Innovation Project
 Integrating „EcoSim“ Educational Simulation Games into College Curriculum

Gabija Stanaitytė, Arūnas Liuiza

Problem

Understanding of basic economic principles is increasingly important in modern labor market.

• More than 11% of all occupied people in Lithuania were self employed in 2016 (Lithuanian Statistics Department).

It is difficult to motivate and engage college students in basic Microeconomics classes.

• Microeconomics courses are general, not specialization subject.
• Y Generation / Z generation students do not like to learn via traditional methods - lectures, research papers, etc (Hills et al, 2017).

Approach

• Simulation games have been successfully used to increase student engagement, both abroad and in Lithuania (E. Bagdonas et al, 2010, 2013) (E. Clarke, 2009).
   
• It is an active, technology-based teaching method, that is attractive to Y Generation / Z Generation students. (Hills et al, 2017).
   
• It can be integrated into existing curriculum without major disruption.

Previous Attempts

• Junior Achievement's MESE / JA Titan project (USA)
   
• CESIM (Finland), Celemi (Sweden)
   
• KTU's Kietas riešutas (E.Bagdonas et al)

EcoSim Adam

• An online, computer-based business simulation game, developed in Lithuania by a team lead by A. Liuiza (2008, 2010, 2012).
   
• Specifically designed to have good balance of educational value and entertainment.
   
• Good fit to illustrate basic Microeconomics concepts.

Methodology

• Research methods:
  • Qualitative research;
  • Comparative analysis.
     
• Management and implementation:
  • Financial management;
  • Coordination;
  • Organisation;
  • Implementation.

Methodology

• Step-by-step approach;
• Initiation;
• Planning and design;
• Execution;
• Control and integration;
• Validation;
• Closure.

Task 1. Teacher guidebook

• Guidelines how to run game sessions and how to use game situations in teaching process.
   
• Duration - 12 months
   
• KPI - Proficiency Rates for each Subject
   
• Deliverables:
  • The Guidebook
  • New knowledge and experience

Task 2. Pilot project

• Implementation of the model game as a part of introductory Microeconomics.
   
• Duration - 6 months (4 months - course, 2 months - modifications)
   
• KPI - Reports, comments and reflections.
   
• Deliverables:
  • First introduction to target groups
  • reports, comments and reflections
  • Improved Guidebook

Task 3. Training Sessions

• 10 training sessions for college teachers.
   
• Duration - 5 months (2 sessions per month)
   
• KPI - number of sessions and participants
   
• Deliverables:
  • A number of trained teachers
  • Feedback for further development
  • Game introduced to the market

Level of innovation

• This project most closely matches definition of process innovation per Oslo Manual.
   
• EcoSim game - an innovative product. And the implemented product can further be used as marketing tool.
   
• This project has the potential to have impact on organisational, national and international level.

Schedule Risks

• Attention to legal issues;
   
• Time tolerance for managerial fails;
   
• Steering committee meetings to ensure timely reporting;
   
• Monitoring and evaluation mechanism;
   
• Risk management plan;

Project Review

• Additional reference to international research on business simulations;
   
• Clarified relations between methodology and tasks;
   
• Improved task descriptions;

References

1. Oficialiosios statistikos portalas. (n.d.). Retrieved November 14, 2017, from https://osp.stat.gov.lt/informaciniai-pranesimai?articleId=5101528
 

2. Hills, C. M., Levett-Jones, T., Lapkin, S., & Warren-Forward, H. (2017). Generation Y Health Professional Students’ Preferred Teaching and Learning Approaches: A Systematic Review. The Open Journal of Occupational Therapy, 5(1), 12.

References

3 .Bagdonas, E., Patasiene, I., & Skvernys, V. (2013). How to cope with the complexities of a business game. International Simulation and Gaming Research Yearbook: Simulations and Games for Emergency and Crisis Management, 100.

4. Bagdonas, E., Patašienė, I., Patašius, M., & Skvernys, V. (2010). Use of simulation and gaming to enhance entrepreneurship. Elektronika ir Elektrotechnika, 102(6), 155-158.

References

5. Liuiza, A., & Ignatavičius, J. (2012). Application of Simulation Teaching Methods. EcoSim case. Innovations In Publishing, Printing And Multimedia Technologies,68-74.

6 .Liuiza, A., & Ignatavičius, J. (2010). Application Of Simulation Games In Education Process. Innovations In Publishing, Printing And Multimedia Technologies,18-23.Application of simulation games in education process.

References

7. Oslo Manual. (2005). Paris: OECD Publishing. http://dx.doi.org/10.1787/9789264013100-en

8. Clarke, E. (2009). Learning outcomes from business simulation exercises: Challenges for the implementation of learning technologies. Education+ Training, 51(5/6), 448-459.

Thank You!