AI-Supported Feedback, Team Dynamics and Coaching in Hospitality Management Simulation

Abstract

Business simulation games are increasingly used in higher education to support experiential, applied and competency-based learning. However, in tourism and hospitality education, there remains a limited empirical understanding of how simulation-based environments contribute to the development of strategic thinking, decision-making capacity and professional confidence. This paper examines how AI-supported feedback, team dynamics and structured coaching are integrated within a hospitality management simulation learning environment. Rather than treating the simulator as a supplementary digital tool, the study conceptualises it as a dynamic learning environment in which students engage in iterative cycles of action, feedback, reflection and adjustment. The paper draws on experiential and collaborative simulation-based learning, together with research on feedback and coaching, to examine how students interpret performance outcomes and connect them to strategic decision-making. AI-supported feedback is understood as one component of this broader learning environment, supporting the interpretation of operational inconsistencies, market and performance indicators, and subsequent strategic adjustment. The empirical component is designed as a survey-supported case study. Data sources include simulator performance indicators, team ranking and accumulated gains, alongside a student questionnaire measuring challenge, perceived skills, absorption, enjoyment, motivation, perceived learning, satisfaction and skills development. The analytical strategy combines descriptive statistics, reliability analysis, Spearman correlations, exploratory non-parametric comparisons and thematic analysis of open-ended comments. The findings indicate high levels of satisfaction, challenge, perceived learning and skills development. Team dynamics showed the strongest association with perceived learning (ρ = .705, p = .007) and were also positively associated with perceived skills and skills development, whereas simulator performance showed limited relationships with perceived learning outcomes. The paper contributes to simulation-based learning literature by offering a process-oriented account of how AI-supported feedback can be embedded within team-based simulation and human coaching to support strategic learning in hospitality management education.