Revas Business Simulations

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Revas Business Simulations

Revas Business Simulations

Revas sp. z.o.o
Business & entrepreneurship
In Revas Business Simulation Game the students are making decisions on running a small business.

Revas Simulations helps (young) people experience and understand business. The game can be used in business education classes to run courses in a practical, engaging and fun way in more than 10 industries. Simulation participants, divided into teams, run virtual companies and make realistic business decisions similar to decisions made daily by real managers. Teams analyze market information to make strategic and operational business decisions. The teams can compare their results and improve their skills on each round.

The simulation is a flexible tool that can be used in various education levels. In higher education, it can be used in courses on business, economics, operational management, financial accounting or business for 'non-business students' courses. It is also fit for secondary schools - courses on management, accounting, entrepreneurship, economics, marketing, and key business competence workshops. In corporate training it can be included to business – managerial skills training or ’experience business’ workshops.

Age groups 
High School
Tertiary Education
Professional education
Offline play 
Internet required
Educational Quality
Learning Goals

The pedagogical analysis covers how the product supports learning of the identified skills. The student’s role is assessed by four contrary pair parameters, which are selected to cover the most essential aspects on the use of the product.

In Revas Simulation the students are making decisions on running their own company. Each round requires completing several steps before finishing, which makes it impossible to pass through the content with no engagement. In order to progress and make smart decisions the learners are required to acquire and use new information. The new information is delivered on the simulation, but also by the teacher - the simulation is meant to be controlled by the teacher.
Revas Simulation requires utilizing learned content in open-ended problem-solving space. The game consists of several rounds, so it is possible to improve your predictions on each round. The pace of introducing new concepts is good. Each team can utilize individual tactics to solve the challenge and then compare, which of the tactics proved to be successful. The competition between teams and the discussion arising from the results is especially valuable.
The simulation follows linear, predetermined user progression led by the teacher, although during each round the teams can make choices freely. On each round the users will gain more possibilities and knowledge. The learning progress is directly comparable between teams since a good score directly reflects the understanding of content and attention to the choices - The learner must actively analyze and use the knowledge they gain during the game.
The game is instructed to be played in small teams with teams competing against other teams. Each team can act and progress autonomously, and the results are compared after each round to create competition. The solution encourages teamwork and collaborative analytical thinking and problem-solving, and in many cases working in teams makes the usage much easier, since each team member can take care of one area to manage (eg. HR, supplies and so on).

The following are the high educational quality aspects in this product.

The solution is a motivating hands-on introduction to entrepreneurship and running a business. It teaches a wide variety of core business functions in a very activating way.
Success in the simulation requires hard work, collaboration and decision making, which makes learning very effective.
The teacher can flexibly explain several key concepts about business using the simulation and also broaden the topics to cover more where they see fit.

The supported learning goals are identified by matching the product with several relevant curricula descriptions on this subject area. The soft skills are definitions of learning goals most relevant for the 21st century. They are formed by taking a reference from different definitions of 21st century skills and Finnish curriculum.

Subject based learning goals

The student understands the role of businesses in combining human, physical and financial resources to create goods and services
The student understands the role of entrepreneurship (and entrepreneur) and intrapreneurship (and intrapreneur) in overall business activity
The student understands the main business functions and their roles: human resources, finance and accounts, marketig and operations
The student understands the reasons for starting up a business or an enterprise
The student understands the common steps in the process of starting up a business or an enterprise
The student understands the problems that a new business or enterprise may face
The need for organizations to change objectives and innovate in response to changes in internal and external environments
Role of finance for businesses: capital expenditure and revenue expenditure
Short, medium and long-term finance
The following types of cost, using examples: fixed, variable, semi-variable, direct, indirect/overhead
Total revenue and revenue streams, using examples
The purpose of accounts to different stakeholders
The difference between profit and cash flow
The following strategies for dealing with cash flow problems: reducing cash outflow, improving cash inflows, looking for additional finance
The key functions of management
Human resource planning (workforce planning)
Market share
How marketing strategies evolve as a response to changes in customer preferences
Operations management in organizations producing goods and/or services
define price elasticity of demand and supply and perform simple calculations
Marketing and its relationship with other business functions
demonstrate the principle of equilibrium price and analyse simple market situations with changes in demand and supply
Cash flow forecasts
describe the concept of market failure and explain the reasons for its occurrence

Soft skills learning goals

Practicing to work with others
Learning to listen other people’s opinions
Learning decision-making, influencing and accountability
Learning to plan and organize work processes
Practicing decision making
Encouraging to build new information and visions
Practicing to notice causal connections
Learning to build information on top of previously learned
Practicing to notice links between subjects learned
Using technology resources for problem solving
Using technology as a part of explorative and creative process
Using technology for interaction and collaboration
Practicing to use information independently and interactively
Developing problem solving skills
Practicing to look things from different perspectives
Practicing strategic thinking
Practicing persistent working
Learning to find the joy of learning and new challenges
Learning to notice causal connections
Encouraging positive attitude towards working life
Connecting subjects learned at school to skills needed at working life
Realizing the connection between subjects learned in free time and their impact to skills needed at worklife
Understanding and interpreting of matrices and diagrams
Learning consumer knowledge and smart economics
Practicing to take responsibility of one's own learning
Practicing to argument clearly own opinions and reasonings

The Finnish Educational Quality Certificate

Our Quality Evaluation Method is an academically sound approach to evaluating a product’s pedagogical design from the viewpoint of educational psychology.

The method has been developed with university researchers and all evaluators are carefully selected Finnish teachers with a master's degree in education.

More about the evaluation