**3. Related Work**

Ruhi and Ghatrenabi [26], Ruhi [27] presented a review of ERP programs and teaching practices, among which, ERP simulations can be frequently found. They also proposed a conceptual template for integrating theoretical and applied teaching approaches that can be used within ERP business school curriculum design [26,27]. Another teaching concept was presented by Jaeger et al. [28], which was also designed for business students. Schwade and Schubert [29] presented the use of The ERP Challenge, covering simulation experiences with the ERP system Microsoft Dynamics NAV. The teaching approach was used throughout the semester and the evaluation was done by students from the study programs Information Management, Information Systems, Management and Psychology and Management and Economy. The survey shows encouraging results.

To achieve the best possible learning outcome, it is crucial that the implemented learning approaches are accepted by the participants. Darban et al. [30] examined the construct of a perceived knowledge update within the context of an ERP simulation game. They confirmed that team collaboration effectiveness positively affects individual effort and knowledge update, which leads to an increased intention to learn [30]. Another aspect was researched by Darban and Polites [31] to highlight the students' learning patterns. Their research model looked into the willingness to learn through perceived radicalness, which has a positive impact on students' willingness to learn [31]. Chauhan and Jaiswal [32] researched the behavioral intention of using ERP software training. The research partially confirms the UTAUT model in the context of ERP system training [32]. In studies by Darban et al. [30] and Darban and Polites [31], participants were undergraduate students in an introductory level IS course and undergraduate students enrolled in an Introduction to Enterprise System class, respectively. Chauhan and Jaiswal [32] conducted a study in a business school environment. On the other hand, different studies investigate students' attitudes and obtained abilities while using the ERPsim simulation game. For example, Seethamraju [33] revealed a significant impact of the simulation game on students' abilities, on the improvement of process orientation, acquisition of integrative skills and the game's positive contributions to deep learning. The study is based on experiences gathered through the whole semester in a business school, however a small percent of students were IT-oriented students [33]. Cronan et al. [34] measured the participants' experiences with simulation, learning ERP and their attitude. As the results indicate, business students evaluated the learning experience as positive [34]. In addition, the increase of students' attitudes towards SAP and ERP knowledge was confirmed by Hwang and Cruthirds [35], who took into account business oriented students. Cronan et al. [36] compared the learning outcomes in the domain of the ERP business simulation game obtained by objective measures with the self-evaluated perception of learning. As the results indicate, there is a significant correlation between self-assessed knowledge and the objective measures Cronan et al. [36], thus justifying the use of self-evaluation techniques when assessing the effectiveness of simulation game learning approaches.

However, despite the variety of available research, studies were not detected evaluating the impact of a business simulation game on the perceived usability of an SAP ERP solution. In addition, studies using a simulation game only as an introduction and a supplement to already available teaching approaches in ERP system courses were not detected.

Monk and Lycett [23] concluded that it is desirable to have the basic understanding of the core business concepts before learning business processes, wherein understanding could be gained and accelerated via hands-on experience with ERP systems. This proved to be particularly significant when teaching ERP systems to IT-related students. Therefore, our research focused on facilitating the first steps of using the complex ERP solution and to efficiently prepare students for further course assignments. In comparison to related work, we used a simulation game approach only as an introduction to the ERP system course, wherein the continuation of the course was done using traditional learning approaches. In addition, our population was IT master's degree students, with high IT literacy, which was not the case with related studies. In the small portion of studies where IT students were used as a sample, they were undergraduate students and usually mixed with business students. Within the study, we measured both for future use and satisfaction, important factors, perceived usability and obtained knowledge and skills together with students' intent for future course engagement. If students perceive the usability of an ERP system as high, this can significantly improve the frequency of use of the evaluated system. On the other hand, the obtained knowledge and skills can significantly improve future performance and student satisfaction.
