<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0124-8693</journal-id>
<journal-title><![CDATA[Tendencias]]></journal-title>
<abbrev-journal-title><![CDATA[Tend.]]></abbrev-journal-title>
<issn>0124-8693</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Nariño, Facultad de Ciencias Económicas y Administrativas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0124-86932023000200028</article-id>
<article-id pub-id-type="doi">10.22267/rtend.232402.227</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[DETERMINANTES EN EL USO DE SIMULADORES DE NEGOCIOS: CASO COMPANY GAME]]></article-title>
<article-title xml:lang="en"><![CDATA[DETERMINANTS IN THE USE OF BUSINESS SIMULATORS: COMPANY GAME CASE]]></article-title>
<article-title xml:lang="pt"><![CDATA[DETERMINANTES NO USO DE SIMULADORES DE NEGÓCIOS: CASO COMPANY GAME]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sarmiento Suárez]]></surname>
<given-names><![CDATA[Jaime Enrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez Montañez]]></surname>
<given-names><![CDATA[Julio César]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villamizar León]]></surname>
<given-names><![CDATA[Maryory Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arenas Fajardo]]></surname>
<given-names><![CDATA[Reinaldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huguet Borén]]></surname>
<given-names><![CDATA[Llorenç]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pontificia Bolivariana  ]]></institution>
<addr-line><![CDATA[Bucaramanga ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pontificia Bolivariana  ]]></institution>
<addr-line><![CDATA[Bucaramanga ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Pontificia Bolivariana  ]]></institution>
<addr-line><![CDATA[Bucaramanga ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Industrial de Santander  ]]></institution>
<addr-line><![CDATA[Bucaramanga ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Company Game  ]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>24</volume>
<numero>2</numero>
<fpage>28</fpage>
<lpage>59</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0124-86932023000200028&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0124-86932023000200028&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0124-86932023000200028&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El uso de simuladores en los procesos educativos ha tomado fuerza en los últimos años, y se han convertido en herramientas que apoyan al mejoramiento de capacidades y competencias genéricas de los estudiantes, como son: la comunicación asertiva, gestión del tiempo y de la información, trabajo en equipo, técnicas de análisis, entre otras, pero se hace necesario indagar si otros aspectos pueden influir en el momento del uso y aplicación de los simuladores empresariales, así como en los resultados obtenidos. El enfoque utilizado en esta investigación es de tipo cuantitativo-explicativo y de tiempo sincrónico y utiliza como fuente de información la base de datos del simulador de juegos de negocios Company Game, tomando la información de 1.197 registros. El objetivo del estudio es identificar la existencia de variables que influyan en el desempeño de los equipos en el juego de simuladores de negocios, tales como la formación académica, el contexto y el entrenamiento. Los resultados del modelo de regresión logística y el modelo de ecuaciones no paramétricas (PLS-SEM), muestran que el tiempo de dedicación y la cantidad de consultas de páginas asociadas al juego de simulación son los determinantes que explican la variación en los resultados del ranking, brindando una mejor comprensión a las personas interesadas en los procesos de construcción del conocimiento, mediadas por métodos de aprendizaje electrónico que buscan un fortalecimiento en las competencias genéricas. JEL: C63; C88; M13; M20; O30]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The use of simulators in educational processes has gained strength in recent years, and they have become tools that support improving students' generic skills and competencies, such as assertive communication, time and information management, teamwork, and analysis techniques, but it is necessary to investigate whether other aspects may influence the time of use and application of business simulators, as well as the results obtained. The approach used in this research is quantitative-explanatory and synchronous time and uses the Company Game business game simulator database as a source of information, taking information from 1,197 records. The study's objective is to identify variables that influence the teams' performance in the game of business simulators, such as academic background, context, and training. The results of the logistic regression model and the non-parametric equation model (PLS-SEM) show that the time spent and the number of page queries associated with the simulation game is the determinants that explain the variation in the ranking results, providing a better understanding to people interested in knowledge construction processes mediated by electronic learning methods that seek to strengthen generic skills. JEL: C63; C88; M13; M20; O30]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A utilização de simuladores em processos educacionais ganhou força nos últimos anos, e eles se tornaram ferramentas que auxiliam no aprimoramento de habilidades e competências genéricas dos alunos, como: comunicação assertiva, gestão do tempo e da informação, trabalho em equipe, técnicas de análise, entre otras, mas é preciso investigar se outros aspectos podem influenciar no tempo de uso e aplicação dos simuladores de negócios, bem como nos resultados obtidos. A abordagem utilizada nesta pesquisa é quantitativo-explicativa e de tempo síncrono e utiliza como fonte de informação o banco de dados do simulador de jogo de empresas Company Game, tomando informações de 1.197 registros. O objetivo do estudo é identificar a existência de variáveis &#8203;&#8203;que influenciam o desempenho das equipes no jogo de simuladores de empresas, como formação acadêmica, contexto e treinamento. Os resultados do modelo de regressão logística e do modelo de equações não paramétricas (PLS-SEM) mostram que o tempo gasto e o número de consultas de páginas associadas ao jogo de simulação são os determinantes que explicam a variação nos resultados do ranking. melhor compreensão para pessoas interessadas em processos de construção de conhecimento mediados por métodos eletrônicos de aprendizagem que buscam fortalecer habilidades genéricas. JEL: C63; C88; M13; M20; O30]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[adaptación del estudiante]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje activo]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje en línea]]></kwd>
<kwd lng="es"><![CDATA[competencias sociales]]></kwd>
<kwd lng="es"><![CDATA[tecnología educacional]]></kwd>
<kwd lng="en"><![CDATA[student adaptation]]></kwd>
<kwd lng="en"><![CDATA[active learning]]></kwd>
<kwd lng="en"><![CDATA[online learning]]></kwd>
<kwd lng="en"><![CDATA[social skills]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="pt"><![CDATA[adaptação estudantil]]></kwd>
<kwd lng="pt"><![CDATA[aprendizado ativo]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem online]]></kwd>
<kwd lng="pt"><![CDATA[habilidades sociais]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia educacional.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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