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Computer-based business games in higher education: A proposal of a gamified learning framework

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  • Grijalvo, Mercedes
  • Segura, Alejandro
  • Núñez, Yilsy

Abstract

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.

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  • Grijalvo, Mercedes & Segura, Alejandro & Núñez, Yilsy, 2022. "Computer-based business games in higher education: A proposal of a gamified learning framework," Technological Forecasting and Social Change, Elsevier, vol. 178(C).
    • Handle: RePEc:eee:tefoso:v:178:y:2022:i:c:s0040162522001299
    DOI: 10.1016/j.techfore.2022.121597
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    2. Maria Elena Latino & Marta Menegoli & Fulvio Signore & Maria Chiara De Lorenzi, 2023. "The Potential of Gamification for Social Sustainability: Meaning and Purposes in Agri-Food Industry," Sustainability, MDPI, vol. 15(12), pages 1-18, June.
    3. Ana Bustamante-Mora & Mauricio Diéguez-Rebolledo & Yemsy Hormazábal & Yolanda Valdés & Rodrigo Cadena, 2023. "Learning Models for Higher Education in Engineering: Motivation, Self-Determination, and the Role of Information and Communication Technologies," Sustainability, MDPI, vol. 15(17), pages 1-29, August.
    4. Alexander Vélez & Rebeca Kerstin Alonso & Markel Rico-González, 2023. "Business Simulation Games for the Development of Intrinsic Motivation-Boosting Sustainability: Systematic Review," Sustainability, MDPI, vol. 15(21), pages 1-20, October.
    5. Zawar Shah & Shannon Kennedy-Clark & Yancong Xie & Md Shamsur Rahim & Mehregan Mahdavi & Andrew Levula, 2022. "Teacher Views on Teaching Sustainability in Higher Education Institutes in Australia," Sustainability, MDPI, vol. 14(14), pages 1-18, July.
    6. María Fernández-Raga & Darija Aleksić & Aysun Kapucugil İkiz & Magdalena Markiewicz & Herbert Streit, 2023. "Development of a Comprehensive Process for Introducing Game-Based Learning in Higher Education for Lecturers," Sustainability, MDPI, vol. 15(4), pages 1-18, February.

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