IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v15y2023i24p16867-d1300656.html
   My bibliography  Save this article

Application of Business Simulation Games in Flipped Classrooms to Facilitate Student Engagement and Higher-Order Thinking Skills for Sustainable Learning Practices

Author

Listed:
  • Ching-Yun Hsu

    (Graduate School of Technological and Vocational Education, National Yunlin University of Science and Technology, No. 123, Sec. 3, University Rd., Douliu 64002, Taiwan)

  • Ting-Ting Wu

    (Graduate School of Technological and Vocational Education, National Yunlin University of Science and Technology, No. 123, Sec. 3, University Rd., Douliu 64002, Taiwan)

Abstract

It is very important to adopt innovative digital technologies in educational systems to overcome the challenges in modern learning environments, especially in the post-COVID-19 era. The fourth Sustainable Development Goal (SDG) of the 2030 Agenda is supported by new educational trends that consider game-based learning as a pedagogical method in the classroom. Teaching sustainability management in higher education institutions with innovative digital tools plays a fundamental role in the transition toward sustainable societies. Suitable game design elements play a significant role in facilitating sustainable learning. This study explored the effectiveness of incorporating business simulation games with project-based learning (PBL) in a flipped classroom setting. This approach was adopted within the context of a university cross-border e-commerce course to prepare students for acquiring 21st-century skills such as higher-order thinking skills in a rapidly changing educational landscape. A quasi-experimental method was employed, involving a total of 60 university students from China’s Zhejiang Province. Participants completed an online questionnaire designed to assess their learning engagement across three dimensions (cognitive, emotional, and behavioral) as well as their higher-order thinking skills (problem-solving, critical thinking, and creativity). The results show that the business simulation games combined with flipped classroom learning had a significantly positive impact on students’ learning outcomes, enhancing their problem-solving, critical thinking, and creative capabilities. Importantly, this approach also improved student engagement and promoted sustainable practices by applying real-life scenarios in an interactive environment. We conclude that business simulation games integrated with project-based learning (PBL) in flipped classroom settings represent a valuable educational approach. This approach not only enhances learning engagement but also fosters the development of higher-order thinking skills, encouraging students to adopt sustainable learning practices.

Suggested Citation

  • Ching-Yun Hsu & Ting-Ting Wu, 2023. "Application of Business Simulation Games in Flipped Classrooms to Facilitate Student Engagement and Higher-Order Thinking Skills for Sustainable Learning Practices," Sustainability, MDPI, vol. 15(24), pages 1-18, December.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:24:p:16867-:d:1300656
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/15/24/16867/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/15/24/16867/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Wu-Yuin Hwang & Tsu-Hsien Wu & Rustam Shadiev, 2023. "Applications of Reciprocal Teaching in Flipped Classroom to Facilitate High Level of Cognition for Sustainable Learning Practices," Sustainability, MDPI, vol. 15(7), pages 1-23, March.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Rustam Shadiev & Barry Lee Reynolds & Rui Li, 2024. "The Use of Digital Technology for Sustainable Teaching and Learning," Sustainability, MDPI, vol. 16(13), pages 1-4, June.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:15:y:2023:i:24:p:16867-:d:1300656. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.