Computer-based business games in higher education: A proposal of a gamified learning framework
Alejandro Segura and
Technological Forecasting and Social Change, 2022, vol. 178, issue C
This study evaluates a framework developed for the use of computer-based business games in higher education, with the aim of developing specific knowledge and competencies within financial teaching at the Polytechnic University of Madrid. This research was developed through an action research methodology. First, professors developed the learning framework by applying the principles of gamification: mechanics, dynamics, and emotions. Subsequently, researchers evaluated its use. The experiment has been conducted through the introduction of two simulators, Gestionet, in the undergraduate classroom, and Global Management Challenge (GMC), in the master's degree classroom. Triangulation is included, gathering various data from students and firms. A 52-item survey was developed and tested statistically. Neural networks and fuzzy set-approaches were used to analyze students’ responses and understand how the activity stimulates students’ motivation (both intrinsic and extrinsic). Simulators offer multi-layered learning experiences to students and produce soft skills, such as strategic capacity, decision-making, and data analysis, and knowledge from their interactions with others and from their reflections on their actions and outcomes. These results are aligned with the competencies demanded by companies according to an analysis of the Report of the Association for the Progress of Management. This makes the simulator a great opportunity and a very useful tool for all the agents of the educational ecosystem.
Keywords: Computer based business games; Simulators; High education; Gamification; Soft skills; MDE framework (search for similar items in EconPapers)
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