Why Use-centered Game-based Learning in Higher Education? The Case of Cesim SimBrand

Tatiana Kikot (ruskikot87@gmail.com), Gonçalo Costa (goncalo.j.m.costa@gmail.com), Silvia Fernandes (sfernan@ualg.pt) and Paulo Águas (paguas@ualg.pt)
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Tatiana Kikot: University of Algarve, Postal: Research Centre for Spatial and Organizational Dynamics, Faculty of Economics, University of Algarve, Campus de Gambelas, 8005-139 Faro, Portugal, http://www.cieo.pt/
Gonçalo Costa: University of Algarve, Postal: Universidade Autónoma de Lisboa, Rua Santa Marta 56, Palácio Dos Condes Do Redondo, 1169-023 Lisboa, http://www.autonoma.pt/
Silvia Fernandes: University of Algarve, Postal: Research Centre for Spatial and Organizational Dynamics, Faculty of Economics, University of Algarve, Campus de Gambelas, 8005-139 Faro, Portugal, http://www.cieo.pt/
Paulo Águas: University of Algarve, Postal: Escola Superior de Gestão, Hotelaria e Turismo, Universidade do Algarve, Campus da Penha, 8005-139 Faro, http://esght.ualg.pt/home/pt

Journal of Tourism, Sustainability and Well-being, 2014, vol. 2, issue 3, 229-241

Abstract: This paper endeavours to research about simulation/serious games exploration within University of Algarve (Portugal), namely Cesim SimBrand for Marketing Simulation (course unit). A total amount of 30 learners participated in this study through a mixed survey (open-ended and closed-ended queries). The empirical evidences exhibit interesting outcomes: (i) a response rate of 50 percent; (ii) these tools increase learning engagement, although it is essential to be more realistic; (iii) teamwork seems to be a controversial topic; (iv) learners had a positive experience; however, some feel unprepared before their usage (prior knowledge). Hence, this survey provides a good platform for future research and approaches how to promote a better exploration of simulation/serious games. To conclude, this manuscript will be divided into six sections: (i) the 5W’s of game-based learning; (ii) research (statement of the problem, aims/objectives, philosophical approach and data collection/analysis); (iii) diagnosis (game deliver and learners’ pre-perception); (iv) findings (learners’ profile, awareness, experiences and preparation); (v) limitations and future work (methodological limitations and tools/analysis upgrade); and, (vi) conclusions.

Keywords: Game-based learning; serious games; Cesim SimBrand; University of Algarve (search for similar items in EconPapers)
JEL-codes: I23 O33 (search for similar items in EconPapers)
Date: 2014
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Citations: View citations in EconPapers (2)

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