A CONCEPTUAL FRAMEWORK FOR DIGITAL SIMULATIONS IN STRATEGIC MANAGEMENT EDUCATION
DOI:
https://doi.org/10.55197/qjssh.v7si4.1632Keywords:
digital game-based simulations, business education, strategic management, student engagement, experiential learningAbstract
Digital game-based simulations are increasingly being adopted in business education for their interactive, experiential, and low-risk nature in developing strategic management skills. The literature provides evidence that these simulations lead to increased interest, motivation, decision-making, teamwork, and the transfer of theory to practice. However, the field is conceptually disjointed, as many studies report positive outcomes of using simulations without clearly explaining how simulation use contributes to strategic decision-making skills from a pedagogical perspective. In this conceptual paper, we attempt to fill this gap by proposing a framework that considers simulation design and use in digital games as antecedents, student engagement as an intervening mechanism, and strategic decision-making skill development as the primary educational outcome of interest. This study is based on experiential learning and constructivist learning theories, which account for the importance of the four principles of active participation, reflection, feedback, and contextualised problem-solving in effective learning in simulation-based environments. Implementation conditions (e.g. faculty readiness, curriculum alignment, technology, and planned debriefing) are also included as contextual factors that impact the strength of these relationships. The value of the framework to the literature lies in its bringing together themes that have frequently been dealt with in isolation, such as pedagogical mechanisms, processes of engagement, learning outcomes, and institutional conditions. It also has practical significance for teachers and curriculum developers, indicating that the success of digital simulations is not only determined by the quality of the technology, but also by the pedagogical and organizational conditions that allow digital simulations to be used. Finally, this study suggests a framework for future empirical validation in BME settings.
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Copyright (c) 2026 MOHD HISHAM JOHARI, NOR ZAIHAN MAT HASAN, MOHAMAD SHAHRIL MOHAMAD BESIR, DILLA SYADIA AB LATIFF
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