edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2023-10-133-152edscience-3428Research ArticleОБЩИЕ ВОПРОСЫGENERAL EDUCATIONОбмен знаниями между группами: игровой подход к обучениюTeam knowledge sharing: A game-based learning approachПхунгН. Б. Х.PhungN. B. H.

Пхунг Нгуен Бах Хоанг – аспирант PhD (менеджмент), 

Хошимин.

Nguyen Bach Hoang Phung – PhD Candidate (Management), Thu Duc City People’s Committee,

Ho Chi Minh City.

nbhphung.tpthuduc@tphcm.gov.vnДунгТ. К.DungT. Q.

Дунг Труонг Куанг – PhD (менеджмент), преподаватель, 

Хошимин.

Truong Quang Dung – PhD (Management), Lecturer, 

Ho Chi Minh City.

tq.dung@hutech.edu.vnhttps://orcid.org/0000-0001-6757-797XДуонгН. Т.DuongN. T.

Дуонг Нам Тьен – PhD (менеджмент), преподаватель,

Хошимин.

Nam Tien Duong – PhD (Management), Lecturer, 

Ho Chi Minh City.

tiendn@uef.edu.vnГородской народный комитет Тху ДукаThu Duc City People’s CommitteeХошиминский городской технологический университетHo Chi Minh City University of Technology (Hutech)Городской университет экономики и финансов ХошиминаHo Chi Minh City University of Economics and Finance (UEF)2023141220232510133152Copyright © Пхунг Н.Б., Дунг Т.К., Дуонг Н.Т., 20232023Пхунг Н.Б., Дунг Т.К., Дуонг Н.Т.Phung N.B., Dung T.Q., Duong N.T.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/3428Введение

Введение. Было доказано, что игровые бизнес-симуляторы, которые широко используются в преподавании в последние годы, помогают студентам развивать командную работу и навыки решения проблем.

Цель исследования – оценить, как сплоченность команды и отношение к обмену знаниями связаны с намерениями создавать организационный климат и обмениваться знаниями.

Методология, методы и методики. Используя игровую среду обучения, авторы изучили отношения и намерения студентов, касающиеся обмена знаниями. В рамках исследования анкеты были направлены 202 студентам бизнес-колледжей в Хошимине, Вьетнам. Оценка методом бутстрепа использовалась для проверки всех гипотез с использованием модели структурных уравнений (SEM).

Результаты

Результаты. Результаты исследования показали, что: 1) организационный климат положительно повлиял на сплоченность команды, а также на отношение к обмену знаниями, позитивно воздействующее на намерения обмениваться знаниями; 2) организационный климат был положительно связан с отношением к обмену знаниями и намерениями обмениваться знаниями; 3) сплоченность команды была положительно связана с отношением к обмену знаниями и намерениями обмениваться знаниями; 4) существует значительная связь между организационным климатом и намерениями обмениваться знаниями через посредничество сплоченности команды и отношения к обмену знаниями.

Научная новизна

Научная новизна. Исследование помогает изучить взаимосвязи между четырьмя переменными, которые были упомянуты выше.

Практическая значимость

Практическая значимость. Результаты исследования показывают, что преподаватели должны устанавливать стандарты оценивания и побуждать учащихся выражать свое мнение. Кроме того, крайне важно создать хорошую атмосферу и повысить сплоченность в классе, для того чтобы формировать положительное отношение к обмену знаниями и намерения студентов использовать эти навыки.

Introduction

Introduction. Business simulation games that have been widely used in teaching in recent years have been proven to help students develop teamwork and problem-solving skills.

Aim

Aim. The current research aims to assess how team cohesion and knowledge sharing attitudes relate to organisational climate and knowledge sharing (KS) intentions.

Methodology and research methods. Through the use of a game-based team learning environment, this study examined the students’ attitudes and intentions regarding KS. As part of the study, questionnaires were also administered to 202 students at business colleges in Ho Chi Minh City, Vietnam. Bootstrapping estimation was used to test all hypotheses using a structural equation model (SEM).

Results

Results. The research findings showed that (1) organisational climate positively influenced team cohesion, as well as KS attitudes positively influencing KS intentions; (2) organisational climate was positively related to KS attitudes and intentions; (3) team cohesion was positively associated with KS attitudes and intentions; and (4) a significant relationship exists between organisational climate and KS intentions through the mediation of team cohesion and KS attitudes.

Scientific novelty

Scientific novelty. The study helps to examine the relationships between the four variables that have been done before.

Practical significance

Practical significance. The research findings suggest that teachers should establish grading standards and encourage students to express their opinions. In addition, it is crucial to create a good atmosphere and enhance cohesion in the class so that they can trigger students’ KS attitudes and intentions.

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The authors declare that there are no conflicts of interest present.