potential levers that can be used by various stakeholders (management, instructors, or educational publishers) to overcome the obstacles to adoption. To overcome the perceived issues related to suitability of simulations, participants suggested initiatives by publishers and management to share information on simulation games. Ways to raise awareness include the organization of presentations, as well as training or information sharing sessions for instructors.

Instructors are reluctant to embark on an internet search from scratch and end up with simulations of unknown quality and relevance. In response, publishers could make more effort to organize demos (potentially virtual) and be more proactive in communicating their offering. A listing of potentially suitable simulation games could be made available by school management.

To address concerns around the time required to prepare teaching with simulation games, one common theme was the need for encouragement and flexibility by school administration. Although training was generally perceived as useful, some participants thought that a tolerance for risk and uncertainty would be sufficient to start experimentation. A clear communication of budget availability and the approval process for the purchase of licenses were also mentioned as helpful. Experimentation could be encouraged by relaxing the requirement for consistency between course sections.

In relation to concerns that teaching with simulation games is risky, it was mentioned that some tolerance for risk and an ability to deal with unexpected situations in class are required. To alleviate excessive risk aversion, school management can encourage experimentation and responsible risk taking, for example as part of the instructor evaluation process. One participant noted that the administrative obstacles to using innovative teaching methods are very few and instructors who are genuinely interested in adopting simulation games can do so. In other words, innovators and early adopters need little support, while late adopters and resisters need active encouragement.

In summary, if the adoption of simulation games is identified as a priority by school management, there are several easy steps that can be taken in order to address concerns of suitability, resources and risk. The effectiveness of each lever will depend on the organizational context of each school, in particular the experience level of instructors and the existing approach to innovation and experimentation at a school.

Final note: Tim Rogmans of Sim Institute has authored the course Teaching with Business Simulation Games, offered by AACSB. Sim Institute also offers 2-hour online workshops during which faculty are taken through the steps of selecting and teaching with simulation games, and come out with the confidence and enthusiasm required to integrate business simulation games into their teaching.