A Longitudinal Experiential Learning Design for Negotiation Education Through 谈判 Megagame

Abstract

Negotiation education requires students to move beyond conceptual knowledge and apply strategies in dynamic situations involving uncertainty, interdependence, communication, and cultural differences. This study examines the implementation of a ten-week longitudinal experiential learning sequence in an undergraduate International Business course and the role of the Tánpàn 2.0 megagame as its culminating application experience. An institutional course design was adapted so that formative simulations, role-playing exercises, oral reflections, and debriefings progressively prepared students for a sequential intercultural negotiation involving a Chinese manufacturer, a German exporter, and an Australian commercializer. Nineteen students completed identical nine-item conceptual tests before and after the megagame, with items presented in randomized order. Sixteen students completed a post-activity perception survey, and complete negotiation outcomes were recorded for six three-person teams. Mean test scores increased from 7.74 to 8.32 out of 9. A paired-samples comparison did not reach statistical significance, and high initial scores, the limited range of the instrument, and the timing of the pretest constrained interpretation. Nevertheless, all six teams completed the sequential negotiation and reached agreements, producing joint utilities between 2,534,000 and 2,880,000 simulation units. Survey responses indicated that students perceived the experience as challenging and reported applying course learning. A descriptive thematic content analysis highlighted interaction, application of concepts, continuity between negotiation phases, collaborative trade-offs, and initial difficulties understanding the multi-phase structure. The findings position the megagame as an integrative performance environment rather than an isolated source of cognitive gain. The study also demonstrates the need to align the assessment of experiential learning with observable performance, decision-making processes, and reflection rather than relying exclusively on short conceptual tests.