Improving Cultural Intelligence, Psychological Empowerment, and Task Performance in the Classroom: Global Game Challenge

Abstract

ABSTRACT Enhancing individuals’ preparedness to work across borders is of growing importance. This study explores the role of Cultural Intelligence and Psychological Empowerment in enhancing Task Performance among students engaged in an international experiential game-based learning project: The Global Game Challenge (GGC). Data collected from the delivery of the project in the USA and Spain identifies empirical support for a relationship between Cultural Intelligence and Psychological Empowerment for the first time. The results suggest that CQ and Empowerment are important factors impacting task-related performance. They also suggest that it is the motivational dimension of CQ that is the most important in virtual educational settings.