Towards a Systematic Requirements Engineering for

IT System-based Business Simulation Games

Robert Häusler, Marcus Tröger, Daniel Staegemann, Matthias Volk and Klaus Turowski

Magdeburg Research and Competence Cluster Very Large Business Applications, Faculty of Computer Science,

Otto-von-Guericke University Magdeburg, Magdeburg, Germany

Keywords: Serious Games, Business Simulation Games, Requirements Engineering, Education.

Abstract: Motivation has been observed to be crucial for learning success. In computer science education, new

approaches for knowledge transfer that create more engagement by their users seem to be a desirable solution.

This can be facilitated, inter alia, through business simulation games (BSG). Within this paper, a preliminary

literature review is conducted to gather the first requirements for an extendable catalog that can be valid for

various BSG. Many different generic success factors, best practices or established methods are identified in

various publications providing promising approaches for deriving appropriate BSG requirements. The

dominance of non-functional requirements is noticeable, whereas the majority of functional requirements

possibly will not become determinable until it comes to the specific game design. Therefore, the publication

at hand can be considered as preparatory work for a future BSG as a Service concept.

1 INTRODUCTION

“In games begin realities” (Abt, 1987), what Clark C.

Abt stated with his foundational work Serious Games

in 1970 proves to be still valid: Games can be used as

an instrument for knowledge transfer to increase the

learning performance. However, this approach was

underestimated for a long time (Wilkinson, 2016), but

from the beginning of the 21st century, learning

behavior has changed (Jacob and Teuteberg, 2017).

Nowadays, motivational aspects (Weppel et al., 2012;

Fischer et al., 2017) and interactivity (Lukita et al.,

2017) have become more important. According to

McGonigal, games have the ability to stimulate

intrinsic motivation and also to generate a high level

of engagement with the background information and

knowledge (McGonigal, 2011). Especially this

willingness to participate is decisive for learning

success (Hamari et al., 2016). Looking at the different

taxonomies in this research field, there are many

various types and application ranges of serious

games, such as in government, healthcare, industry,

and marketing (Gloria et al., 2014; Greco et al.,

2013), or also in the field of education and training

(Jacob and Teuteberg, 2017).

Education Service Providers (ESP) try to support

various educational institutions in the knowledge

transfer process by creating and offering learning

material among other things. One of the domains that

is highly relevant for the business world is the

provisioning of SAP-related application knowledge.

Within this field, those ESP are using so-called

“teaching and learning environments”, consisting of

an information or application system including access

to it, a model (company) and teaching materials

(Häusler and Bosse, 2018). They prepare knowledge

demand-oriented and make it available worldwide.

For that, until now, forms of case studies were the

prevailing method (Leyh et al., 2012). However, over

the years, several issues with this approach became

apparent through the feedback of the corresponding

community. Oftentimes, the case study documents

are seen as “click instructions”, resulting in limited

learning success, generating only low motivation and

do not provide any incentives for the learners.

As motivated before, serious games are able to

solve these kinds of problems. In particular, business

games as a subarea of serious games can be used to

impart knowledge about business processes,

decision-making, financial management or

communication skills (Abt, 1987; Greco et al., 2013;

Lainema, 2003) in a playful and motivating way.

Furthermore, fostering the learners’ understanding by

simulating real-world environments or even single

parts in this context, these games were turning into

386

Häusler, R., Tröger, M., Staegemann, D., Volk, M. and Turowski, K.

Towards a Systematic Requirements Engineering for IT System-based Business Simulation Games.

DOI: 10.5220/0010497503860391

In Proceedings of the 13th Inter national Conference on Computer Supported Education (CSEDU 2021) - Volume 1, pages 386-391

ISBN: 978-989-758-502-9

business simulation games (BSG). For instance, a

well-known and established BSG in the field of

Enterprise Resource Planning systems is ERPsim,

which is used in education since 2004 (ERPsim Lab,

2021; Hwang, 2018; Léger, 2006; Léger et al., 2010;

Leyh, 2017; Utesch et al., 2016). It consists of games

for manufacturing, logistics, retail, and distribution

with defined processes and determined products. To

cover a wider range of miscellaneous theoretical

knowledge and other processes on top of variable use

cases, and using alternative integrated systems, an

overall concept for the configurable simulation of

system-based business processes is needed. With the

help of various BSG in this field, the main aim is to

support many diverse learning setups – mostly first

(home) and second space (workplace) environments

– and thus to increase both motivation and learning

success. Obviously, such a “BSG as a Service”

(BSGaaS) concept has to deal with many (technical)

challenges in order to reduce costs and efforts

regarding development, deployment, and hosting on

the part of the ESPs. One prerequisite for the actual

implementation of such a solution is the identification

of success factors and afterwards the engineering of

the corresponding requirements that can be valid for

developing a wide range of games. For this purpose,

other projects have to be examined to build upon their

results and experiences. Consequently, the following

research questions are addressed:

RQ1: What are universal functional and non-

functional requirements for BSG in an IT system

context?

