Learner engagement and enjoyment in business simulation games: an experimental design exploring task difficulty and facilitator support

Purpose This study aims to investigate the attributes of instructional and social interactivity in online business simulation games (BSGs), and focuses specifically on the influence of learner–content interaction (task difficulty) and learner–instructor interaction (facilitator support) on learners’ engagement and their perceived self-enjoyment. Design/methodology/approach An experimental design was used, involving 280 students enrolled in a Post-Graduate Diploma in Management program at a leading business school in India. The study explores how varying levels of facilitator support and different degrees of task difficulty influence learners’ engagement and their perceived self-enjoyment. Findings The findings reveal that the interaction effect between task difficulty and facilitator support is significant in predicting learners’ engagement and their perceived self-enjoyment. However, while facilitator support is essential, its importance diminishes as task difficulty increases, suggesting a shift toward greater learner autonomy and self-direction. Practical implications Theoretically, this study extends experiential learning literature by applying self-determination theory and social exchange theory to explain how task difficulty and facilitator support shape learner engagement and enjoyment in BSGs. From a practical standpoint, the findings offer valuable insights for instructional design in international business education by underscoring the need to balance learner autonomy with facilitator support. This balance is essential for creating inclusive and engaging learning environments that align with the goals of SDG 4. Originality/value The authors integrate the concepts of interaction and interactivity within the context of online BSGs and contribute to the understanding of how instructional design can optimize learners’ engagement and their perceived self-enjoyment under digital educational settings. Also, the authors underscore the relevance of heutagogical principles in modern education, particularly as learners become more technologically adept and prefer less direct intervention.