**1. Introduction**

Digital games have the potential to change the landscape of education as we know it. From the early isolated reports on conferences and books reflecting about possible application of digital games for learning, more and more practitioners and researchers embraced the idea, including the e-learning community [1]. However, today serious games are accepted terms for

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games with an educational intent despite the lack of supporting evidences about their effectiveness in the learning process. Their popularity in the past decade has increased significantly and continues to increase [2]. It is widely accepted by the educators that the games used in education should be engaging, although not necessarily funny, while the learning can be implicit or explicit. Despite the fact that many games to be used in education are now readily available, commercial off-the-shelf, no uniform game pedagogy was developed and it could be said that does not exist. It is safe to be assumed also that in the literature a deep research is missing, which links the games to various properties with the type of learning [3]. Earlier games tended to be based on the behaviorist model but there were other games that tried to incorporate experiential, situated and socio-cultural pedagogical models [4]. Among the researchers in the field, it was widely accepted that the learning outcome, when the games are incorporated in the educational process, is dependent upon the appropriate pedagogy and the underlying game mechanics [5].

Serious games are also used as part of the treatment of some mental disorders such as attention deficit in children, as a way of training for keeping long period attention [6]. Several authors also point out that games can be used to improve self-monitoring, problem recognition and solving, decision making, better short-term and long-term memory, increase social skills such as collaboration, negotiation and shared decision-making as pointed out in ELSPA [7] and by Mitchell & Savill-Smith [8].

As a part of serious computer games, the games known as business simulation games support training and learning focused on the management of economic processes. Business simulation games bring effective methods of learning and experience through business challenges that students usually need to meet before setting foot in the real world [9]. In a business simulation game, the participants can select different decisions without any fear for a real loss to the organization in case participants make mistakes. Participants can select actions and can have experience regarding the consequences of those actions.

The selection of business simulation games for assessment purpose has been made with an intention to demonstrate what kind of business knowledge and skills can be acquired through the gaming. The discussion that follows the assessment points to the limitations of the selected game set. Overall, with game parameters presented and assessment discussed, this chapter attempts to bring educators closer to the real expectations they can have, regarding the achievement of the learning objectives, when an adequate combination of business simulation games and training is applied in a particular education process.
