**1. Introduction**

The highest learning outcome is achieved when students are engaged actively in the learning process [1]. Therefore, the use of learning approaches requiring students' active participation is recommended. Schön [2] emphasized the importance of the learning-by-doing approach. He described it as an approach allowing us to "think about doing something while doing it" [2]. Based on the Learning Pyramid by National Training Laboratories Bethel, Maine, USA, learning retention when applying hands-on learning is approximately 75% [3]. This is important, especially in large-scale study courses. An example is a course, ERP systems, carried out within the master degree study program on Informatics and Technologies of Communication, aimed at introducing and deepening the knowledge of ERP solutions for IT students.

Enterprise resource planning (ERP) systems are comprehensive solutions integrating a wide range of business modules aiming to offer a uniform view of a business [4]. ERP systems emerged in order to offer effective IT support to organizations covering a variety of business domains [4,5]. Its widespread use began in the 1970s [4], during which time ERP systems were perceived as

an extension of manufacturing resource planning (MRPII) [5,6]. MRPII offered IT support for manufacturing, engineering, marketing, finance, and management. However, the full integration of modules was not achieved [6]. On the other hand, ERP systems provided complete business integration, while adding additional modules such as human resource planning, maintenance support, quality, and decision support applications [6–8]. ERP systems are presently offered as a commercial product by many vendors [4], e.g., SAP and Oracle, wherein SAP occupies the largest share of the ERP software market [9].

ERP systems integrate different information and business processes covering multiple business areas within an organization [10–12], while at the same time supporting configurability in order to meet the needs of users [4]. Due to the size, complexity, and diversity of functions, the introduction of ERP systems to students constitutes a challenging task. Teaching ERP systems is a demanding task for several reasons. In our case, the subject has a limited number of teaching hours when considering the breadth of the domain, especially when considering that the enrolled students do not have any previous knowledge or experiences with ERP solutions or with standard business processes such as planning, procurement, accounting, etc. If we also add the challenges related to teaching digital natives, then adding an innovative learning approach to existing learning approaches could have a positive impact on learning outcomes.

This paper is the result of a three-year study about the adoption of an experiential learning approach used for the introduction of ERP concepts. The aim was to facilitate the first steps in using a complex ERP solution, and to prepare students for further course assignments. We used a business simulation game, ERPsim [13], that is based on SAP ERP. The implemented variation uses a traditional SAP GUI. The game requires the active collaboration of students, and offers an opportunity for users to reflect on their experiences and then use the obtained information in the following rounds of the game.

To analyze the impact of the implemented learning approach, we designed research that would focus on two aspects. Since usability increases user satisfaction and has an important impact on the frequency of use, we researched the perceived usability of the used ERP solution, namely SAP ERP. The second aspect was the investigation of simulation game impact on ERP solution newcomers with regard to user experience and their perception of gained knowledge and skills in various domains. Therefore, the research was based on the following research questions:


The research relationships addressed within the study are graphically presented in Figure 1. The study explored the students' insight into using an experiential learning approach for the introduction of ERP concepts, focusing on their perception of obtained knowledge and skills and impact of the applied approach on their intent for future course engagement. We also looked into the perceived usability of SAP ERP, introduced with the experiential learning approach. The research questions were answered via the results of a three-year study, composed of a usability survey using an SUS questionnaire, and a survey composed of self-assessment statements evaluating students' acquired knowledge and experiences, as well as their satisfaction and intent for future engagement.

**Figure 1.** Research relationships.

The rest of the paper is organized as follows. Section 2 presents the theoretical background of experiential learning, presenting the meaning of a reflection phase. Further, the characteristics of digital natives are presented, and the concept of simulation games is introduced as an example of the learning-by-doing approach. Section 3 presents the related work and Section 4 presents a study methodology covering the context, participants, data analysis and data collection. Section 5 presents the results of the usability study, and the empirical results of the survey presenting students' feedback together with a discussion. Finally, the article ends with the limitations, conclusion and future work.

#### **2. Experiential Learning Approaches and Digital Natives**

Experiential learning theory defines learning as the "process whereby knowledge is created through the transformation of experience" [14]. Four abilities are needed for effective experiential learning: (1) concrete experiences; (2) reflective observation; (3) abstract conceptualization; and (4) active experimentation [14]. These abilities are joined into two dimensions, the first beginning with concrete experiencing and ending with abstract conceptualization, and the second one going from active experimentation to reflective observation [14]. This represents an idealized learning cycle with learners involved in the recursive process between experiencing, reflecting, thinking and acting, while responding to different learning situations [15]. To achieve the best possible learning outcomes, it is crucial that experiences are upgraded with participants' reflections [1,16]. Therefore, a reflecting phase represents an important part of experiential learning. Reflective practice was already highlighted by Schön [2], who described it as "a dialogue between thinking and doing, via which the learner becomes more skilled" [17], and interpreted by Osterman and Kottkamp [1] as a "means by which practitioners can develop a greater level of self-awareness about the nature and impact of their performance". When reflecting, information can be gathered from the analysis of personal experiences, or collected from other research and practice sources [1].

Learning approaches are also an important topic in the domain of higher education. At present, students are effectively digital natives. The name digital natives was proposed by Prensky [18], who described these individuals as "native speakers of the digital language, computers, video games, and the Internet". Digital natives encountered the digital technology in the early stages of their lives [19], and, as a result, the current generation of students have brought about significant changes in the learning environment [20]. Digital natives can learn at high speeds, since they are used to receiving information quickly [18,20]. They are prone to networking and game-oriented learning [18] and expect a quick response. Gaming has had a particularly significant impact on their educational expectations and opens up the opportunity for collaboration and competition in a goal-oriented environment [21].

The mentioned characteristics of digital natives engendered the need for incorporating new learning approaches into the existing educational process. Various attempts at experiential and reflective learning can be detected in higher education [17,22,23], wherein one of the variations of experiential learning are simulation games [23]. A subset of simulation games are also business simulation games, which started to be developed back in 1998 [24]. One of the representatives

is the ERPsim simulation game [13], designed as a learning-by-doing approach for teaching ERP concepts [25]. Students have to run their own business using an SAP ERP solution to develop an understanding about ERP concepts, to experience the integration of modules within ERP solutions and their benefits for the company, and, finally, to develop technical skills for using the selected ERP system [25]. The ERPsim simulation game [13] is available in nine different versions, where each game can be played in a different number of rounds. Each round consists of several steps. The debriefing step encourages students to reflect on gathered experiences and information from each round, culminating in the learning cycle defined by Kolb [14]. In the reflection phase, the participants review and reflect on obtained concrete experiences, which help them to draw a conclusion and act based on the information gathered from the previous round [23].
