Research Article| March 11 2026
Adoption of an interactive serious game for developing conflict management skills in international business education
by: Fernando Almeida and Zoltan Buzady
in: Journal of International Education in Business 1–19. (Q2)
https://doi.org/10.1108/JIEB-08-2025-0110
Full article HERE
Purpose
This study aims to examine the use of the serious game FLIGBY to recognize and enhance conflict management skills in international business education. It explores how the game’s realistic scenarios and embedded conflict resolution frameworks (i.e. Thomas−Kilmann Instrument, Interest-Based Relational approach, and Harvard Negotiation Principles) support the development of key competencies through experiential, gamified learning.
Design/methodology/approach
This study analyzes data from 16,597 FLIGBY players using multiple regression models to examine how the game facilitates the recognition of conflict situations and the application of resolution strategies. The risk-free, simulated environment of FLIGBY provides a controlled setting to assess players’ conflict management competencies.
Findings
The findings demonstrate that serious games like FLIGBY not only enhance students’ understanding of conflict management theories but also actively support the development of practical skills and self-awareness. Players are challenged to analyze interpersonal dynamics, make strategic decisions and reflect on the outcomes of their actions, fostering the development of conflict management skills.
Originality/value
The inclusion of FLIGBY in a business education program has the potential to facilitate experiential learning in conflict management, which is a key topic in international business. Furthermore, it offers data-driven insights into how individuals and teams approach conflict resolutions, which may be relevant to refine theoretical models based on gameplay analytics.
Keywords:
Serious games, Game-based learning, Experiential learning, Higher education, Conflict management
