Affiliation:
1. College of Professional and Continuing Education, The Hong Kong Polytechnic University, China
2. The Hong Kong Polytechnic University, China
3. Icetech Education, China
4. Top-BOSS International Corporation, Taiwan
Abstract
A traditional classroom approach focuses on teacher-centric learning, and theoretical knowledge transition is often reinforcing spoon-feeding education. To this end, it leads to demotivating students' learning and failing to fulfill the employers' expectations. The business simulation game is a new, innovative educational tool for students to enjoy in an interactive learning classroom. The use of support tools can help students to improve their professionalization. This study mainly uses an illustrative real-life case study, Macro Business Simulation, as the target study area. In response, the study invited 64 university students to complete both pre-activity and post-activity surveys, along with 10 semi-structured, in-depth interviews with relevant parties including teachers, students, Macro Business Simulation operators, and business enterprises. Implications of the findings are also discussed.