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Can learning be engaging, exciting and effective at once?
RealGame students say it can!

Active learning with RealGame business simulation game places students and their collaboration center-stage. RealGame supports students’ independent knowledge construction, and the teacher’s role is to facilitate and instruct students’ critical inquiry and their development of skills and knowledge. 


In RealGame students collaborate in teams and make decisions on manufacturing, distribution, marketing, sales and logistics, and learn in practice how to manage a company’s operational activities, supply chain and partner networks. They negotiate and communicate face-to-face or via meeting software - just like real-life remote teams.


Making decisions in the game and observing their outcomes in real time allows for understanding causal relations. Digital teamwork skills and 21st century skills learned with RealGame can instantly be deployed to practice.


Learning with RealGame connects theoretical knowledge and concepts to practice. Students learn the interdependencies of business processes and how they affect profitability. With RealGame Business Intelligence KPIs students learn to analyse and improve company performance. These are crucial competences in any business organisation!


Research on learning with RealGame

Students need to know how business really works.

Novice students’ understanding of economic and business concepts is often inaccurate and flawed because it is based on their experiences as consumers. This is understandable! However, if these false understandings are not corrected, learning of key business processes and causal relationships may be hampered. Eventually, this may lead to flawed analysis and bad decision-making. 

We examined students’ preconceptions of key business concepts and processes and traced how these developed during a university course with RealGame. We're happy to share our results with you:

After RealGame...

62,2 %

of students were able to name more concepts,

50 %

increase in accuracy of concepts,

65,5 %

of students described more cause-effect-connections between processes.

Study 1

Start Value

End Value

+ 6,2 %

+ 12,2 %

+ 20,3 %

+ 7,3 %

+ 13,7 %

+ 11,2 %

+ 25,0 %

+ 23,8 %





Bill of material

Manufacturing lead time

Demand / Supply balancing

Delivery punctuality

Supply lead time

From reactive to proactive bus. mngment

End-to-end visibility

Total Cost of Ownership

Managers develop their command of SCM concepts 

Failure of Enterprise Resource Planning (ERP) system implementation often stems from a lack of user training and the employees’ incomplete understanding of how the system affects business processes. An additional hurdle comes from incoherent use of concepts and vocabulary leading to misunderstandings and errors (and causing loss of working time and money). RealGame was part of an ERP training program for over 200 specialists and managers in a global organisation representing 10 nationalities with outstanding results. Participants’ understanding of organization’s ERP-related key vocabulary and concepts was improved on all aspects! This helps to pave way for a successful ERP launch and smooth collaboration across units.

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Study 2
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