2023
Jääskä, Elina
Game-based learning methods in project management higher education Väitöskirja
Tuotantotalous, Oulun yliopisto, 2023, ISBN: 978-952-62-3683-4.
Abstract | Links | BibTeX | Avainsanat: digital game-based learning, earned value management, educational games, englanninkieliset väitöskirjat, game design, game-based learning, gamification of education, motivation, project management higher education, project sustainability management
@phdthesis{Jääskä2023,
title = {Game-based learning methods in project management higher education},
author = {Elina Jääskä},
url = {http://urn.fi/urn:isbn:9789526236834},
isbn = {978-952-62-3683-4},
year = {2023},
date = {2023-01-01},
school = {Tuotantotalous, Oulun yliopisto},
abstract = {The projectification of society means that an increasing amount of work is being organized and managed through projects in organizations and companies. In order to succeed, companies are in constant need of competent personnel with strong project management skills. Therefore, project management educators are faced with the challenge of training highly skilled personnel with the use of motivational and practice-oriented methods. Game-based learning (GBL) methods, which utilize digital educational games, promote students’ motivation and learning by experience. They provide a simulated environment for learning project management skills through repetition and trial and error in a risk-free environment, which is not possible in real-life organizations.
The objective of this study is to increase understanding and develop new knowledge of how GBL methods can be used in project management higher education. Qualitative methods were used to study GBL experiences from both teachers’ and students’ points of view. This dissertation identifies and analyses benefits and challenges of the method for students and teachers. It complements the previous understanding of the role of GBL methods in enhancing students’ motivation and learning and yields new understanding of factors that may have a negative impact on students’ motivation and learning. Therefore, the study identifies challenges and disadvantages, which are not as widely discussed as benefits of GBL methods.
Integrating GBL into the curriculum may be challenging both pedagogically and technically and, therefore, requires effort and time from teachers and resources from educational institutions. This study gives examples of how games can be utilized and integrated into the learning of complex project management phenomena and practices. This expands the extant knowledge of educational game design and GBL solution design, which include contextualized gameplay activities for project management education.
The results of this dissertation include observations, considerations, and advice that may help incorporate educational games into teaching processes. The results also introduce practices that assist in the areas of GBL methods planning, teaching and learning, and assessment. The observations and practical advice of this dissertation may help with decision-making about the use of GBL methods and their successful implementation in project management higher education.},
keywords = {digital game-based learning, earned value management, educational games, englanninkieliset väitöskirjat, game design, game-based learning, gamification of education, motivation, project management higher education, project sustainability management},
pubstate = {published},
tppubtype = {phdthesis}
}
The projectification of society means that an increasing amount of work is being organized and managed through projects in organizations and companies. In order to succeed, companies are in constant need of competent personnel with strong project management skills. Therefore, project management educators are faced with the challenge of training highly skilled personnel with the use of motivational and practice-oriented methods. Game-based learning (GBL) methods, which utilize digital educational games, promote students’ motivation and learning by experience. They provide a simulated environment for learning project management skills through repetition and trial and error in a risk-free environment, which is not possible in real-life organizations.
The objective of this study is to increase understanding and develop new knowledge of how GBL methods can be used in project management higher education. Qualitative methods were used to study GBL experiences from both teachers’ and students’ points of view. This dissertation identifies and analyses benefits and challenges of the method for students and teachers. It complements the previous understanding of the role of GBL methods in enhancing students’ motivation and learning and yields new understanding of factors that may have a negative impact on students’ motivation and learning. Therefore, the study identifies challenges and disadvantages, which are not as widely discussed as benefits of GBL methods.
Integrating GBL into the curriculum may be challenging both pedagogically and technically and, therefore, requires effort and time from teachers and resources from educational institutions. This study gives examples of how games can be utilized and integrated into the learning of complex project management phenomena and practices. This expands the extant knowledge of educational game design and GBL solution design, which include contextualized gameplay activities for project management education.
The results of this dissertation include observations, considerations, and advice that may help incorporate educational games into teaching processes. The results also introduce practices that assist in the areas of GBL methods planning, teaching and learning, and assessment. The observations and practical advice of this dissertation may help with decision-making about the use of GBL methods and their successful implementation in project management higher education.
The objective of this study is to increase understanding and develop new knowledge of how GBL methods can be used in project management higher education. Qualitative methods were used to study GBL experiences from both teachers’ and students’ points of view. This dissertation identifies and analyses benefits and challenges of the method for students and teachers. It complements the previous understanding of the role of GBL methods in enhancing students’ motivation and learning and yields new understanding of factors that may have a negative impact on students’ motivation and learning. Therefore, the study identifies challenges and disadvantages, which are not as widely discussed as benefits of GBL methods.
