Student-led active learning classrooms: a comparison of role-playing versus gamification

Mathupayas Thongmak

International Journal of Innovation and Learning, 2022, vol. 32, issue 4, 359-379

Abstract: New strategies are needed to gain more students' attention, engagement and interests in the MIS major. This paper, therefore, investigates the applications of two active learning approaches that are role-playing and gamification in an introductory MIS course from 2016 to 2019. The active learning approaches are conducted through student-led group assignments. The effectiveness of role-playing and gamification in terms of students' perceived usefulness, engagement intention, and satisfaction are explored by a quantitative method, using an online questionnaire. This paper provides a comparison between two approaches and the guideline for effectively implementing them in a course from the students' viewpoint. The study shows an example of student-led active learning activities, which reveals the opportunities for IS faculty to easily apply and research further.

Keywords: active learning; experiential learning; role-playing; gamification; information systems education; introductory course. (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:ids:ijilea:v:32:y:2022:i:4:p:359-379

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