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.