Educational Validity of Business Gaming - Essay Example

The research article written by Stainton, Johnson and Borodzicz (2010) proffered issues relative to the effectiveness of gaming simulations in business, particularly focusing on total enterprise simulations (TEPs). As indicated by the authors, previous research studies conducted on the subject failed to assess and evaluate the educational validity of designing, implementing and monitoring business gaming simulations. In this regard, their study emphasized the objective of formulating a methodology using diverse literature reviews to effectively analyze the educational viability of TEPs and business gaming simulations, in general.

The essay hereby aims to explain the points of discussion as structured in the main sections of the article. Further, through the provision of examples and by critically analyzing the contents, the discourse would determine if the authors achieved their objectives through the structure, presentation and discussion of identified concerns.

The authors averred that the way to gauge or measure business gaming simulations (BGS) is through learning effectiveness or educational validity. Two crucial considerations influence learning effectiveness, to wit: effective design and the manner of implementation. The manner of presentation of crucial concerns is perceived to be confusing with intermittent references to various research conducted on the subject. Sub-topics could have clarified points of discussion. For instance, there could be a sub-heading on problems affecting the design, where algorithmic validity and realism level take precedence. Under realism, there are again factors that contribute to difficulties in designing appropriate BGS:  the knowledge of the designer and perceived biases. Then, another sub-heading that could give readers a more accurate presentation and understanding of the topic is the role of the participator. However, during its discussion, another new topic was discussed: the three types of participant dynamics which should have been discussed separately and in greater detail.

The discussion of effective implementation explained the role of experiential learning to achieve effectiveness. By providing a clear definition of the term and the means to actively engage in it, the authors proffered information on the subject. Two relevant factors: the support from a coach and a perceived level of personal motivation were discussed with support from previous research.           

The structure for the discussion of the methodology framework was clear, concise and appropriately explained. The section on the definition of objectives and the presentation of theoretical propositions identified three propositions referring to the previous works conducted on internal educational validity, external representational validity, and external educational validity.

Under research design, the authors recommended the multi-case study as the design and explained the rationale by quoting Yin, to wit: “the case study method allows investigators to retain the holistic and meaningful characteristics of real-life events—such as . . .managerial processes” (Yin, 2003, p. 2). This particular research design was chosen in its ability to address the issues that are questioned in terms of ‘why’ and ‘how’. A long discussion on achieving validity in research design ensued qualifying validity in terms of construct, internal and external validity, and reliability. A tabular illustration effectively summarized crucial highlights to enhance the readers’ understanding and preview comparative elements at a glance.

Stainton, et.al. (2010) indicated that through the explicit identification of research goals as a guide for future designers of BGS, learning effectiveness would be reinforced. Objectives for simulation designs in terms of representation, content and implementation, were itemized and detailed with respective literature on the subjects. The implementation of the simulation was indicated to incorporate factors such as allowing for an appropriate timeframe where participants get the chance to evaluate the results, process decision-making, and accord leeway for discussion and remuneration (Hall, 2004). Aside from these, preparations in terms of materials, training for facilitators, and well-tested simulation computer models, must be organized to enable participants of BGS to gain effectively from the exercise.

Stainton, et.al. (2010) presented issues relative to increasing the validity and learning effectiveness of BGS by examining diverse research literature on the subject. A total of 67 related academic sources on the subject of simulation, gaming and experiential learning were reviewed, evaluated and analyzed in terms of research design, validity and effectiveness to BGS. The wide array of research included data coming from Maslow’s A Theory of Motivation written in 1943, as the oldest reference, with Stainton and Johnson’s validating TES as the most recent in 2006.

The authors have written convincing research filling the gap in previous research that required the need to design an effective model for BGS that incorporates a multi-case study as the most appropriate research design to capture and compare learning effectiveness in various business organizations. Although the topic was fairly difficult to comprehend initially due to technical terms that require defining and explanations, the authors were able to structure the discussion in the most comprehensive manner which eventually assisted the readers in understanding their success in attaining their identified research goal.