1. and Dr Naveed Yasin; MMU, Crew, UK. Research Objectives & Questions
The Use of Gamification for Enhancing Student Engagement and Learning in Higher Education.
Professor Khalid Hafeez FCMi, FRSA, Cert SSMBB, Head of Division, Dundee Business School, Abertay University
Co authors: Dr Alex Avramenko; Dr Nuno Arroteia and Dr Ahmed Abdullah,
and Dr Naveed Yasin; MMU, Crew, UK.
Introduction
Research Objectives & Questions
Digital transformation is impacting all aspects of human life and the field of education is of no exception.
The development and proliferation of compute games is now reshaping its intended development from mere an entertainment media to becoming a useful learning tool now.
In its simplistic definition gamification involves applying game design techniques, game mechanics, and/or game style to non-game applications to solve problems, engage audiences and to make otherwise mundane tasks more fun and engaging
The research was designed to find out:
(i) if gamification can be used as a T&L pedagogy in business and management discipline.
(ii) if the gamification pedagogy can enhance student engagement with the subject matter and increase class attendance.
(iii) if the gamification pedagogy can develop personal and professional skill sets, and can provide ‘near to real-world’ work experience.
Research Methods
Data was collected from UG students undertaking three different modules in seven different programmes in three different schools. (sample size n= 102)
Descriptive statistics and Partial Least Square (PLS) Method was used to analyse the data.
Background
There is some evidence of the use of gamification in primary and secondary school teaching and commercial training, however, there is no empirical study to justify the use of gamification in higher education setting.
This paper outlines the work carried out to introduce business simulation gamification as a T&L pedagogy in business and management discipline.
In particular, we seek out if the gamification pedagogy can be used to increase student engagement with the subject matter, increase class attendance, enhance personal and professional skill sets, develop enterprising and professional skills, and can provide ‘near to real-world’ work experience.
Key Findings
There has been an overall 12% increase in student attainment upgrade from grade C to B and from B to A compared with the previous year results.
We found that there is a strong relationship in simulation pedagogy with developing personal, professional and intellectual skills.