RQ2: Which constraints for BSG do exist in the

scientific literature?

In order to answer the questions, the paper is

structured as follows. After introducing the overall

problem at hand, the research design is described in

the next section. Thereupon, the first findings are

presented, and in the end, the further proceeding is

depicted.

2 RESEARCH DESIGN

Applying the design science research according to

Hevner et al. (2004), this paper is intended to do the

preliminary work for a future BSGaaS. With the help

of this constructivist paradigm, an expandable catalog

of requirements will be designed as the IT artifact,

since those have a major influence on the success of

projects (Ebert, 2019). Conducting a structured

literature review that is partially based on Seuring and

Müller (2008), which is to be extended in future work,

first general requirements for BSG are gathered that

can be seen as success factors, best practices or

established methods. The resulting requirements

collection of this paper will be systematically

evaluated and extended in future work by cooperating

with the corresponding stakeholders, like experts of

the ESPs, lecturers, and learners among others, based

on the prevailing model of Ebert (2019).

For the literature review, only peer-reviewed

documents, such as journal or conference articles as

well as books are considered. Therefor, the relevant

search terms are derived from the motivational

section and the research questions: “Requirement”,

“Constraint”, “Serious Game”, “Business Game”,

“Simulation” and “Stakeholder”. Moreover, also the

plural forms and the German equivalents are used for

the search. These terms are chosen to be minimal (e.g.

the intentional waive of “ERP”) so that the result set

is generic and not strongly limited. As suggested by

Seuring and Müller (2008), the terms are firstly solely

queried before they are combined in a multi-stepped

procedure to take all possible permutations into

account. The combinations always consist of terms

from different clusters, but are not mixing languages.

Creating a combination, a maximum of one term per

cluster is selected to obtain a manageable number of

queries. To get a general (not a complete) overview,

the following search engines are chosen for their

extensive databases and their accessibility: Google

Scholar, UBfind and SpringerLink. Further libraries

will be investigated in the future. The relevance of the

identified results is assessed via the exclusion

principle by reading consecutively the title, the

abstract and the entire publication. Due to the work in

progress status of this paper, the whole selection

process is not described in detail and the descriptive

analysis is not performed yet.

However, within the content analysis, all relevant

works are read. The aspects found there are

categorized deductively based on the common types

of requirements that are shown in the following

Figure 1.

Figure 1: Requirements classification (Ebert, 2019).

As depicted, requirements can generally be

distinguished into three categories (Ebert, 2019; Pohl,

2010; Robertson and Robertson, 2011). The authors

Requirements

Functional

Requirements

Non-

functional

uirements

Constraints

Towards a Systematic Requirements Engineering for IT System-based Business Simulation Games

387

state that functional requirements describe “things the

product must do” (Robertson and Robertson, 2011). In

fact, users have to be enabled to accomplish their tasks,

whereas non-functional requirements (or quality

requirements) specify criteria for the product quality.

Finally, constraints are organizational or technical

requirements restricting the way of product realization.

3 FIRST FINDINGS

In this section, the identified requirements are

described and categorized according to the above-

mentioned classification. In order to ensure a better

visual detection, these possible BSG properties are

marked bold. Although “requirements” were

searched for, the results are often not formulated in

strict terms of requirements engineering but rather in

their natural meaning. More precisely, they tend to

describe success factors or best practices, which in

some cases only allow a fuzzy assignment to the

requirement types. However, considering the found

outcome as a basis or template, it is possible to derive

specific requirements for various instantiated BSG

projects, potentially resulting in synergy effects. In

the following, at first functional and then non-

functional ones are outlined. Since constraints usually

serve as supplements (Ebert, 2019), they might not be

further specified in the literature. However, a few

generic examples are given in the end.

Creating a BSG, one of the first fundamental

choices to make is the game approach itself. This

decision has a significant impact on the implemented

range of functions. Prensky distinguishes between

“mini” and “complex” game approaches (Prensky,

2008) while recommending mini-games, since they

can be played to completion within a single class

period and hence, might get used more by lecturers.

