Teachers’ experiences of using game-based learning methods in project management higher education

Jääskä, Elina; Aaltonen, Kirsi

doi:10.1016/j.plas.2022.100041

Cited by 64 publications

(62 citation statements)

References 32 publications

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“…Digital GBL solutions can enable reflective, experiential, and intriguing learning environments (Bygstad et al, 2022), making them suitable for project management education. According to project management teachers, GBL methods may provide students with a memorable learning experience by affecting their emotions (Jääskä and Aaltonen, 2022).…”

Section: Game-based Learning and Motivationmentioning

confidence: 99%

“…In addition to these positive effects, GBL situations may also cause negative emotions and frustration for learners. Observed challenges can manifest as time-consuming and demanding exercises with a game or difficulties with environments (Boghian et al, 2019), technical unreliability, unbalance, or instability (Jääskä and Aaltonen, 2022;Jong, 2016;Marklund and Taylor, 2016), and complexity of games (Lomas et al, 2017). Moreover, students may feel uncomfortable with competition and results comparison in GBL situations (Scepanovic et al, 2015).…”

Section: Game-based Learning and Motivationmentioning

confidence: 99%

See 1 more Smart Citation

Game-based learning and students’ motivation in project management education

Jääskä

Lehtinen²,

Kujala³

et al. 2022

Project Leadership and Society

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Section: Game-based Learning and Motivationmentioning

confidence: 99%

Section: Game-based Learning and Motivationmentioning

confidence: 99%

Game-based learning and students’ motivation in project management education

Jääskä

Lehtinen²,

Kujala³

et al. 2022

Project Leadership and Society

View full text Add to dashboard Cite

“…The picture-based culture appeals to other modes of reception: emotionality, symbolism, brevity. The fact that even in traditional reason-based discourses of knowledge or information sharing (school education, academic and political debates) images are becoming more important than content and play, and games and emotions take priority over rational critique, is a powerful demonstration how much we respect the belief that this emotion and image driven way of cognising the world is the most effective way of learning about reality (Jääskä & Aaltonen, 2022).…”

Section: Literature Review: the Cultural Background Of Collaborative ...mentioning

confidence: 99%

On the Concept of Good with Continual Reference to Economy. What is the axiological background of collaborative consumption society?

Nowak

2022

REF

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The rationale for choosing the object of research is the recognition of the socio-cultural validity of new ways of management (New Economy), interpreted as a response to the exhaustion of traditional ways in which societies function, i.e. those based on ideas of growth and ownership. The aim of the article is to analyse selected examples of redefinition of the concept of good in the context of new social narratives and the grounding of certain beliefs related to the idea of degrowth and sharing economy. The article is theoretical and references to contemporary research on cultural philosophy and social analyses of economic practice. A socio-regulatory concept of culture was adopted as a research perspective, and humanistic interpretation was used as an explanatory procedure. Qualitative data was analysed using atlas.ti, concept driven coding was used, and content analysis was limited to concept analysis and the creation of conceptual maps. The research results are supposed to show: 1. the impact of modern forms of economic practices using the Internet and IT technology on the redefinition of good, 2. how this redefinition builds the axiological background of society of collaborative consumption.

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“…Many researchers on different implementations have adopted the strategy of learning by games and competitions, and it has been widely demonstrated that it succeeds in triggering an engaged, deep, and long-impact learning process [17], [18], [19]. However, its use requires careful design, and the learning process requires adequate and sufficient learning supports as part of the game, and its development [20].…”

Section: Introductionmentioning

confidence: 99%

Motivational Impact and Promotion of Research Culture Through the Development of Deep Learning Models

Sarmiento

Hernández

Giral

2023

Int. J. Emerg. Technol. Learn.

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The professional training model in Colombia is moving from a competency-based approach to learning outcomes. This path is enriched with contributions both at the level of national policies and each institution, as well as the teaching experiences and interests of the students. In this environment, this research presents the impact on the motivational level, and on the development of research skills, in undergraduate students of the electrical area generated by implementing a training scheme that involves developing research formulated and guided by the students themselves. The students come from a model based on labor competencies, and the current curricular reform proposes a new model based on learning outcomes that demands a closer follow-up of the training process of each individual. The experimental group consisted of students in a new academic space in artificial intelligence (AI), for which specific instructional material was designed so that students could build deep learning classification models for real problems while implementing a scientific development scheme that includes the generation of scientific publications. The control group maintained a traditional training scheme based on content tracking and periodic written evaluations. The results showed that although both groups achieved a high level of learning effectiveness, the experimental group demonstrated more remarkable development in their creative thinking and more significant appropriation of the academic space and the training process, with a solid self-critical position. The research concluded that the follow-up model, as well as the material developed, manages to increase the student’s commitment to their training process and to generate positions on how this process is developed.

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Teachers’ experiences of using game-based learning methods in project management higher education

Cited by 64 publications

References 32 publications

Game-based learning and students’ motivation in project management education

Game-based learning and students’ motivation in project management education

On the Concept of Good with Continual Reference to Economy. What is the axiological background of collaborative consumption society?

Motivational Impact and Promotion of Research Culture Through the Development of Deep Learning Models

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