Impact of Tacit Knowledge on Management Students by Experiential Learning Using Business Games

Abstract

The purpose of this article is to observe how explicit knowledge acquired in a Management program is applied in an experiential learning exercise through the study of a business game. We are interested in identifying and analysing their perception of how students' explicit knowledge can be transformed into tacit knowledge through a simulated competitive environment and whether they consider this form of learning useful for developing managerial skills. The research is a replication of research conducted last year on another group of students, and we want to compare whether there are changes in perceptions regarding the accumulation of tacit knowledge between two generations of students (2025 vs 2026). Applying Kolb's learning cycle in such a context allows the study of different learning behaviours and the discovery of practical aspects that can allow the accumulation of a high volume of tacit awareness in an educational context in which technology generates the behaviour of rejecting classic forms of explicit knowledge transfer, students prefer role-playing games, games such as printable games, etc.