From Acceptance to Achievement: How Technology Perceptions Drive Engagement and Learning in an International Business-Simulation Course

This study examines how technology acceptance influences experiential learning outcomes in simulation-based business education. Using the Technology Acceptance Model (TAM), UTAUT, and Kolb’s Experiential Learning Theory, we analyze how perceived usefulness, ease of use, and engagement affect learning. Data from 115 undergraduate students using the Marketplace Simulations platform revealed that perceived usefulness was the strongest predictor of engagement (β = 0.39, *p*<0.001), explaining 42.3% of variance. Engagement mediated the link between technology acceptance and learning outcomes, with higher satisfaction leading to improved perceived and objective performance. Findings suggest educators should prioritize students’ initial perceptions of simulation tools, emphasizing usability and usefulness through orientation and support to enhance engagement and learning. In the context of an International Corporate Management simulation, higher acceptance increased engagement and satisfaction, which in turn supported the development of IB-relevant capabilities, including international market opportunity assessment, strategy testing and revision, integration of prior business knowledge, and team-based strategic communication, as evidenced by both perceived learning gains and performance across the course assessments.