Does a Simulation Game for Management in Health Science Elicit Learning? A Mixed Method Approach
Abstract: The advantages, impact and effectiveness of game-based learning (GBL) should not be underestimated. Enjoyment for/in education should not be forgotten. Students (n=98) enrolled in a management module of which some (n=39) have other entry level business management modules. All participants started with the basics of the current module before the intervention took place. A business simulation game, Exman 3D: Management through example® was used to addresses two relating issues: (i) The effectiveness of the single player, business simulation role-playing game (RPG) in teaching of some core skills, and (ii) Perceptions of students of learning with a game. The convergent mixed methods research approach was used. Quantitative results show significant difference (p<0,05) in knowledge during the first pre-test and post-test in the overall group, but none between groups. No management modules (5±1.26) and other management modules (3.9 ±1.28). They did however have an overall better performance in the tests. Qualitative findings presented three themes; enjoyment, learning for play and playing for learning. Results indicated students prefer learning for play rather than playing for learning. Implementation of such an approach should follow a clear framework that ties up with the teaching philosophy and teaching approach of the lecturer.
Presider: Marko Teräs, Tampere University of Applied Sciences