Simulation Game Outcomes: A Multilevel Examination of Knowledge Sharing Norms, Transactive Memory Systems, and Individual Learning Goal Orientations

Background. Becausecomputer-based simulation gamesare widely used in university classrooms, it is important to investigate factors which can lead to effective student team performance and positive individual outcomes. Aim. This correlational study aimed to examine the effects ofknowledge sharingnorms,transactive memory systems, and individuallearning goal orientationson game outcomes. Method. The setting for this study was an undergraduate logistics and supply chain class. The class uses a serious simulation game which is designed to realistically mimic the business transactions within an enterprise resource planning system (ERP). Cross-sectional surveys captured individuallearning goal orientations. After multiple rounds ofsimulation gameplay, subsequent surveys captured studentreactions, perceptions ofknowledge sharingbehaviors, andtransactive memory systems. Results. Two sets of analyses were conducted using a sample of 100 undergraduates performing in 42 teams. At the group-level, OLS regression results suggest that, while there was no effect on objectiveteam performance, knowledge sharingnorms enhancedperceptionsofteam performance, and this effect was mediated through the development oftransactive memory systems.For individual-level outcomes, multilevel results suggest thatknowledge sharingnorms were positively related tosatisfaction with the team, but notsatisfaction with the task. However,transactive memory systemswere positively related bothsatisfaction with the teamandsatisfaction with the task. Individuallearning goal orientationwas positively related tosatisfaction with the taskbut notsatisfaction with the team. Conclusion. Our findings suggest thatlearning goal orientationsand norms forknowledge sharingare linked to positive outcomes of team-basedsimulation gamelearning activities. Becauselearning goal orientationsare malleable and norms forknowledge sharingcan be encouraged, these factors are within the influence of the instructor. As such, they should be nurtured and developed through the active encouragement of experimentation, exploration, andcommunicationbetween team members.