Integrating GBL into the curriculum may be challenging both pedagogically and technically and, therefore, requires effort and time from teachers and resources from educational institutions. This study gives examples of how games can be utilized and integrated into the learning of complex project management phenomena and practices. This expands the extant knowledge of educational game design and GBL solution design, which include contextualized gameplay activities for project management education.
The results of this dissertation include observations, considerations, and advice that may help incorporate educational games into teaching processes. The results also introduce practices that assist in the areas of GBL methods planning, teaching and learning, and assessment. The observations and practical advice of this dissertation may help with decision-making about the use of GBL methods and their successful implementation in project management higher education.
2019
Mystakidis, Stylianos
Motivation enhanced deep and meaningful learning with social virtual reality Väitöskirja
Informaatioteknologia, Jyväskylän yliopisto, 2019, ISBN: 978-951-39-7977-5.
Abstract | Links | BibTeX | Avainsanat: deep and meaningful learning, distance education, e-learning, englanninkieliset väitöskirjat, game-based learning, MOOCs, motivation, open education, social virtual reality
@phdthesis{Mystakidis2019,
title = {Motivation enhanced deep and meaningful learning with social virtual reality},
author = {Stylianos Mystakidis},
url = {http://urn.fi/URN:ISBN:978-951-39-7977-5},
isbn = {978-951-39-7977-5},
year = {2019},
date = {2019-01-01},
school = {Informaatioteknologia, Jyväskylän yliopisto},
abstract = {Current online teaching and learning practices in distance education face limitations in terms of quality and effectiveness. The theories of deep and meaningful learning have the potential to address these challenges by placing emphasis on the cognitive, social and affective aspect of learning by engaging the person holistically. New e-learning models and frameworks are needed to develop and sustain learners’ high levels of motivation, engagement and satisfaction. This dissertation’s focus is on the motivation enhancement methods for deep and meaningful learning in distant education. The overall goal is to find out the effect of motivation-enhancement approaches using social virtual reality environments in e-learning and open education. Game-based approaches for enhancing intrinsic motivation include playful design, gamification and serious games. Previous empirical research in attendance-based, blended learning and online settings has shown promising results. However, there is a need for researching the effect of motivation enhancement methods in e-learning regarding the quality of learning. Can we improve learning quality and help learners achieve deep meaningful learning when instructional design and teaching focuses on intrinsic motivation? To understand the effect of motivation enhancement, eight articles were authored using research designs based on qualitative and quantitative methods. The dissertation proposes four tentative frameworks towards deep and meaningful e-learning utilizing game-based motivation enhancement methods; OpenQuest, Serious E-scape Room, the Blended Model for Deep & Meaningful E-learning in Social Virtual Reality Environments and the Patras Blended Strategy Model. The results from this study can accelerate the improvement of e-learning quality to address pressing societal and economic educational needs that affect the future of higher education and life-long learning. Facilitating deep and meaningful learning in online education to provide high-quality, flexible, personalized and transformative learning for large audiences could open new educational frontiers towards new milestones of economic growth, social progress and wellbeing.},
keywords = {deep and meaningful learning, distance education, e-learning, englanninkieliset väitöskirjat, game-based learning, MOOCs, motivation, open education, social virtual reality},
pubstate = {published},
tppubtype = {phdthesis}
}
Current online teaching and learning practices in distance education face limitations in terms of quality and effectiveness. The theories of deep and meaningful learning have the potential to address these challenges by placing emphasis on the cognitive, social and affective aspect of learning by engaging the person holistically. New e-learning models and frameworks are needed to develop and sustain learners’ high levels of motivation, engagement and satisfaction. This dissertation’s focus is on the motivation enhancement methods for deep and meaningful learning in distant education. The overall goal is to find out the effect of motivation-enhancement approaches using social virtual reality environments in e-learning and open education. Game-based approaches for enhancing intrinsic motivation include playful design, gamification and serious games. Previous empirical research in attendance-based, blended learning and online settings has shown promising results. However, there is a need for researching the effect of motivation enhancement methods in e-learning regarding the quality of learning. Can we improve learning quality and help learners achieve deep meaningful learning when instructional design and teaching focuses on intrinsic motivation? To understand the effect of motivation enhancement, eight articles were authored using research designs based on qualitative and quantitative methods. The dissertation proposes four tentative frameworks towards deep and meaningful e-learning utilizing game-based motivation enhancement methods; OpenQuest, Serious E-scape Room, the Blended Model for Deep & Meaningful E-learning in Social Virtual Reality Environments and the Patras Blended Strategy Model. The results from this study can accelerate the improvement of e-learning quality to address pressing societal and economic educational needs that affect the future of higher education and life-long learning. Facilitating deep and meaningful learning in online education to provide high-quality, flexible, personalized and transformative learning for large audiences could open new educational frontiers towards new milestones of economic growth, social progress and wellbeing.