1. INTRODUCTION

The research on business simulation games has been a topic of interest in recent years. This field's primary research trends and topics have been identified through systematic and automated literature reviews. Business simulation games research, motivated by learning and domain factors, has stagnated since the 2000s. The technology used for these games is mature, with a balance between learning-driven and domain-driven research. Simulation games, are designed to combine the virtual and the real world. The simulation gamesince their inception in the 1950s, have experienced rapid growth in both production and utilization within the field of education. These interactive games have evolved to become a valuable tool in enhancing learning experiences for students in both formal and informal settings. It was in the mid-60s that higher education institutions recognized the potential of simulation games and began incorporating them into various courses, aiming to provide students with an engaging and hands-on learning experience. The integration of simulation games in higher education marked a shift from traditional passive learning methods to an active and immersive approach. These games allow students to apply theoretical knowledge to practical scenarios, fostering critical thinking skills, problem-solving abilities, and teamwork. By simulating real-world situations, students are provided with a safe environment to experiment, make mistakes, and learn from the consequences of their decisions. Moreover, simulation games offer a dynamic and interactive learning platform that captivates students' attention and encourages active participation. The gamified nature of these educational tools motivates students to explore, experiment, and engage in the learning process actively. As a result, they become more invested in their own education, driving higher levels of retention and understanding of the subject matter.

2. THE EVOLUTION AND IMPACT OF SIMULATION GAMES IN EDUCATION AND BUSINESS

Simulation games are designed ento 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 ^[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.  

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 ^[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 ^[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 . 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.

3. LEVERAGING SYSTEMATIC AND AUTOMATED LITERATURE REVIEWS FOR BUSINESS SIMULATION GAMES RESEARCH: TRENDS, PERSPECTIVES, AND FUTURE DIRECTIONS