Individual Business Simulation Games as a Service:

Towards a Concept for Adaptive ERP Education

Robert Häusler

, Daniel Staegemann

and Klaus Turowski

Magdeburg Research and Competence Cluster Very Large Business Applications,

Faculty of Computer Science, Otto-von-Guericke University Magdeburg, Magdeburg, Germany

Keywords: Business Simulation Games, Education as a Service, Adaptive IS Education, Teaching and Learning

Environment, Modularization, Recombination.

Abstract: Education Service Providers (ESP) are facing several challenges nowadays. They are under pressure on cost,

to perform, and to innovate while meeting the different demands and requirements of their community. In

Enterprise Resource Planning (ERP) education, Business Simulation Games (BSG) are a promising approach,

but they are not used extensively yet for various reasons. With the development of a BSG as a Service concept,

in which mass-customized games can be created according to the individual educators’ needs, the attempt is

to address the tension field of different demands. This provides opportunities for low-threshold, user-friendly,

and tailored use. The paper at hand describes a generalizable concept idea by using an exemplary SAP-based

use case. Modularization and recombination are probably the most important aspects of sustainable and

adaptive ERP education for both meeting the different requirements of educators and making the challenges

for ESPs manageable.

1 INTRODUCTION

“Worldwide IT spending is projected to total $5.1

trillion in 2024” (Gartner, Inc., 2023b). According to

the authors, an increase of 8% from 2023 is expected

despite the global economic slowdown. Especially

the software and IT services segments are estimated

to grow double-digit (13.8% and 10.4%) in 2024.

One possible reason is ubiquitous digitization in

industry and society which often leads to

organizational change processes known as digital

transformation (Lang, 2022; Mertens et al., 2017).

Therefore, companies have to use or adopt digital

technologies and build software-centric operating

models to take advantage of digitization and to make

that challenging transformation process a success.

An example of intelligent software that digitizes

companies’ processes is an Enterprise Resource

Planning (ERP) system (Sarferaz, 2023). In many

fields and sectors, people with IT systems and process

knowledge are obviously important, especially when

using ERP systems. However, the number of job

vacancies increases in many countries and at the same

https://orcid.org/0000-0002-2534-6070

https://orcid.org/0000-0001-9957-1003

time, the shortage of skilled workers limits the growth

of companies (Gartner, Inc., 2023a).

Consequently, there is a need for well-skilled

graduates, lateral entrants, and in-house employees.

Therefore, appropriate methods for knowledge

transfer are required but there seem to be gaps in

nowadays study course curricula (Kaiser et al., 2018).

Besides, challenges in ERP education or training

occure as well, e.g., finding suitable teaching

methods, as well as maintaining ERP systems, and

building practical exercises (Leyh, 2017).

Concluding, there exists no gold standard but various

requirements and didactic demands.

In ERP teaching, Education Service Providers

(ESP) support lecturers and trainers (Prifti et al.,

2017) by offering standardized teaching and learning

environments (TLEs) consisting of a system, a model

company, and teaching materials (Häusler and Bosse,

2018). Many educational institutions use those

offerings to teach ERP concepts and demonstrate

business processes (Leyh, 2017). TLEs are one of the

key deliverables of the so-called Education as a

Service (EaaS) model which is depicted in Figure 1.

494

Häusler, R., Staegemann, D. and Turowski, K.

Individual Business Simulation Games as a Service: Towards a Concept for Adaptive ERP Education.

DOI: 10.5220/0012692300003693

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 16th International Conference on Computer Supported Education (CSEDU 2024) - Volume 1, pages 494-501

ISBN: 978-989-758-697-2; ISSN: 2184-5026

As the name already indicates, it is a service offering

that is needed to transfer the technology, the

knowledge, and the tools included in TLEs to

educational institutions. In addition to the technical

aspects, ESPs provide support and give instructions

or insights how to use the TLE in teaching.

Figure 1: Key components of EaaS (Prifti et al., 2017).

