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Business simulation games (BSGs) are gaining popularity in higher education as tools for entrepreneurial education. However, there are challenges in using BSGs for large classes of students in historically disadvantaged institutions (HDIs). The challenges include limited resources and digital literacy skills.

The living standards measure (LSM) indicates socioeconomic status by measuring the degree of urbanisation, access to services and possession of assets, such as mobile phones. This research investigated the impact of students' living standards on their intention to use BSGs, as there is limited research.

This study used positivism and added LSM to the Unified Theory of Acceptance and Use of Technology (UTAUT) model. Quantitative data from 224 third-year information system students at an HDI were collected through an online survey. Structured Equation Modelling was used to analyse the data.

Results indicated that performance expectancy and social influence significantly influenced the intention to use BSGs. However, the relationship between effort expectancy and behavioural intention facilitating conditions was not significant. The introduction of LSM as a moderator for the relationships between all variables and behavioural intention also proved to be insignificant.

The result was unexpected, as we posited that a lower LSM would affect students' intention to use BSGs. This was not proven in this study and could be related to students accessing campus resources. However, during times when access to campus is restricted, such as protest action, the result may change for students with lower LSM.

In the context of rapid change in higher education, there is a great demand for powerful theory and methods to address key issues, particularly related to teaching and learning. This chapter traces the uptake of Legitimation Code Theory (LCT) in higher education studies in South Africa to make sense of how and why this theory has become so popular. LCT draws on the works of Bernstein and Bourdieu to provide a powerful theoretical and analytical toolkit with which to analyse social practices. In the chapter, we argue that the attraction of this theory is that it attends to a ‘knowledge blindness’ whereby much higher education research, particularly that focussed on teaching and learning, fails to consider the nature and effects of the discipline or field being learned. The use of this theory is illustrated in the chapter by reference to a number of publications. In doing so, we illustrate the importance of conceptual tools that allow an interrogation of what we are teaching, who we are teaching and how this social practice takes place.