With shifts in the learning process due to technological advancements, innovations and the growing dependency to the internet, the learning process in the field of education experiences changes as well.
Conventionally, the learning process is done within the confines of a classroom, where a teacher-centered and instructor-led learning is done. It is a one-direction transferal of knowledge, from the teacher to the students.
However, the learning process nowadays, enhanced by these technological advancements, is shifting to a more student-centered and experiential learning process.
“Unika Atma Jaya’s management program develops learning using IT platforms for business simulations to train students’ way of thinking about business processes within the company virtually.” The members of faculty of Economy and Business at Universitas Katolik Indonesia Atma Jaya (particularly Christiana Fara Dharmastuti, Syarief Darmoyo, Reinandus Aditya Gunawan, and Maria Natasya Duka) states in their research paper “Business Simulation, Student Competency, and Learning Outcomes”.
“Results showed that student experience through perceived usefulness and perceived enjoyment affected learning outcomes mediated by student business competency.” The paper also added.
The rapid developments in communication systems and various other technologies, combined with the globalization trend, has also played a part in changing business management and administration. The challenges in business education has increased, one of the most difficult ones to face being the significant disparity between the required knowledge and skills in the real-world business environment and the acquired knowledge and skills through education.
Farashahi and Tajeddin (2018) have stated that the gap between business practice and education brings further attention and urgency to identify and utilize the most effective teaching methods—such as action learning, practice-based learning, problem-based learning, among others—to alleviate these gaps.
Furthermore, with the growing presence of volatility, uncertainty, complexity, and ambiguity (VUCA) in the business environment, knowledge content alone is not enough to thrive in the workforce; the ability to adapt to VUCA are essential. A reliable and effective way to prepare these adaptation skills is through having the Experiential Learning Theory (ELT) embedded within the curriculum and students’ education, such as via MonsoonSIM business simulation and gamification education platform.
MonsoonSIM’s platform actively encourages students to go through continuous experiential learning, nurturing a deeper understanding of the theory and its applications, as well as the opportunity to witness the consequences of their decisions play out before their very eyes.
The MonsoonSIM business simulation also provides the opportunity for healthy competition for students to run their own “virtual” companies, gain valuable learning experiences, and exercise their analytical skills. Additionally, students also develop intuition on utilizing the right strategy for maximum effectiveness, make quick and educated decisions, achieve their set objectives via collaboration and teamwork, and develop the motivation for success in their entrepreneurial pursuits. The fact that students can apply theoretical concepts to actively learn in the MonsoonSIM platform also facilitates their idea integration and foster a creative, innovative way of thinking.
According to Aries et al. (2020), Gamification’s involvement in the learning approach will also certainly motivate and influence participant behaviour to achieve the expected learning outcomes.
“The application of business simulations in the Unika Atma Jaya management study program is expected to bring a new atmosphere and learning methods for students that encourage them to be more active, participative, and collaborating with experiential learning in the business world, even virtually.” Universitas Katolik Indonesia Atma Jaya’s research paper also remarks.
Zulfigar et al. (2017) has also outlined some crucial characteristics in simulations such as MonsoonSIM which highlights its effectiveness in fostering skill development and knowledge strengthening amongst students. Firstly, simulations enable students to actively interact with real-life situations which are nuanced and complex, thus exposing students to the dynamic business environment. Secondly, there are rules, regulations and responsibilities in place within the simulation, which not only gives autonomy for the students as they make their decisions, but to also equip them with awareness of the limitations and in turn, the ability to prioritize, as well as foster a deeper relation and engagement towards their actions. Thirdly, simulations enable students to implement different strategies in specific environments, prompting critical thinking, active analysis and self-reflection amongst the involved students. Fourthly, simulations also facilitate an environment where students try to adjust for changes whilst also try to improve performance, and this develops the students’ ability to multi-task, work and delegate within their teams, as well as grow a more integrated, comprehensive perspective towards the different facets and departments of a business.
“Business simulation is an important subject given to students of the Faculty of Economics and Business at Atma Jaya University. Educators and managers of educational institutions, especially management and business, need to continue developing learning methods that emphasize student centered learning and apply more gamification models with attention to the competencies needed by the industrial world.” Universitas Katolik Indonesia Atma Jaya’s research paper concludes.
Supporting students in a way where there’s more to learn, easier to learn, MonsoonSIM is certainly committed to ensuring that students have the best possible opportunity to experience a dynamic knowledge acquisition!