As visualized, EaaS consists of three elements:

Besides the essential access to software, platforms, or

infrastructures (as a cloud service), curricula with

theoretical and practical materials as well as

supporting tools and services are provided. TLEs are

not directly depicted in the figure but they would be

in the pillars “Curriculum” and “Cloud Service”.

In general, IT-related ESPs are facing several

challenges nowadays. (I) The field in which they

operate is subject to a naturally high level of

dynamism since technologies are being further or

even newly developed. (II) However, the process of

creating teaching and learning environments is

relatively complex and therefore costly. (III) ESPs

are under pressure on cost, to perform, and to

innovate. Looking at the needs and demands of the

community, there are different requirements

depending on the type of use, teaching objective, and

user groups. (IV) Thus, there is a tension between

standardization and flexibilization. (V) ESPs have to

deal with didactic concepts in addition to technical

knowledge, in which they are usually experts. For

instance, in the field of ERP education, the case study

method is prevailing until now (Leyh, 2017), but

there are several problems in generating motivation

and providing incentives (Häusler et al., 2021).

Addressing these issues and finding solutions is

essential to enable learning success and produce well-

equipped graduates. To do so, the use of learning

environments in teaching can be crucial because they

can have a positive impact on the quality of teaching

and also lead to more efficient learning (Chang and

Wills, 2015). Concluding, the use of TLEs is a

prerequisite for learning success, but not necessarily

leading to it. Furthermore, the construction of those

environments according to the modular principle

attempts to resolve the tension between

standardization and flexibilization. This is done by

splitting the TLE objects into small, standardized

parts and combining them. The recombination of

these parts provides for flexibilization, variability,

and sustainability. The more segments there are, the

greater the possibilities for combination and use.

Regarding the motivational aspects (Weppel et al.,

2012; Fischer et al., 2017) and interactivity (Lukita et

al., 2017), the choice of an appropriate teaching

method has obviously an impact on learning success

as well and should therefore also be focused on.

A long-time underestimated approach in teaching

and learning is the use of games (Wilkinson, 2016)

which can stimulate intrinsic motivation and also

generate a high level of engagement with the

background information and knowledge (McGonigal,

2011). For instance, business simulation games

(BSG) provide an excellent way to impart knowledge

(Abt, 1987; Greco et al., 2013; Lainema, 2003). Not

only processes and concepts can be taught, but also

business backgrounds (Leyh, 2017). As a well-known

and established BSG in the field of ERP systems,

ERPsim proves this (Leyh, 2017; ERPsim Lab,

2024a; Hwang, 2018; Léger et al., 2010; Léger, 2006;

Utesch et al., 2016). It consists of games for

manufacturing, logistics, retail, and distribution with

defined processes and determined products.

According to their website, the use of ERPsim varies

around the world. There are regions where the

application is more concentrated than in others

(ERPsim Lab, 2024b). Possible reasons are the

licensing costs incurred (which are rather unusual for

some countries) in addition to the system hosting fees,

the limited number of scenarios, or the relatively high

complexity of the single games.

In sum, this leads to the following thesis: BSGs

are a promising tool or method for future teaching and

learning. Moreover, especially a flexible BSG as a

Service (BSGaaS) approach, in which mass-

customized games are individualized according to

educators’ requirements, could address the described

challenges. Modularization and recombination play

an important role for the individuality and flexibility

of teaching and learning. So, BSGaaS can be a crucial

key part in this field to provide a sustainable success

for both teachers and learners. Envisioning, if there is

a large building block with different but freely

selectable components, teachers would be enabled to

compose games on their own (via self-service). In this

Individual Business Simulation Games as a Service: Towards a Concept for Adaptive ERP Education

495

way, an individually customized learning setup can

be created. Considering this concept as a part of EaaS,

a flexible, cost-effective, scalable, and easily

accessible usage of BSGs would be possible by

providing cloud services. This results in the

assumption that BSGs can be designed variably

through an EaaS approach, offering the learners

applications that can be used flexibly and

personalized to meet the individual needs of the

educational institution. The paper at hand describes

the generalizable concept idea for adaptive ERP

education using an SAP-based TLE and outlines one

feasible solution approach. The gained flexibility

including recombination and modularization support

several stakeholders and helps meeting their demands

and challenges in the process of transfering and

dealing with knowledge.

