Business Management Education using Business Games: Challenges and Prospects from the Perspective of Social Constructivism on Learning

Laurier, Wim;et.al.
(2025) Proceeding,Japan Society for Information and Management 88th Annual Conference — Location: Kansai University, Japan (12.July.2025)

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Abstract
This paper examines the role of business games in management education, focusing on their evolution from traditional cognitive-based learning to approaches grounded in social constructivism. Traditional business games emphasize acquiring declarative and procedural knowledge through predefined decision-making models, which limits learners’ ability to adapt knowledge to new, complex contexts. In contrast, social constructivist perspectives view learning as a dynamic, socially mediated process where knowledge is reconstructed through interaction and practice. The study highlights ORSIAM, an integrated business simulation developed in Belgium, as an example of constructivist-oriented design. Unlike conventional games, ORSIAM provides incomplete and ambiguous information, requiring students to collaboratively interpret data, build decision-making models, and adapt strategies under uncertainty. Features such as simulated external shocks (e.g., “fake news”) and iterative feedback foster sensemaking, reflection, and knowledge reconstruction. These processes mirror real-world complexity and encourage active engagement, dialogue, and experiential learning within a “community of practice.” While ORSIAM demonstrates significant educational value, its effectiveness depends on intentional instructional design. Key challenges include preparing students for ambiguity, calibrating information complexity, and creating supportive environments for collaborative interpretation. Future improvements should address structured pre-training, adaptive course design, and institutional support mechanisms to enhance autonomy and sustained engagement. In sum, business games like ORSIAM advance management education by promoting flexible, context-sensitive learning aligned with social constructivist principles, moving beyond rote knowledge transfer toward active, collaborative knowledge creation.
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Laurier, W., & et al. (2025). Business Management Education using Business Games: Challenges and Prospects from the Perspective of Social Constructivism on Learning. Proceeding,Japan Society for Information and Management 88th Annual Conference, Kansai University, Japan.