Simulation games are designed to combine the virtual and the real world. The simulation game design encloses the conceptual content establishment and the game process development that together support predefined game objectives. According to the authors of [1][1], a simulation game is a mash-up of game and simulation elements representing rivalry, collaboration, rules, participants, and characters with powerful, real-world features. Furthermore, simulation games support mutual communication between game participants. Therefore, simulation games bring real real-world problems closer to the player and make it easier for the player to solve them [2].
Since their inception in the 1950s, simulation games have seen significant growth in production and education usage, with the market projected to reach $579.44 billion by 2027 [3][2]. Modern generations, particularly Generation Z, drive changes in learning processes, favouring informal learning and integrating new technologies. Business simulation games in formal and informal settings provide experiential learning opportunities, allowing students and professionals to improve decision-making skills in a risk-free environment [4][3]. The rise in business simulation games has led to increased research, with several systematic literature reviews focusing on specific business functions, learning outcomes, and the use of specific technologies. These reviews, categorized as domain-driven, technology-driven, and learning-driven research, often focus on a single topic, providing a microlevel analysis of a narrow aspect of business simulation games [5, 6, 7, 8, 9]. However, there is a need for more comprehensive macrolevel analyses that encompass all topics related to business simulation games [4][5][6]. Simulation games have revolutionized the way higher education institutions approach teaching and learning. By providing students with a platform to actively engage in immersive experiences, these games have become a preferred method of instruction. Unlike traditional lecture-based approaches, simulation games allow students to apply theoretical concepts in a practical context, helping them develop critical thinking skills and problem-solving abilities. Furthermore, simulation games encourage collaboration and teamwork, as students often work together to strategize and make collective decisions. This not only enhances their interpersonal skills but also prepares them for real-world scenarios where cooperation and effective communication are essential. In addition to their educational value, simulation games also offer a high level of flexibility in terms of subject matter. They can be tailored to various disciplines, such as business, healthcare, engineering, and more, allowing students to gain hands-on experience in their chosen field.the integration of simulation games in higher education has transformed the learning experience by providing students with an active and engaging approach. These games facilitate critical thinking, problem-solving, collaboration, and subject-specific knowledge, making them an invaluable tool for educators looking to enhance student learning outcomes.
The aim was to identify the primary researcurrenth trends and topics of business simulation games research using a systematic and automated literature reviews w with the motivation of research (learning driven and domain driven). The current literature reviews were mostly applied as systematic literature reviews (SLRs), using standard formats such as Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), which is time-consuming, causing their narrow focus. Automated literature reviews (ALRs) using natural language processing, such as word extraction, phrase extraction, and topic mining, overcome the barriers of SLRs [10]. Using ALRs allows the unstructured analysis of research papers, allowing the broad macrolevel analysis, which leads to the extraction of a broad range of topics, thus overcoming the narrow focus of SLRs.The paper uses a systematic and automated literature review to identify key business simulation games research trends, focusing on learning and domain-driven motivations. It reveals that while research in this field has stagnated since the 2000s, there is a balance between learning and domain-driven research, suggesting the technology for these games is mature. The study also analyses the research timeline, main publication venues, citation trends, and frequently used words and phrases. Through the results of this work, higher education institutions can become aware of the areas in which they could use simulation games to make the learning process more interesting and effective for students of Generation Z, who require a different approach to educational methods. In the same way, the results of this research can guide practitioners from the business world to consider their business perspectives in which they could incorporate and apply simulation games to establish higher quality and more efficient firm performance. The paper contains several contributions. Firstly, by combining SLR and ALR, the current study analyses the research on business simulation games to solve the gaps mentioned above and provide a broader perspective on the research trends and perspectives. This paper combines computational and qualitative methodologies to identify significant study themes, examine the temporal trends of these concerns over the past several decades, and suggest possible future pathways for business simulation games research. Secondly, the suggested data analysis framework is flexible and adaptable to various study areas. In addition to combining the SLR and ALR methods, we introduce the concept of the primary motivation in business simulation research, including learningdriven, domain-driven, and technology-driven research. Such an approach can be easily transferred to other educational, business, and management approaches. Thirdly, this paper sheds insight into past and future research on business simulation games by analysing the most significant research trends and themes from 1973 to 2023. Th
Re limitgations of this work are as follows. First, only papers from the Scopus database were included in the investigation, and other databases should be included in further investigations. Second, text mining has been conducted based on the paper titles, abstracts, and keywords, while the full text of the papers could be included in future work. Future research should explore new technologies like virtual reality, augmented reality, and artificial intelligence to enhance user communirding research results that revealed three main research perspectives of business simulation games, the obtained results can be a potential guideline for higher education and decision-making complexity in institutions and business simulation games.
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