{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,17]],"date-time":"2026-04-17T13:11:29Z","timestamp":1776431489883,"version":"3.51.2"},"reference-count":64,"publisher":"Emerald","issue":"2","license":[{"start":{"date-parts":[[2022,9,12]],"date-time":"2022-09-12T00:00:00Z","timestamp":1662940800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["LHT"],"published-print":{"date-parts":[[2024,5,24]]},"abstract":"<jats:sec><jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title><jats:p>This study has two objectives: to explore the factors that influence student self-efficacy regarding engagement and learning outcomes in a business simulation game course and to compare the difference between hierarchical and general teaching methods.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title><jats:p>From September 2021 to May 2022, a questionnaire was administered to 126 students in a business simulation game course at the Zhongshan Institute, University of Electronic Science and Technology of China. Data were analyzed using nonparametric paired samples tests and linear regression.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Findings<\/jats:title><jats:p>The results showed that student self-efficacy, engagement and learning outcomes were significantly higher with the hierarchical teaching method than with the general teaching method. There were also differences in the factors that influenced self-efficacy regarding learning outcomes between the two teaching methods. With the general teaching method, student self-efficacy did not directly affect learning outcomes, but did so indirectly by mediating the effect of engagement. However, with the hierarchical teaching method, self-efficacy directly and significantly affected learning outcomes, in addition to indirectly affecting learning outcomes through student engagement.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Research limitations\/implications<\/jats:title><jats:p>Compared with the control group experimental research method, the quasi-experimental research method can eliminate the influence of sample heterogeneity itself, but the state of the same sample may change at different times, which is not necessarily caused by the hierarchical teaching design.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Practical implications<\/jats:title><jats:p>Based on the results of this study, teachers can apply hierarchical teaching according to student ability levels when integrating business simulation games. The results of this study can inspire teachers to protect student self-confidence and make teaching objectives and specific requirements clear in the beginning of the course, and also provide an important practical suggestion for students on how to improve their course performance.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Social implications<\/jats:title><jats:p>The research results can be extended to other courses. Teachers can improve students' self-efficacy through hierarchical teaching design, thus improving students' learning performance and also provide reference value for students to improve their learning performance.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title><jats:p>This study built a model based on self-system model of motivational development (SSMMD) theory, comparing factors that affect student self-efficacy regarding learning outcomes under different teaching methods. The model enriches the literature on SSMMD theory as applied to business simulation game courses and adds to our understanding of hierarchical teaching methods in this field. The results provide a valuable reference for teachers that can improve teaching methods and learning outcomes.<\/jats:p><\/jats:sec>","DOI":"10.1108\/lht-02-2022-0114","type":"journal-article","created":{"date-parts":[[2022,9,8]],"date-time":"2022-09-08T21:01:01Z","timestamp":1662670861000},"page":"547-563","source":"Crossref","is-referenced-by-count":9,"title":["The effect of student self-efficacy on learning outcomes in a business simulation mobile game: a quasi-experimental study"],"prefix":"10.1108","volume":"42","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-0026-9988","authenticated-orcid":false,"given":"Qixing","family":"Yang","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Quan","family":"Chen","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Jingan","family":"Wang","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Ruiqiu","family":"Ou","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"140","published-online":{"date-parts":[[2022,9,12]]},"reference":[{"issue":"2","key":"key2024052318162803100_ref001","doi-asserted-by":"crossref","first-page":"193","DOI":"10.1177\/1046878108321624","article-title":"Business simulations and cognitive learning: developments, desires, and future directions","volume":"40","year":"2009","journal-title":"Simulation and Gaming"},{"issue":"4","key":"key2024052318162803100_ref002","first-page":"297","article-title":"Student involvement: a development theory for higher education","volume":"25","year":"1984","journal-title":"Journal of College Student Personnel"},{"issue":"2","key":"key2024052318162803100_ref003","doi-asserted-by":"crossref","first-page":"191","DOI":"10.1037\/0033-295X.84.2.191","article-title":"Self-efficacy: toward a unifying theory of behavioral change","volume":"84","year":"1977","journal-title":"Psychological Review"},{"key":"key2024052318162803100_ref004","doi-asserted-by":"publisher","article-title":"Perceived academic self-efficacy: is it general or domain-specific?","year":"2006","DOI":"10.16719\/j.cnki.1671-6981.2006.05.064"},{"issue":"1","key":"key2024052318162803100_ref005","doi-asserted-by":"publisher","first-page":"297","DOI":"10.1111\/bjet.12762","article-title":"Engagement in business simulation games: a self\u2010system model of motivational development","volume":"51","year":"2020","journal-title":"British Journal of Educational Technology"},{"issue":"6","key":"key2024052318162803100_ref006","doi-asserted-by":"crossref","first-page":"4609","DOI":"10.1007\/s00500-020-05467-6","article-title":"Random clustering forest for extended belief rule-based system","volume":"25","year":"2021","journal-title":"Soft Computing"},{"issue":"ahead-of-print","key":"key2024052318162803100_ref007","doi-asserted-by":"publisher","DOI":"10.1108\/LHT-12-2021-0509","article-title":"The effect of mobile business simulation games in entrepreneurship education: a quasi-experiment","volume":"ahead-of-print","year":"2022","journal-title":"Library Hi Tech"},{"key":"key2024052318162803100_ref008","doi-asserted-by":"publisher","DOI":"10.1177\/00332941221077026","article-title":"The mediating effects of psychological capital and academic self-efficacy on learning outcomes of college freshmen","year":"2022","journal-title":"Psychological Reports"},{"issue":"ahead-of-print","key":"key2024052318162803100_ref009","doi-asserted-by":"publisher","DOI":"10.1108\/LHT-12-2021-0480","article-title":"Exploring the factors of students' intention to participate in AI software development","volume":"ahead-of-print","year":"2022","journal-title":"Library Hi Tech"},{"issue":"No. ahead-of-print","key":"key2024052318162803100_ref010","doi-asserted-by":"publisher","DOI":"10.1108\/LHT-11-2021-0391","article-title":"Which quality determinants cause MOOCs continuance intention? 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