They can be created relatively easily as well as

inexpensively (compared to complex games) and just

focus on single aspects without getting lost in

complexity, which might be also useful considering

the “as a Service” approach. Developing good,

complex games for education is rather difficult, costs

a lot of money and time. Thus, complexity plays a key

role, influencing the degree of the game difficulty

among other things. If the number of input/output

parameters that the players have to decide on increases,

the BSG become more complex and complicated

(Trautwein, 2011). In the case of high complexity,

games should encourage teamwork (Blažič et al.,

2012), as another fuzzy success factor that is primarily

seen as a non-functional requirement but influences

also functional ones. Learners acquire soft skills like

the ability to work in groups, dealing with conflicts,

organizing plans and exercising leadership, but also

communicating, motivating each other, and carrying

out a project together (Ceschi et al., 2014). Because of

this need for organization and interaction, many games

require communication tools like e-mail, web

conferencing, or chat rooms (Asakawa and Gilbert,

2003) as a functional requirement.

Furthermore, the use of web-based applications

is proposed due to the advantages of PCs and the

internet: Quick and simple inputs, easily changeable

business environments, graphical presentation of

results (Asakawa and Gilbert, 2003; Blažič et al.,

2012). In consequence of influencing the (functional)

architecture or serving as an entity in data or structure

models, this finding could be assigned to the

functional requirements, but it could be also seen as a

limiting factor (constraint) for the used infrastructure,

or unquestionable as a quality factor in terms of

design decisions, which leads now to the non-

functional requirements.

In this context, the importance of interface

design is also emphasized, because “attractive

screens” of BSG have a positive influence on gaming

behavior (Tao et al., 2009). Moreover, logically, it

plays a key role in completing tasks and achieving

goals effectively, efficiently, and satisfactorily. Other

success factors that potentially leading to non-

functional requirements have a similar effect. Hence,

market reality and the game background

environment also influence perception of the game.

A business game should paint an accurate picture of

the market reality (Blažič et al., 2012). Otherwise,

using unrealistic or outdated models could adversely

affect learning results and learners’ motivation. The

game background environment can be either

industry-specific or generic. In an industry-specific

game, the developers attempt to replicate a real

industry environment, in which learners virtually gain

(near) real-world experiences (Blažič et al., 2012). On

top of that, simulation or simulated systems enable

learners for example to estimate the consequences of

decision-making in a low-cost and low-risk

environment (Corti, 2006), which is a good argument

for BSG in general. Coincidently, the time period

simulated indicates whether learners have to focus on

short-term or long-term strategic decisions (Blažič et

al., 2012), varying from a few hours to whole days or

months (Trautwein, 2011).

Considering again the online communication and

teamwork aspects, the aforementioned web-based

interactions are often slower than face-to-face

communication. If the lecturers or the players desire a

more interactive game experience, it is necessary to

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communicate in synchronicity. In contrast,

asynchronous communication allows participants with

different schedules to play with each other (Asakawa

and Gilbert, 2003). Interactivity also affects the

duration of BSG. If the players can receive immediate

responses from the game, it is usually completed faster

compared to decisions that are submitted to a game

administrator first (Blažič et al., 2012).

For a smooth progression of the game, it is

essential to provide user manuals delivering “step-

by-step instructions” and additional material giving

information about maintenance and technical issues

(Asakawa and Gilbert, 2003). Briefing and

debriefing sessions are required to introduce and

explain game mechanics, respectively to confirm the

knowledge of learners, clarify misunderstandings,

and correct mistakes (Asakawa and Gilbert, 2003;

Blažič et al., 2012). With regard to the motivated ESP

environment, all those kinds of documents have to be

a part of the BSG itself, since the familiarization of

the lecturers is a precondition for a smooth game

process. Furthermore, engaging learning goals,

especially entrepreneurial thinking, leadership skills,

problem-solving or dealing with complexity

(Trautwein, 2011) are also important to keep the

interest of a player (Prensky, 2008; Tao et al., 2009).

As introduced in the beginning, motivation is a key

factor. To keep players motivated, BSG should fulfil

requirements like a well-thought structure, provide a

sense of winning while remaining challenging and

integrate a role-play model. It is necessary to

determine whether the decisions of the players

influence the results of each other or not (Blažič et al.,

2012). Empirically, the balance of cooperation and

competition leads to a greater engagement (Prensky,

2008; Tao et al., 2009). These aspects additionally

enhance the experience and learning rate of the

players as well as help to develop skills and strategies

(Asakawa and Gilbert, 2003). BSG should try to

provide that balance just like the interplay between

discussions and decisions, since decisions are the

core of the “learning loop”: Decision, action,

feedback, reflection (Prensky, 2008; Tao et al., 2009).

