2nd ICAI 2022

International Conference on Automotive Industry 2022

Mladá Boleslav, Czech Republic

For these purposes, the research method of questioning carried out through a ques tionnaire survey was chosen. The questionnaire contains a total of 15 questions, 14 of which are closed and 1 open with an offer of your own free expression of the project teaching method in the form of computer simulation. Closed questions are binary, scaled, with the choice of one variant, as well as questions involving the selection of variants with the option of choosing multiple variants. A total of 50 respondents from the current teaching semester of both universities participated in the survey. To the research, several students was selected like that used in the case of the research of Chis et al. (2018). Intentional selection was chosen. All students in the year who completed the complete course participated. All answers obtained are valid. 2.1 Model and Data The first two questions have a sorting character, while the first of them shows the structure of the respondent according to the university and the second verifies whether the respondent was confronted with project teaching in the form of computer simulation during the study. Subjects with computer simulation. This question focuses on the structure of subjects in which the student encountered computer simulation. The results show that most often the student used computer simulation in subjects dealing with business management as General / strategic management, automotive management, marketing and also the area of l​ogistics and supply chains. The following are subjects such as accounting, human resources management and banking, which are, however, represented by a minority. Preference of the project teaching. The results clearly indicate a preference for project teaching through computer simulation. Only 8% of students would choose the classic frontal teaching method. Even more important is a detailed analysis of the answer to this question. Students could choose the Definitely yes and Rather yes option, with 50% of students clearly convinced of their choice and the remaining 42% would prefer the simulation. Ability to organize in a team. A total of 54% of students clearly confirm that they learned during the simulation how to optimize the organization of work and communication in the team. Another 42% tend to agree with this statement. Only 4% of students do not feel that teamwork has taught them better work organization skills during the simulation. Necessity of combining knowledge from several subjects. The architecture of complex business simulations of a strategic nature, by its very nature, forces the use of the entire portfolio of knowledge, their combination, and new knowledge is created here. This premise is confirmed by the results, when almost all respondents (96%) admitted that they had to incorporate knowledge gained in other subjects. Increasing of the ability to transform theoretical knowledge into practical knowledge. The question of whether simulation can increase students’ ability to transform theoretical knowledge into practical knowledge was again answered unequivocally. For 86% of students, it is a tool to find out how to apply the acquired

32