Background. Because computer-based simulation games are 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 of knowledge sharing norms, transactive memory systems, and individual learning goal orientations on 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 individual learning goal orientations. After multiple rounds of simulation game play, subsequent surveys captured student reactions, perceptions of knowledge sharing behaviors, and transactive 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 objective team performance, knowledge sharing norms enhanced perceptions of team performance, and this effect was mediated through the development of transactive memory systems. For individual-level outcomes, multilevel results suggest that knowledge sharing norms were positively related to satisfaction with the team, but not satisfaction with the task. However, transactive memory systems were positively related both satisfaction with the team and satisfaction with the task. Individual learning goal orientation was positively related to satisfaction with the task but not satisfaction with the team. Conclusion. Our findings suggest that learning goal orientations and norms for knowledge sharing are linked to positive outcomes of team-based simulation game learning activities. Because learning goal orientations are malleable and norms for knowledge sharing can 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, and communication between team members.

中文翻译：

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模拟游戏结果：对知识共享规范、交互记忆系统和个人学习目标方向的多层次检查

背景。由于基于计算机的模拟游戏广泛用于大学课堂，因此调查可以导致有效学生团队表现和积极个人成果的因素非常重要。目标。这项相关研究旨在检查知识共享规范、交互记忆系统和个人学习目标取向对游戏结果的影响。方法。本研究的背景是本科物流和供应链课程。该课程使用严肃的模拟游戏，旨在真实地模拟企业资源规划系统 (ERP) 内的业务交易。横断面调查捕获了个人学习目标方向。经过多轮模拟游戏后，随后的调查捕捉了学生的反应、对知识共享行为的看法、和交互记忆系统。结果。使用 42 个团队中 100 名本科生的样本进行了两组分析。在小组层面，OLS 回归结果表明，虽然对客观团队绩效没有影响，但知识共享规范增强了对团队绩效的感知，这种影响是通过交互记忆系统的发展来调节的。对于个人层面的结果，多层面的结果表明，知识共享规范与团队满意度呈正相关，但与任务满意度无关。然而，交互记忆系统与团队满意度和任务满意度呈正相关。个人学习目标导向与任务满意度呈正相关，但与团队满意度无关。结论。我们的研究结果表明，学习目标导向和知识共享规范与基于团队的模拟游戏学习活动的积极成果有​​关。因为学习目标取向是可塑的，并且可以鼓励知识共享的规范，所以这些因素都在教师的影响范围内。因此，他们应该通过积极鼓励团队成员之间的实验、探索和交流来培养和发展。