Future Opportunities for Using Gamification in Management Education

Future Opportunities for Using Gamification in Management Education

Mattew Kuofie, Sonika Suman
DOI: 10.4018/978-1-7998-8327-2.ch010
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Gamification as a potent pedagogic tool existed even in the ancient periods and in different geographical regions. It was observed that using gamification to teach the learners was more powerful and useful so much so that it helped the optimum utilization of resources. However, with the advent of virtual reality and augmented reality making inroads into education in general and management education in particular, it is now feasible to use gamification for management education. It is often found that the management learners are comparatively brainier and selected after strict competitive examinations. They get easily blasé of the traditional methods of pedagogy. They have always demanded challenging curricula, deep contents, and exciting pedagogy to learn. It is in this context that the gamification of learning has been introduced to motivate and challenge the learners by using video game design and game elements in learning environments. These games are meant to maximise enjoyment and engagement through influencing the interests of learners and inspiring them to continue with their learning process. Gamification in its practical use in the management educational spaces and corporate training spaces made a substantial impact all across the globe. The future opportunities for gamification both in content space and structural space are going to be far more than can be imagined with the explosion taking place in technology.
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Objectives Of The Chapter

In this context, this chapter aims to achieve the following objectives:

  • a.

    To briefly review the history of pedagogies in management education.

  • b.

    To briefly review the role of Gamification as a pedagogy for management education.

  • c.

    To briefly review the research studies on Gamification as reported.

  • d.

    To briefly discuss the uses and benefits of Gamification pedagogy.

  • e.

    To briefly discuss the various types of Gamification.

  • f.

    To discuss the research results of the exploratory study on perceptions on Gamification.

  • g.

    To discuss the inferences of the research study, provide the future opportunities of Gamification and zap up with a conclusion.

Key Terms in this Chapter

Simulation: A simulation is the imitation of the operation of a real-world process or system over time. Simulations require the use of models; the model represents the key characteristics or behaviours of the selected system or process, whereas the simulation represents the evolution of the model over time.

Pedagogy: Teaching methods and approaches of transferring knowledge, information, and contents required to be comprehended by using verbal, pictorial, numerical, technological media. Games and Gamification are given importance due to their ability to communicate effectively and transfer knowledge and thoughts.

Game: A game is a learning strategy. The game Chess is used as a part of pedagogy to drive the idea home to the management students in several business schools. Games like Carom and Table Tennis originated in India were played by the British military officers which have later become management training pedagogies with definite objective of skill, mental alertness, and the speed along with calculations.

Gamification: Gamification is the strategic attempt to enhance systems, services, organisations and activities in order to create similar experiences to those experienced when playing games in order to motivate and engage users. In the contexts of education, the desired student behaviour which Gamification can possibly enable include attending the classes, focusing on meaningful learning tasks, and taking initiative in curriculum work.

Final Goal Setting: There is a final goal which needs to be achieved for which a goal setting operation is necessary. According to cognitive perspective theory, when individuals set a particular achievable and measurable goal, the performance becomes easier and accurate. This in turn increases productivity.

Leader Boards: It is a board used to display the names and current scores of the leading competitors. Leader boards are used to motivate the learners who use Gamification methodology.

Taxonomy in Education: Taxonomies in education are classification systems based on an organizational scheme. It is a set of carefully defined terms, organized from simple to complex and from concrete to abstract, provide a framework of categories into which one may classify educational goals.

Intrinsic Motivation: Intrinsic motivation is the act of doing something without any obvious external rewards. One does it because it's enjoyable and interesting, rather than because of an outside incentive or pressure to do it, such as a reward or deadline.

Daily Active User: Daily Active Users: Or “DAU,” is a term used for the total number of people who open and engage with a mobile app or web product in a given day. Your DAU number can reveal many things. It can measure the growth rate of a product. It can reveal trends, and even indicate user behaviour.

Business Coach: A business coach is one who assists and guides the business owner in running a business by helping to clarify the vision of the business and how it fits in with the personal goals.

Curriculum: In education, a curriculum is broadly defined as the totality of student experiences that occur in the educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals.

Extrinsic Motivation: Extrinsic motivation is reward-driven behavior. In extrinsic motivation, rewards, or other incentives—like praise, fame, or money—are used as motivation for specific activities. Unlike intrinsic motivation, external factors drive this form of motivation. Payment for a job is an extrinsic motivation.

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