Development and Testing of a Roleplaying Gamification Module to Enhance Deeper Learning of Case Studies in an Accelerated Online Management Theory Course

Autor/inn/en	Pereira, Audrey S.; Wahi, Monika M.
Titel	Development and Testing of a Roleplaying Gamification Module to Enhance Deeper Learning of Case Studies in an Accelerated Online Management Theory Course
Quelle	In: Online Learning, 25 (2021) 3, S.101-127 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2472-5749
Schlagwörter	Role Playing; Game Based Learning; Cooperative Learning; Online Courses; Learning Modules; Case Method (Teaching Technique); Case Studies; Learning Processes; Acceleration (Education); Business Administration Education; Total Quality Management; Graduate Students; Student Satisfaction; Learner Engagement; Soft Skills; State Universities; Simulation; Massachusetts + Suchen Sie Ihr Suchwort? Rollenspiel; Kooperatives Lernen; Online course; Online-Kurs; Learning module; Lernmodul; Case method; Fallmethode; Case study; Fallstudie; Case Study; