Rae Rawley knew the benefits of playing in class when studying an Executive Master in Business Program. “We spent about 4 hours playing a marketing simulation game”, she recalled. Years went by, and she became the Peninsula College Operations Management’s teacher, where she uses simulators in class since 2015.
But a recent disappointment with a simulator she used to teach with made her discover GameLab’s Soda Pop Game. She described it as a “Goldlick’s zone were the right level of complexity matches the right price point”.
If you wonder why Rawley didn’t quit the idea of teaching with simulations when got troubles, keep reading!
What did motivate you to use simulators in class?
I was motivated to include the simulation to allow students to apply the concepts learned in class.
I think faculty should employ several teaching techniques and engage the students in as many ways as possible. We learn by reading, talking, and doing.
Business students have the opportunity to “practice” applying business techniques. Beyond the passive learning approaches such as discussing theory, assessing case studies, watching videos, etc, simulations let them apply the techniques they’re learning. Also, simulations let students think critically about the outcome by assessing the metrics and considering cause, event, and effect.
How was your students’ response playing the Soda Pop Game for the first time?
Since this course is online, they cheered each other on, teased each other, and predicted who would win and lose via videoconference.
At the end of the session, they suggested that I include simulations in other courses, which I fully intend to do.
How did you feel guiding this simulation for the first time?
I was anxious since the students were all online. However, I provided them with the Gamelab’s introduction presentation so they could get acquainted with the simulation.
The demo helped me become familiar and comfortable with the game and with decisions the students would make.
Additionally, GameLab’s online support staff was extraordinarily helpful assisting me in setting up the simulation and ensuring it ran smoothly.
Despite this Professor discovered GameLab in the middle of a “storm” this story had a happy ending. According to her, the Soda Pop Game was at the perfect level for her students cause there weren’t too many variables to manage, and there were decisions they had to make in all 3 of the production sections.
“Once they completed the simulation and got the metrics, they could think critically and assess both upstream and downstream impacts of their inventory management and production decisions”, commented Rawley. “I fully intend to use the Soda Pop Game again”, she concluded.