Harry Potter and the OmniGlobe: Learning Negotiation and Communication Styles in an Immersive Simulation Environment

  • Chapter
  • First Online:
Immersive Technology and Experiences
  • 267 Accesses

Abstract

Negotiation skills are important for MBA graduates as they equip them with the ability to effectively communicate, influence, and close deals on positive notes. One of the most effective methods to motivate and actively engage participants in the negotiation learning process is through the use of business simulation games. This chapter presents an immersive negotiation simulation game embedded in the theme of the popular Harry Potter series. In this game, participants use immersive technologies such as augmented reality (AR), virtual reality (VR), and mixed reality (MR) to negotiate the selling price of magical products employing communication styles of select Harry Potter characters. By navigating learners through corporate scenarios using Harry Potter characters, the simulation aims to enhance the negotiation skills of the learners by focusing on skillful understanding of the communication styles of the opponents. The outcomes include learning to negotiate effectively; communicating in teams; understanding how, when, and where to use which communication style; managing conflicts; and resolving issues for problem-solving and decision-making. The simulation is in the beta testing stage and has yet to be translated in an immersive format.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or Ebook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
EUR 29.95
Price includes VAT (Germany)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
EUR 117.69
Price includes VAT (Germany)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
EUR 149.79
Price includes VAT (Germany)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free ship** worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Agndal, H., Åge, L.-J., & Eklinder-Frick, J. (2017). Two decades of business negotiation XE “negotiation” research: An overview and suggestions for future studies. Journal of Business and Industrial Marketing, 32(4), 487–504.

    Article  Google Scholar 

  • Amory, A. (2014). Tool-mediated authentic learning in an educational technology course: A designed-based innovation. Interactive Learn. Environ, 22(4), 497–513. https://doi.org/10.1080/10494820.2012.682584

  • Amory, A. (2018). Use of the Collaboration-Authentic Learning-Technology/Tool Mediation Framework to Address the Theory-Praxis Gap. In T.-W. Chang, R. Huang, & Kinshuk (Eds.), Authentic learning through advances in technologies (pp. 61–73). Springer Singapore.

    Google Scholar 

  • Andone, D., & Frydenberg, M. (2019). Creating virtual reality in a business and technology educational context. In Augmented reality and virtual reality: The power of AR and VR for business (pp. 147–159).

    Google Scholar 

  • Araiza-Alba, P., Keane, T., Chen, W. S., & Kaufman, J. (2021). Immersive virtual reality as a tool to learn problem-solving skills. Computers & Education, 164, 104121.

    Article  Google Scholar 

  • Barrett, K. A., & Johnson, W. L., 2010. Develo** serious games for learning language-in-culture. In E. Richard Van (Ed.), Gaming and cognition: Theories and practice from the learning sciences (pp. 281–311). IGI Global.

    Google Scholar 

  • Bhagat, K., & Huang, R. (2018). Improving learners’ experiences through authentic learning in a technology-rich classroom. In T.-W. Chang, R. Huang, & Kinshuk (Eds.), Authentic learning through advances in technologies (pp. 3–15). Springer Singapore.

    Google Scholar 

  • Bhatnagar, N. (2021). Employability and skill gap among MBA graduates in India: A literature review. Industrial and Commercial Training, 53(1), 92–104.

    Article  Google Scholar 

  • Carreon, A., Smith, S. J., Mosher, M., Rao, K., & Rowland, A. (2022). A review of virtual reality intervention research for students with disabilities in K–12 settings. Journal of Special Education Technology, 37(1), 82–99.

    Article  Google Scholar 

  • Coban, M., Bolat, Y. I., & Goksu, I. (2022). The potential of immersive virtual reality to enhance learning: A meta-analysis. Educational Research Review, 36, 100452.

    Article  Google Scholar 

  • Crompton, H., Bernacki, M., & Greene, J. A. (2020). Psychological foundations of emerging technologies for teaching and learning in higher education. Current Opinion in Psychology, 36, 101–105.

    Article  Google Scholar 

  • Di Natale, A. F., Repetto, C., Riva, G., & Villani, D. (2020). Immersive virtual reality in K-12 and higher education: A 10-year systematic review of empirical research. British Journal of Educational Technology, 51(6), 2006–2033.

    Article  Google Scholar 

  • Falloon, G. (2019). Using simulations to teach young students science concepts: An experiential learning theoretical analysis. Computers & Education, 135, 138–159.

    Article  Google Scholar 

  • Herrero, J. F., & Lorenzo, G. (2020). An immersive virtual reality educational intervention on people with autism spectrum disorders (ASD) for the development of communication skills and problem solving. Education and Information Technologies, 25, 1689–1722.

    Article  Google Scholar 

  • Herrington, J., & Kervin, L. (2007). Authentic learning supported by technology: Ten suggestions and cases of integration in classrooms. Educational Media International, 44(3), 219–236. https://doi.org/10.1080/09523980701491666

    Article  Google Scholar 

  • Krishnan, H. A., Cheung, M. S., & Lee, M. (2020). Pedagogy training for teaching an online MBA course: “The BRICS nations”. Journal of Education for Business, 95(7), 476–482.

