Competitive Debate: A Successful Inter-team Gamification Experience in the Human Resources Subject

Abstract

Students demand more active and participating teaching innovation methods, and activities such as presentations are not enough to satisfy those demands. In this research, competitive debate is used as inter-team gamification with third year students from a Business School studying the Human Resources Management subject. Out of this experience, qualitative and quantitative data are obtained. Results reinforce the continuation of classroom competitive debate due to the evidence of its motivational, learning, and communication skills improvement, and knowledge acquisition effects. The possibility of application with actual professionals is seriously considered.

Motivation crowding effects on the intention for continued use of gamified fitness apps: a mixed-methods approach

“…Following these literatures, gamification in our research contexts refers to the incorporation of game design elements into the fitness apps while retaining its instrumental functions for promoting or supporting users’ physical activity/exercise. As an emerging design approach, gamification has attracted a large stream of researches in various contexts, including fitness/health/exercise ( Cheng, 2020 ; Whelan and Clohessy, 2020 ; Yang and Li, 2021 ; Li et al, 2023 ), education ( Sánchez Prieto et al, 2021 ; Behl et al, 2022 ; Chen and Liang, 2022 ; Ghai and Tandon, 2023 ; Oliveira et al, 2023 ; Zhang and Hasim, 2023 ), marketing ( Zhang et al, 2021 ; Wu and Santana, 2022 ), sustainable consumption ( Mulcahy et al, 2020 ), online community ( Xi and Hamari, 2019 ).…”