2 THE USE CASE AND CONCEPT

IDEA

To make this conceptual idea more tangible, an

example shall serve this. The SAP University

Competence Center (SAP UCC) Magdeburg operates

as an ESP and is thus involved in various educational

processes. Its main business is the development and

operation of TLEs which includes hosting SAP

solutions, making them worldwide available for

academic purposes (Software as a Service), and

creating a wide range of teaching materials (EaaS)

with practical relevance in the field of enterprise

software. The associated model company of many of

their TLEs is Global Bike, a fictitious company that

produces and sells bicycles.

As part of the related academic community, the

SAP UCC works to improve existing services and

offerings and tries to integrate alternative or

innovative teaching and learning concepts. In

particular, the SAP UCC decided to enhance the

“Introduction to SAP S/4HANA” TLE by BSGs in

order to address additional learning objectives

(Anderson and Krathwohl, 2021) and increase

motivation. Within two pilot development projects, a

team of four persons already developed “Global Bike

Go”, a three-part series of turn-based, modular BSGs

in a beta version so far (Häusler, 2019). They are

designed as mini-games lasting between 45 and 90

minutes while each pursues small and simple learning

objectives (understanding simple market

mechanisms) in the corresponding module context,

described as follows.

 Explore Procurement:

Purchasing optimization (supplier selection)

based on offered product combinations, price,

and delivery reliability.

 Explore Production:

Cost-efficient fulfilment of a given production

target under certain conditions (number of

working days, number of employees, product

costs).

 Explore Sales:

Maximizing profit through bicycle sales by

setting the selling price, considering the

market, and seasonal influences.

In these games, the players act as part of a

department but due to the simple scenarios and the

limited number of decisions (1 or 2 per round), role-

based gameplay was not intended so far. Figure 2

illustrates the general game structure and a

fundamental principle for the concept idea.

Figure 2: Separation of game core, data scenario, and

decision data (Kern, 2003).

As can be seen in the figure, the game core

calculates the results from the participants’ decisions,

considering the data scenario (including time-effect

curves, influencing factors, data). Although these

individual components are related to each other, they

are implemented and stored separately. This is in

accordance with Kern (2003) who postulates exactly

this separation of core and data scenario as a

prerequisite for making simulation games more

flexible.

The main idea of BSGaaS will be illustrated by

the Global Bike Go example. The hitherto developed

games are modular and do not yet have any

dependencies on each other but have been designed

in such a way that they can be prospectively

combined in a building block approach

(modularization and recombination). Figure 3

illustrates the concept idea. Due to this flexible

Participants‘

Decisions

Results

Game Core

(Calculation Algorithm)

Data Scenario

Time-effect Curves

Influencing Factors

Data

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496

Figure 3: Schematic representation of possible future combinability and extendability.

design, the TLE is highly adaptable and supports the

individual demands.

As depicted in the upper area (A), the games can

be combined with each other and thus the single

“departments” are brought together. The results of one

game serve as input factors for the respective following

game, e.g., the output of procurement is the input of

production, or the output of production is the input of

sales. In this way, further modules can be integrated as

shown in the bottom area of the figure (B).

For example, a warehouse management (WM)

component could be placed between production and

sales, or a human resources component could

influence the whole order-to-cash process. However,

not all departments would necessarily have to be

managed by players, since some module decisions

could be simulated by the system (depending on the

lecturers’ choice).

If the market or simulation model is integrated

separately from the organizational and process data

(as Figure 2 indicates), it could be relatively easily

changed, e.g., sustainability could serve as goal

instead of profit maximization in the Explore Sales

game. The input parameter (e.g., participants set

selling prices) remains the same. As needed, time-

effect curves, underlying data, the general calculation

logic, or other factors can also be changed to vary the

output (the number of bikes sold) depending on the

desired learning objective. By the separation of core

and data scenario as depicted, organizational units,

processes, or master data (other products e.g., cars

instead of bicycles, other customers, etc.) can be

exchanged or extended which is advantageous for the

individual BSGaaS approach.

In general, the variable combination of BSGs

(permutations) enables the individualized and

flexible design of teaching and learning content.

Individually, the games focus on their origin

scenarios’ objectives, whereas the combination

enables new and integrated learning objectives. The

Individual Business Simulation Games as a Service: Towards a Concept for Adaptive ERP Education

497

integrative character could also bring role-play into

focus.

Thus, teachers and learners can create or enrich

their own TLEs according to their needs. In the future,

further processes can be configured in the system, or

processes already preconfigured for the model

company can be developed as game parts. Each

individual process within a functional business

module or the integration of additional modules not

only creates a potentially further business game but

also expands the possible combinations. The result is

a mesh of BSGs in relation to the existing model

company.

With each change and extension, the pool of

possibilities becomes larger. With the help of the

building block principle, the small, standardized parts

can be (re-)combined relatively flexibly which

provides variabilization. Thus, despite the

standardization (a large, general, non-specific pool),

there is the possibility of customization to fulfil

different demands exactly. With this approach, small

new modules can be created faster and easier. The

smaller units also allow for faster error correction and

incorporation from reflection and feedback processes.

These aspects keep costs lower while enabling

dynamism. In this way, both standardization and

flexibility find their way into the process. Another

possible advantage is that the development of

individual components can also be outsourced to

experts in the user community, e.g., special market or

simulation models, aligned with their personal

learning objectives. An open-source approach for

further dynamics is also conceivable and

implementable in this way.

However, the specific game realization depends

on the concrete use cases and the particular functional

requirements (Häusler et al., 2021). As already

explained, different stakeholders have different

needs. The two main stakeholders ESP and users

(teachers and learners) of the games have the greatest

influence on the design and requirements that need to

be considered. Their influence results from economic

aspects (time and cost efficiency in the creation of

teaching materials, sales coverage, selling price) and

from the inherence approach (create and use best

possible products). Generic requirements for games

from the users’ perspective have already been started

to be investigated (Häusler et al., 2021). But what

does it look like from the perspective of ESPs?

Considering the challenges for ESPs (cf. Section 1),

the following aspects are identified:

 Cost-efficiency

 Diverse offering to reach many teachers and

learners (as they are their customers)

 An effective and efficient approach for

variabilization

 Time-saving development and adaption

 Easy maintenance, hosting, and operation

Looking at the demands of both ESPs and users,

a field of tension emerges. The following (future)

research questions stake this out and enable an

approach and solution-oriented treatment of the field

in the following steps:

How can BSGs be efficiently created, deployed,

and operated? How can BSGs be designed

configurable or created flexibly? Which components

are required for BSGs and which of them play a

decisive role in the BSGaaS approach? Finally, which

components can be variabilized?

3 COMPONENTS AS KEY

To address the aforementioned questions with regard

to modularization and recombination, components

are a central, promising and therefore unavoidable

aspect of a solution approach. Models like the so-

called shell model by Kern (2003) serve as a basis and

provide important findings.

Using the term Net-based Business Game

Learning Arrangements (German: “Netzbasierte

Planspiel-Lernarrangements”, short: NPL), Kern

proposes the shell model to structure different

components and to derive requirements as well as

design recommendations for learning environments

and user groups. Various technical possibilities for an

NPL architecture are also discussed. However, the

technical aspects will not be part of this work so far.

Figure 4 below shows the components of the NPL

shell model.

As depicted, the game core and the data, which

are in the center, are essential for web-based business

games. The core includes the calculation algorithm or

simulation model as already presented in Section 2.

Representing the second shell, the graphical user

interface (GUI) enables the users to access the core’s

functionalities. Depending on the needs and tasks,

different and individualized GUIs can be provided per

user group. Logically, the GUIs of game masters and

participants differ in design and functionality.

The outer shell contains components that belong

to the overall learning arrangement but not directly to

the game itself. These include:

 The communication and cooperation

components for the interaction between the

participants,

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 Decision support tools for participants (e.g., for

planning or for analysis),

 Support components for the game master (e.g.,

additional information, opportunities for

(de-)briefing, assistance in running the

simulation), and

 Teaching as well as practice modules (e.g.,

facts to be taught in advance or methodological

knowledge).

