{"title":"Learning through playing: appreciating the role of gamification in business management education during and after the COVID-19 pandemic","authors":"Konstantina Skritsovali","doi":"10.1108/jmd-04-2023-0124","DOIUrl":null,"url":null,"abstract":"PurposeThrough active learning and experiential learning theoretical perspectives, this paper explores the role of gamification on the student experience and student learning of undergraduate business management students in the UK.Design/methodology/approachTo capture the impact of gamification on student experience and student learning during and after the Covid-19 pandemic, data were collected through online surveys with L6 undergraduate students studying during the academic years 2020–2021, 2021–2022 and 2022–2023.FindingsThe analysis of the data revealed three core themes: a) gaining practical experience through gamification b) opportunities for peer engagement and active participation and c) development of soft skills and hard skills.Practical implicationsBased on the lessons learnt, the paper proposes actions and guidelines for integrating gamification into business management curricula that prepare future business managers and leaders to respond to unforeseen challenges and changes.Originality/valueThis study contributes to a series of design suggestions for fellow tutors and practitioners seeking to advance their pedagogical approach to developing agile and resilient future managers and leaders.","PeriodicalId":48006,"journal":{"name":"JOURNAL OF MANAGEMENT DEVELOPMENT","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"JOURNAL OF MANAGEMENT DEVELOPMENT","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/jmd-04-2023-0124","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"MANAGEMENT","Score":null,"Total":0}
引用次数: 2
Abstract
PurposeThrough active learning and experiential learning theoretical perspectives, this paper explores the role of gamification on the student experience and student learning of undergraduate business management students in the UK.Design/methodology/approachTo capture the impact of gamification on student experience and student learning during and after the Covid-19 pandemic, data were collected through online surveys with L6 undergraduate students studying during the academic years 2020–2021, 2021–2022 and 2022–2023.FindingsThe analysis of the data revealed three core themes: a) gaining practical experience through gamification b) opportunities for peer engagement and active participation and c) development of soft skills and hard skills.Practical implicationsBased on the lessons learnt, the paper proposes actions and guidelines for integrating gamification into business management curricula that prepare future business managers and leaders to respond to unforeseen challenges and changes.Originality/valueThis study contributes to a series of design suggestions for fellow tutors and practitioners seeking to advance their pedagogical approach to developing agile and resilient future managers and leaders.
期刊介绍:
■Competence-based management development ■Developing leadership skills ■Developing women for management ■Global management ■The new technology of management development The Journal of Management Development draws together the thinking and research relating to the role played by managers in their immediate environment, and the ways in which they can widen their responsibilities to take on larger roles. Many companies now appreciate that investment in management development helps to reduce costs, increase sales and improve productivity - so it"s well worth investigating.