    Google Scholar 

  • Liu, R., Wang, L., Lei, J., Wang, Q., & Ren, Y. (2020). Effects of an immersive virtual reality based classroom on students’ learning performance in science lessons. British Journal of Educational Technology, 51(6), 2034–2049.

    Article  Google Scholar 

  • MacLean, S., Kelly, M., Geddes, F., & Della, P. (2017). Use of simulated patients to develop communication skills in nursing education: An integrative review. Nurse Education Today, 48, 90–98.

    Article  Google Scholar 

  • Makransky, G., & Petersen, G. B. (2021). The cognitive affective model of immersive learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. Educational Psychology Review, 1–22.

    Google Scholar 

  • Mariam, S., Khawaja, K. F., Qaisar, M. N., & Ahmad, F. (2023). Blended learning sustainability in business schools: Role of quality of online teaching and immersive learning experience. The International Journal of Management Education, 21(2), 100776.

    Article  Google Scholar 

  • McGovern, E., Moreira, G., & Luna-Nevarez, C. (2020). An application of virtual reality in education: Can this technology enhance the quality of students’ learning experience? Journal of Education for Business, 95(7), 490–496.

    Article  Google Scholar 

  • Morris, T. H. (2020). Experiential learning—A systematic review and revision of Kolb’s model. Interactive Learning Environments, 28(8), 1064–1077.

    Article  Google Scholar 

  • Suh, A., & Prophet, J. (2018). The state of immersive technology research: A literature analysis. Computers in Human Behavior, 86, 77–90.

    Article  Google Scholar 

  • Sun, Z., & Theussen, A. (2023). Assessing negotiation skill and its development in an online collaborative simulation game: A social network analysis study. British Journal of Educational Technology, 54(1), 222–246.

    Article  Google Scholar 

  • Sus, M., & Hadeed, M. (2020). Theory-infused and policy-relevant: On the usefulness of scenario analysis for international relations. Contemporary Security Policy, 41, 1–24.

    Article  Google Scholar 

  • Tang, Y. M., Chau, K. Y., Kwok, A. P. K., Zhu, T., & Ma, X. (2022). A systematic review of immersive technology applications for medical practice and education-trends, application areas, recipients, teaching contents, evaluation methods, and performance. Educational Research Review, 35, 100429.

    Article  Google Scholar 

  • Tarabasz, A., Selaković, M., & Abraham, C. (2018). The classroom of the future: Disrupting the concept of contemporary business education. Entrepreneurial Business and Economics Review, 6(4), 231.

    Article  Google Scholar 

  • Turan, Z., & Karabey, S. C. (2023). The use of immersive technologies in distance education: A systematic review. Education and Information Technologies, 28(12), 16041–16064.

    Google Scholar 

  • Villena-Taranilla, R., Tirado-Olivares, S., Cozar-Gutierrez, R., & González-Calero, J. A. (2022). Effects of virtual reality on learning outcomes in K-6 education: A meta-analysis. Educational Research Review, 35, 100434.

    Article  Google Scholar 

  • Wheeler, S. K. (2018). Harry Potter and the first order of business: Using simulation to teach social justice and disability ethics in business communication. Business and Professional Communication Quarterly, 81(1), 85–99.

    Article  Google Scholar 

  • **e, Q. (2021). Applying vocational education and training pedagogy in business English courses for China's English major undergraduates. Education + Training, 63(2), 292–312.

    Google Scholar 

  • Yusoff, R. C. M., Badioze Zaman, H., & Ahmad, A. (2010). Design a situated learning environment using mixed reality technology—A case study. International Journal of Computer and Information Engineering, 47, 884–889.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Editors and Affiliations

Appendices

Appendix A: Communication Styles (Bourne, 1995)

According to a book written by a psychologist by the name of Edmund J. Bourne Ph.D. titled The Anxiety and Phobia Workbook, there are five basic kinds of communication styles. They are submissive, aggressive, passive-aggressive, manipulative, and assertive (Table 12.1).

Table 12.1 Explanation of communication styles by Bourne, 1995

Appendix B: The Thomas–Kilmann Model

Two researchers, Kenneth Thomas and Ralph Kilmann proposed a methodology for settling arguments and disagreements. According to this model, a conflict arises anytime when there is a difference of opinion between individuals. It is possible that their views, beliefs, ideals, motives, or goals are at the root of the conflict. (Table 12.2).

Table 12.2 Explanation of Thomas–Kilmann model

Appendix C: A Short Note on BATNA Model

See (Table 12.3, Fig. 12.1).

Table 12.3 Explanation of BATNA model
Fig. 12.1
A chart presents the B A T N A model. It includes seller's and buyer's alternatives, Z O P A, seller's and buyer's settlement ranges, seller's and buyer's worst case, and seller's and buyer's desired prices.

The BATNA model

Rights and permissions

Reprints and permissions

Copyright information

© 2024 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Chauhan, R., Mehra, P. (2024). Harry Potter and the OmniGlobe: Learning Negotiation and Communication Styles in an Immersive Simulation Environment. In: Heggde, G.S., Patra, S.K., Panda, R. (eds) Immersive Technology and Experiences. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-99-8834-1_12

Download citation

Publish with us

Policies and ethics

Navigation