Cronshaw, S and Drummond, MG (2024) Digital pedagogies for sustainable futures: the role of gamification to enhance student learning. In: Sustainability in Business Education, Research and Practices. World Sustainability Series . Springer Cham, pp. 291-301. ISBN 978-3-031-55995-2

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Abstract

This chapter explores whether gaming can provide a clear route to undergraduate students engaging with and understanding sustainability issues in business and management. A qualitative evaluation survey of gamification in the classroom was undertaken by 106 students across 3 years of study to identify what specific elements of gamification was successful in engaging and motivating them and how it can translate in sustainability education. By understanding student perspectives on game based learning (GBL), this research aimed to explore the use of this digital pedagogy to identify the potential of gamification for increased student motivation, engagement and learning. The findings demonstrated that students mostly enjoyed using gamification in the classroom but with a sizable number were undecided on its use. Student’s alluded that they would benefit more from the experience should technical support be available at a tutor level which was inconsistent across the 3 years of study.

Item Type:	Book Section
Subjects:	H Social Sciences > HF Commerce > HF5001 Business L Education > LB Theory and practice of education
Divisions:	Liverpool Business School
Publisher:	Springer Cham
SWORD Depositor:	A Symplectic
Date Deposited:	03 Nov 2023 13:52
Last Modified:	01 May 2024 09:40
DOI or ID number:	10.1007/978-3-031-55996-9_19
URI:	https://researchonline.ljmu.ac.uk/id/eprint/21787

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