Figure 4: Components of the NPL shell model according to

Kern (2003), translated.

While the outer shell components do not

necessarily need to be provided for playing the game

itself, they are nevertheless essential in an EaaS and

also in a BSGaaS (cf. Figure 1) approach to create the

prerequisite for a good game experience for game

masters and participants. They serve as supporting

tools and accompany the entire game sequence.

Especially in online courses (such as during the peak

phases of the COVID-19 pandemic), communication

and cooperation components are indispensable to

enable players’ collaboration. Additionally, since the

games are not designed by the lecturers, it is the

ESPs’ responsibility to instruct them appropriately.

This applies to all game phases (preparation,

execution, and evaluation).

As can be derived, Kern’s model provides a solid

and expandable basis but comprises only general

components on the meta-level. Therefore, further

investigations as well as a scientific deepening are

necessary. First, it is important to identify all the

required components. In the context of the BSGaaS

concept, it is a fundamental question of how the

components can be variabilized (in the sense of

modifying parameters and variables). Especially

regarding the (re-)combination of components, this is

a crucial aspect. A subsequent question is how

variable the components of a BSG can be without

changing the core concept of the game.

Concerning this variabilization, attributes or

classification characteristics such as those of Kern

(2003) and taxonomies such as those of Greco et al.

(2013) could serve this purpose. They provide,

besides a classification, also implicit but logical

variabilization possibilities for components in the

BSGaaS approach. Some examples from Greco’s

taxonomy are:

 Characteristics of users’ decisions (qualitative,

quantitative),

 Transparency of the simulation model (black

box, grey box, transparent box),

 Model behavior (deterministic, stochastic),

 Influence of external data (with influences,

without influences),

 GUI type (browser-based, mobile-based,

software-based, not digital),

 Player Composition (single player, single team,

multi players, multi team, massive),

 Role playing (yes, no), and

 Debriefing options (collective, individual,

absent).

Those attributes or characteristics need to be

assigned to the single components. When the

characteristics are determined, they shape the

different game instances. This could implicitly enable

a cost estimate for the ESPs. It is presumable that

additional characteristics or whole components will

initially be more expensive to develop but – if the

BSGaaS is reasonable realized – the larger the

component base becomes the more cost-effective it

will be in the future.

4 CONCLUSION AND NEXT

STEPS

Overall, the following first findings can be derived.

Modularization and (re-)combination are probably

the most important aspects of sustainable and

adaptive ERP education for both meeting the different

requirements of educators and making the challenges

for ESPs manageable. A separation of game logic and

data concept ensures “scalable complexity” (Kern,

2003) and thus guarantees flexibility as well as user-

friendliness. Innovative concepts and general

scalability are essential for an ESP to be able to offer

Game Core

and Data

GUI

for Game Master,

Administrator, and

Participants

Support

Systems/Components

for Game Master

Decision Support Tools

for Participants

Communication and

Cooperation Components

Teaching and

Practice Modules

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499

products on a large scale and thus to be broadly

positioned and stay competitive.

The primary goal of the overall research is to

develop a rough design for BSGaaS in the ERP

environment, in which it is necessary to vary the

components of the business game. For this purpose,

the BSG components, which can be optimized or even

flexibly designed according to the teaching and

learning requirements, have to be identified.

As already motivated, the current limitations have

to be overcome by creating variable use cases, and

versatile learning settings. The differentiation of

stakeholders such as developers and users is

important, while the inclusion of all requirements

within the BSGaaS approach is essential. The

teaching requirements for business games are

therefore a primary part of the analysis and must be

identified in the course of further work. Business

games that can be configured and personalized

according to the users’ needs without much effort

enable a free and focused engagement with the

learning content. The users are dependent on ESP

Supporting Tools and Services when using the games

in teaching since they do not develop the games

themselves. In this context, a decisive question will

be how materials for teachers, e.g., with ideas and

approaches for (de-)briefings or instructions (EaaS),

can be flexibly created, easy to use, and made

available.

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