Who performs better when learning with business simulation games? a case study of a college general course in Taiwan

Previous studies on business simulation game (BSG) have concluded that performance may not be the primary benefits for using BSG since the results are mixed. This studies aims at understanding what kind of student profile may perform better in classroom learning with BSGs. A case study of 43 students in a general course in Taiwan indicates that knowledge and skill do matter, and participation and tacit learning preference contribute well to performance. However, auditory learning preference and high motivation students may not like BSG learning in classroom. More dimensions of variables are needed to increase the explaining power of the performance scores in regression analyses.