Structural simulation like a board game.

There are several important things to consider before starting a business simulation. This section provides brief explanations of the basic functions of simulations and useful tips on how to make them work for training.

Correspondence of reality is “reality of participation”. To be successful, business simulations must be supported by some sense of reality or create a whole new reality. Ideally, this should correspond to the life and interests of students so that they can express their thoughts using the target language for communication during the simulation. Otherwise, the exercise turns into a role-playing game, which, being useful, keeps students from their own personalities, that is, they enter the skin of another character and do not act in accordance with what they are.

GAME SPONSORS.

The business game was created as part of an innovation transfer project. This is a business management simulation game based on competition between virtual companies in a closed competitive market.

GAME PRINCIPLE.

Each company produces and sells two mobile phones.

• The Sun-Sung phone is a mature market (reliable product, low price, good quality of service).

• The telephone is a growing market (growing demand, an innovative product that requires investment in research and development).

• All companies sell both products in the same market: the company’s result depends on its choice and the choice of competitors (no external events).

By presenting simulations as a new language learning strategy, participants may be invited to propose real-life situations based on their personal interests, experience, or future plans. It can be a trip abroad to study, take an internship or find a job. Such an approach will help increase their motivation and demonstrate the usefulness of foreign language skills in real life. 

Most importantly, the simulation should not be an academic activity.

Participants must absorb their functions from a mental and behavioral point of view in order to fulfill their duties and responsibilities in this situation. The most important thing in the simulations is to make the participants fully accept the reality of the function (role and functions), take on their role and not consider themselves students. Otherwise, the simulation will not work. Acceptance of the reality of the function means that the participant who takes on the function of the doctor must examine the patient, communicate effectively with him for consultation.

Therefore, the role of participants in business simulation is to:

play functional roles like journalist, survivor or client

position yourself in this reality,

concretize this reality, assuming our duties and responsibilities as we hear.

It is very important to offer an interesting topic in the simulation, since it is closely related to their level of motivation, which is “self-generated, because the will depends on the function, tasks, duties and circumstances in which the participants find themselves. It is not necessary to succeed as long as they agree on the meanings. Therefore, no effort is required to motivate students from the moment they accept the reality of their responsibilities. Motivation can also come from emotional satisfaction or happiness from the ability to make decisions, as well as from the pleasure of interactive arousal.

Team benefits in the game

In order to fulfill the basic requirements for a simulated environment, there should be no contact between participants and the world outside the classroom. We must always remember that only the environment is modeled, but the behavior of the participants is real. In order for the structure to be closer to reality, especially for long-term simulations, the classroom should be adapted to simulate the environment in which it is planned to carry out activities, i.e. let’s say that for the simulation that takes place in the office, the classroom can be adapted to reproduce a real office.

Although this option is not always possible, there are other ways to change the learning environment so that it looks like the one proposed in the simulation.

For example:

• Chalkboards / Whiteboards can be converted to look like desktop display panels.

• Offices can be grouped or divided to fit workstations.

• Posters and other visual elements that are clearly associated with the school can be removed and replaced with more business-friendly elements.

• Broadcasts should preferably be in the target language. If there is no radio, you can play music.

• There should be telephones, faxes, computers in place.

• Snacks, drinks and personal items should be visible in the workplace.