The use of computer-based simulation management in higher education: Capitalism lab implementation

As a result of the digitalizing world, the competition between the companies has also moved to other dimensions. Technologically, in an ever-changing world, it is unthinkable that the tools used in the expression of business management skills remain unchanged. In many scientific studies conducted so far, the benefits of business simulations for this purpose are mentioned. Today, the tools (traditional lecture and presentation) used in the transfer of business management skills are thought to be insufficient. It is seen that situation analysis and strategy determination, analytical thinking and problem solving and applications to understand the basic functions of business will be beneficial. It is thought that business simulations can be applied to business management and thus the theoretical knowledge can be experienced through simulation. In researches, it is stated that the motivation of the users is important for such applications. At first it was said that even if a high level of motivation was achieved, it eventually disappeared. The main purpose of this study is to determine how the use of computer-based simulation in business management education will affect students' motivation, to determine the experiences to be experienced in simulation and to determine the experiential differences between the applied departments. For this purpose, a total of 102 students studying in the fourth year of the university and taking courses in business management were given a business simulation application in four groups, 5 people, for 14 weeks. As a result of the application, quantitative data obtained through questionnaire and qualitative data obtained from business simulation reports were analyzed by using mixed research method and quantitative content analysis. As a result of the study, it has been determined that the use of simulation in business education is effective in maintaining the motivation of the students. In the simulation application, Attention (p>0.05; t_0.05=1.178), Relevance (p>0.05; t_0.05=0.760) and Satisfaction (p>0.05; t_0.05=1.737) levels do not differ by gender, but Confidence (p<0.05; t_0.05=3.019), it is concluded that there is a significant difference between female students and male students. In multiple correlation analysis to determine the strength and direction of the relationship between the variables used in the research, it has been concluded that there is a positive relationship between Attention and Relevance (r=0.900; p<0.01), Relevance and Confidence (r=0.822; p<0.01), Confidence and Satisfaction (r=0.827; p<0.01). In addition to this, the diversity of experiences and common and different experiences arising according to the departments were determined. In this respect, it is observed that the trainings received for business management are reflected in the simulation. It has been found that the computer-based simulation used in the application provides a lasting level of satisfaction as a result of being remarkable, reflecting real world events and providing confidence. Keywords: Simulation, business education, business management, motivation