Antecedents and consequences of perceived knowledge update in the context of an ERP simulation game: A multi-level perspective

Researchers and practitioners have encouraged the use of simulation games as a means of training for enhancing users' IT knowledge. However, prior research on IT knowledge has not paid much attention as to how individuals' perceptions of knowledge shift from the pre-training to the post-training state, and has focused mainly on individual-level interventions. Drawing on the theoretical foundation of belief and attitude change, this study examines the construct of perceived knowledge update (i.e., the difference between perceived post-training knowledge and perceived pre-training knowledge) and its antecedents and consequences. In particular, we examine team collaboration effectiveness at the team level and participant effort at the individual level as predictors of perceived ERP knowledge update, which then influences intention to learn about ERP systems. We tested our research model using 252 students in 85 teams in the context of an ERP (Enterprise Resource Planning) simulation game. ERP systems are a business process management software which allows an organization to utilize a system of integrated applications. ERP simulation games are designed to educate ERP system users on the complexities of such systems. Our results show that team collaboration effectiveness positively influences individual effort and perceived knowledge update. We also provide empirical evidence that individual effort positively affects perceived knowledge update which in turn influences intention to learn about ERP systems. This study examines perceived ERP knowledge update in the context of ERP training.This study identifies antecedents and consequences of perceived knowledge update.Team collaboration effectiveness significantly predicts perceived knowledge update.Individual effort positively influences perceived knowledge update.Perceived knowledge update affects intention to learn about ERP systems.