Figure 2 visualizes the findings so far. As

depicted, one dimension shows the identified success

factors, the other dimension lists the authors of the

relevant publications. A cross-mark indicates if the

requirement is mentioned in the corresponding

literature source. Additionally, the partly colored

frame is used for the provisional categorization.

There are a lot more generic non-functional

requirements, for example, reliability, the plausibility

of results, maintainability, testability, expandability,

and portability. whereas constraints are marginally

dealt with in the investigated literature base, probably

since they generally describe limits, (legal)

regulations, standards or costs, budgets, and

conditions as well as organizational structures (Ebert,

2019). Some of the findings could also partly be

interpreted as constraints. This includes, for example,

reducing complexity in order to save costs or limiting

the used technologies or tools. However, by

definition, constraints restrict the development

process or the product itself (Pohl, 2010), so that they

are usually specified with or after formulating well-

defined functional and non-functional requirements

as they depend on the purpose of the specific product.

Figure 2: Findings summary.

4 CONCLUSION AND FURTHER

PROCEEDING

The aim of this paper was to check whether general

requirements for serious or business games can be

found in the literature and to bring them together into

an extendable catalog, which serves as a preliminary

Explanation

Tend to influence:

Functional Requirements

Non-functional Requirements

Both Categories

XXXX

XXX

XXXX

XXX

XXX X

XXX

Blažič et al., 2012

Trautwein, 2011

Tao et al., 2009

Prensky, 2008

Corti, 2006

Ceschi et al., 2014

Asakawa and Gilbert, 2003

Mini-games Approach

Teamwork

Communication Tools

Complexity

Simulation

Game Background Environment

Ma rket Re a lity

Interface Design

Web-based Applications

Briefing

Additional Material

User Manuals

Cooperation and Competition

Role -pla y

Sense of Winning

Structure

Goals

Duration

Interactivity

Synchronicity

Discussions and Decisions

Towards a Systematic Requirements Engineering for IT System-based Business Simulation Games

389

work for a future BSGaaS concept. To sum up, the

literature review allowed to identify many different

requirements in various publications. As

aforementioned, although the results are referred to as

“requirements” in the investigated literature, they

differ in terms of specificity according to the

prevailing requirements engineering process.

Nevertheless, those success factors, best practices or

established methods provide promising approaches

for deriving appropriate BSG requirements.

After the preliminary review of literature, despite

the fuzzy assignment, the dominance of non-

functional requirements is noticeable. However, this

was expected, since the majority of functional

requirements will not become determinable until it

comes to the concrete or specific design of the game.

Moreover, they will most likely differ from game to

game. In contrast, constraints probably mostly

depend on the ESP and its organizational

environment. Regarding the requirements

engineering essentials, although non-functional

requirements are often difficult to track and verify

(Ebert, 2019), eliciting those requirements may be

assisted by ISO/IEC 25010. It defines software

quality assessment models including also non-

functional requirements. Hence, it is worth taking a

closer look at them in order to collect general, cross-

game requirements for the BSGaaS concept.

Therefore, the literature review will be expanded in

future work including other libraries and considering

various BSG taxonomies to increase the diversity of

the result set allowing to extend the requirements

catalog. Attention will be paid to the contextual

evaluation. As another further step in this direction, it

is planned to examine already existing games in order

to cross-check them with the enriched, literature-

based requirements research.

Since requirements describe what a certain role

(e.g. learner, lecturer) expects from the product,

stakeholders should be involved as soon as possible.

Regarding the systematic requirements engineering

process according to Ebert (2019), the stakeholders in

this IT-based learning context will be identified and

classified in cooperation with the executive

management of an ESP, following the summarizing

approach of Stretton (Stretton, 2010, 2018). Using the

focus group or expert interview method, the hitherto

gathered (non-functional) requirements will be

evaluated with the SAP-system hosting experts of two

ESPs. The whole requirements engineering procedure

should serve as a basis for further research on the

above-mentioned concept. Moreover, simulating

multiple business processes in conjunction with

diverse use cases in a large-scale could be a possible

approach to generate a significant amount of practice-

relevant data sets for example in Big Data Education

(Häusler et al., 2020).

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