In the paper the evaluation study results of a virtual simulation game are presented. The Virtual International Business Management Learning Environment for Hospitality and Manufacturing Industries - VIRBUS is designed to meet the challenges of contemporary teaching and learning contexts. It is tailored for diversified university and lifelong student groups preparing them to enter national, European and global environments. In the focus of VIRBUS is a student with individual needs, expectations and learning approaches. Teacher is assisted to use VIRBUS in various ways which can be organised in a classroom or distributed giving a teacher opportunity to autonomously design own teaching approach and to collaborate in a group of teachers. VIRBUS is a simulation game representing a real life phenomenon – complex and dynamic system of tourism business management in a global market place along the tourist service chain – in which the variables for manipulation illustrate variables in real life situations. Learners are offered to learn in an authentic environment of imitating concrete activities which they will face in their professional life. Students can engage in activities imagine themselves as successful managers and problem solvers. Learning about complex phenomena and systems is more meaningful in a collaboration because knowledge is distributed among learners (Spector, Anderson 2000) and the cognition is socially shared (Resnick 1996). Research questions were focused on qualitative and quantitative analyses of teaching and learning process within university courses and lifelong learning courses. In the study participated teachers, students, lifelong learners and enterprisers from Finland, Slovenia, Estonia and Germany. The main similarities and differences in the participating countries were identified. The research instruments were web-questionnaires, focus groups, content analysis and interviews. Research questions: 1. How teachers according to students needs (university students, lifelong learners) design teaching and learning process combining various modes and methods when integrating VIRBUS in a curriculum? 2. How VIRBUS assist individual student who can work across time and space outside the classroom connecting to their peers and professionals in the field, corresponding places in academic, scientific and classroom cultures. How VIRBUS assist the range of student learning approaches which can be applied in a different ways in a classroom or remotely: - designing a learning process for large groups, small group learning, peer learning and individual learning; - using various learning methods; - tutor’s role applied at different levels; - learning in an international environment. 3. Impact of VIRBUS to study outcomes of university students and lifelong students: comparative analysis of students using VIRBUS with students studying without VIRBUS. 4. Which factors influence the “international” study courses with international group of teachers teaching international class of students?

Research questions were focused on qualitative and quantitative analyses of teaching and learning process within university courses and lifelong learning courses. In the study participated teachers, students, lifelong learners and enterprisers from Finland, Slovenia, Estonia and Germany. The main similarities and differences in the participating countries were identified. The research instruments were web-questionnaires, focus groups, content analysis and interviews.

Research results show the strong impact of teaching approaches to study approaches and outcomes (Prosser and Trigwell 2000). The students who were studying in mixed groups with university students and lifelong learners interacting when playing the game had better study outcomes. The achievement of higher order study goals with VIRBUS simulation was best when tutor was actively involved in the learning process.