Applying the Innovative Approach of Employing a Business Simulation Game and Prototype Developing Platform in an Online Flipped Classroom of an Entrepreneurial Summer Course: A Case Study of UAEU

As opposed to only having subject knowledge, the necessity of skills has repeatedly been emphasized as essential to succeed in the practical world. Being able to adjust to new circumstances is crucial, especially in today’s world, where uncertainty, volatility, ambiguity, and complexity are ubiquito...

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Main Author: Khaula Alkaabi
Format: Article
Language:English
Published: MDPI AG 2022-12-01
Series:Education Sciences
Subjects:
Online Access:https://www.mdpi.com/2227-7102/13/1/13
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author Khaula Alkaabi
author_facet Khaula Alkaabi
author_sort Khaula Alkaabi
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description As opposed to only having subject knowledge, the necessity of skills has repeatedly been emphasized as essential to succeed in the practical world. Being able to adjust to new circumstances is crucial, especially in today’s world, where uncertainty, volatility, ambiguity, and complexity are ubiquitous. Experiential Learning Theory can be implemented during innovative pedagogical approaches to better prepare students for entering the market as successful entrepreneurs in such a tumultuous time—for instance, an entrepreneurial course might incorporate using business simulation games, such as MonsoonSim and prototype developing software, including Justinmind to experience enhanced experiential learning with thematic goals. In order to strengthen the quality of teaching and learning and foster self-directed learners better equipped to cope with existing challenges, this study investigates the processes of implementing a business simulation game along with prototype development software and distinguishes it from a typical classroom experience. The sample consists of students enrolled in a short summer entrepreneurial course designed by the United Arab Emirates University at the request of the Ministry of Education, United Arab Emirates (U.A.E.), for secondary and higher secondary school graduates. The students from private and government schools across all seven emirates of the United Arab Emirates participated in this course. The online flipped classroom was carefully designed by blending several approaches during the pre-class, in-class, and post-class activities. In order to provide an advanced learning experience, a web-based business simulation game (MosoonSim) and online prototype development software, Justinmind, were introduced during the course. The qualitative and quantitative results show that incorporating business simulation games had a significantly positive impact on students’ learning outcomes, such as critical and higher-order thinking, idea creation, and problem-solving capabilities, and improved engagement through an easy, enjoyable, and interactive environment. Furthermore, findings show that the learning outcomes are significantly influenced by the attributes of the group members and their consistency during group activities in a flipped classroom, and assigning a dedicated instructor or a senior group member having solid background knowledge in a particular subject can assist in significantly enhancing the learning outcomes of a whole group.
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spelling doaj.art-6979921e4a4f43128f49561e964770512023-11-30T21:56:21ZengMDPI AGEducation Sciences2227-71022022-12-011311310.3390/educsci13010013Applying the Innovative Approach of Employing a Business Simulation Game and Prototype Developing Platform in an Online Flipped Classroom of an Entrepreneurial Summer Course: A Case Study of UAEUKhaula Alkaabi0Geography and Urban Sustainability, United Arab Emirates University, Al Ain P.O. Box 15551, United Arab EmiratesAs opposed to only having subject knowledge, the necessity of skills has repeatedly been emphasized as essential to succeed in the practical world. Being able to adjust to new circumstances is crucial, especially in today’s world, where uncertainty, volatility, ambiguity, and complexity are ubiquitous. Experiential Learning Theory can be implemented during innovative pedagogical approaches to better prepare students for entering the market as successful entrepreneurs in such a tumultuous time—for instance, an entrepreneurial course might incorporate using business simulation games, such as MonsoonSim and prototype developing software, including Justinmind to experience enhanced experiential learning with thematic goals. In order to strengthen the quality of teaching and learning and foster self-directed learners better equipped to cope with existing challenges, this study investigates the processes of implementing a business simulation game along with prototype development software and distinguishes it from a typical classroom experience. The sample consists of students enrolled in a short summer entrepreneurial course designed by the United Arab Emirates University at the request of the Ministry of Education, United Arab Emirates (U.A.E.), for secondary and higher secondary school graduates. The students from private and government schools across all seven emirates of the United Arab Emirates participated in this course. The online flipped classroom was carefully designed by blending several approaches during the pre-class, in-class, and post-class activities. In order to provide an advanced learning experience, a web-based business simulation game (MosoonSim) and online prototype development software, Justinmind, were introduced during the course. The qualitative and quantitative results show that incorporating business simulation games had a significantly positive impact on students’ learning outcomes, such as critical and higher-order thinking, idea creation, and problem-solving capabilities, and improved engagement through an easy, enjoyable, and interactive environment. Furthermore, findings show that the learning outcomes are significantly influenced by the attributes of the group members and their consistency during group activities in a flipped classroom, and assigning a dedicated instructor or a senior group member having solid background knowledge in a particular subject can assist in significantly enhancing the learning outcomes of a whole group.https://www.mdpi.com/2227-7102/13/1/13business simulationprototype developmentpedagogical approachescollaborative learning
spellingShingle Khaula Alkaabi
Applying the Innovative Approach of Employing a Business Simulation Game and Prototype Developing Platform in an Online Flipped Classroom of an Entrepreneurial Summer Course: A Case Study of UAEU
Education Sciences
business simulation
prototype development
pedagogical approaches
collaborative learning
title Applying the Innovative Approach of Employing a Business Simulation Game and Prototype Developing Platform in an Online Flipped Classroom of an Entrepreneurial Summer Course: A Case Study of UAEU
title_full Applying the Innovative Approach of Employing a Business Simulation Game and Prototype Developing Platform in an Online Flipped Classroom of an Entrepreneurial Summer Course: A Case Study of UAEU
title_fullStr Applying the Innovative Approach of Employing a Business Simulation Game and Prototype Developing Platform in an Online Flipped Classroom of an Entrepreneurial Summer Course: A Case Study of UAEU
title_full_unstemmed Applying the Innovative Approach of Employing a Business Simulation Game and Prototype Developing Platform in an Online Flipped Classroom of an Entrepreneurial Summer Course: A Case Study of UAEU
title_short Applying the Innovative Approach of Employing a Business Simulation Game and Prototype Developing Platform in an Online Flipped Classroom of an Entrepreneurial Summer Course: A Case Study of UAEU
title_sort applying the innovative approach of employing a business simulation game and prototype developing platform in an online flipped classroom of an entrepreneurial summer course a case study of uaeu
topic business simulation
prototype development
pedagogical approaches
collaborative learning
url https://www.mdpi.com/2227-7102/13/1/13
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