**7. Conclusions**

This paper summarizes the results of three years of research aimed at evaluating the appropriateness of the experiential learning approach to ease the use of a complex ERP system for newcomers. The learning approach was implemented in an academic environment with master's degree students. A variation of the experiential learning approach, the ERPsim business simulation game, was incorporated into the ERP systems course in the master's degree of the IT-related study program. The simulation game was used at the beginning of the course for the introduction of basic ERP concepts. The game followed an outline recommending the implementation in sequential rounds, focusing on the reflection of gathered experiences and use of the collected information for planning future business strategies. At the end, a survey was performed, measuring the perceived usability of SAP ERP and students' self-assessment of obtained knowledge, skills, and their intent for future engagemen<sup>t</sup> and collaboration within the ERP systems course. The presented results show that this experiential learning approach was positively accepted by the students and provided the expected knowledge and skills needed for the easier continuation of future assignments. At the same time, students shifted their focus from complex study content to a simulation game and unconsciously grasped the fundamental use of a complex system user interface. As the results show, all three groups perceived the usability of SAP ERP as OK, with scores of 59.17, 61.61 and 61.43. Furthermore, the results of the survey indicate that, with the use of a simulation game approach, students acquired new knowledge and skills in the domain of using SAP ERP, and also in the domain of communication and collaboration. The answers show positive feedback towards a reflection phase and its usefulness and, finally, confirmed the increased intent for future attendance of course lectures.

Since the result of the implemented study spoke in favor of adopting the experiential learning approaches as an addition to traditional learning practices, research in this area will be continued. As for future work, we will investigate the acceptance and appropriateness of additional ERPsim games. With this, the suitability of other ERPsim games could also be assessed. In addition, a test allowing an objective assessment of obtained knowledge and skills, focusing on detailed domains, would need to be prepared. With this, self-assessed knowledge could be compared to knowledge measured with an objective method.

**Author Contributions:** Conceptualization, T.B. and M.H.; Formal analysis, T.B.; Investigation, T.B. and M.H.; Methodology, T.B. and M.H.; Supervision, M.H.; Visualization, T.B.; Writing—original draft, T.B.; and Writing—review and editing, T.B. and M.H.

**Funding:** The authors acknowledge the financial support from the Slovenian Research Agency (research core funding No. P2-0057).

**Conflicts of Interest:** The authors declare no conflict of interest.
