Reflection on the Edumundo Simulation Game Experience

In the second half of the Managing Information Systems and Transformation module, we were assigned to groups of 5-6 to work on a digital transformation project, supported by the business simulation game platform Edumundo.

In this blog post, I will reflect on my personal development throughout this enriching experience, using Gibbs’ Reflective Cycle (Gibbs, 1988).

Description

Over six weeks, we managed a simulated startup smartphone company, making strategic decisions across markets, management, product development, distribution, marketing, and other key areas, aimed at enhancing performance each year (equivalent to one game round).

As Operations Manager, I was responsible for monitoring targets and resolving issues related to daily operations, administration, and human resources.

During our weekly seminar sessions, the team sat together to analyse the previous round’s outcomes, discuss and decide on adjustments for the upcoming round. After spending several weeks in 4th place, we eventually climbed to the top of the rankings by the final round.

Feelings

In the first rounds, we felt overwhelmed by the number of decisions to make and the factors we had to consider, especially since the team had little or no practical business experience. However, once we learned how to interpret the results, understanding where our points came from and identifying the risks and problems highlighted in the analysis, everything started to make more sense. By each round, our decisions gradually became more logical.

Evaluation

One of the things that worked well was that we learned something new each week and immediately applied those lessons to improve our decisions in the following round. Moreover, most team members consistently made an effort to attend every session. Nonetheless, a clear challenge was that despite our encouragement, not all members were fully engaged or contributed meaningfully to the game. As a result, some struggled to understand the decisions we made and missed out on the opportunity to gain valuable insights from the simulation.

Analysis

One key reason we were able to learn and improve each week was our focus on the risks and problems highlighted in the analysis reports. These insights helped us identify which actions to take and which business functions to prioritise in each round, allowing us to respond effectively to issues that could impact our performance.

Moreover, we made timely and well-considered decisions. In the early stages, we chose to invest in market analysis, local partner searches, and risk management to build a strong foundation, rather than prioritising product upgrades or organisational development. By the fifth week, we expanded into two new markets to boost sales and increased investments in reward systems, training, and recruitment, aiming to meet our targets for employee motivation and education levels.

Conclusion

This experience gave us valuable insights into how a business operates, the interconnection and the impact of various factors on its performance. The simulation served as a practical tool that supported us, as postgraduate students, in developing analytical and strategic thinking skills, which are beneficial in our future academic work and professional careers.

Action Plan

Actively engaging with the simulation, I have gained valuable insights into business strategy and digital transformation. These lessons will be highly relevant as I progress through my postgraduate studies and prepare for real-world professional challenges. In future projects, I will explore relevant resources, tools, and case studies to deepen my understanding of digital transformation and apply it to enhance business performance.

References

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford Centre for Staff and Learning Development, Oxford Brookes University.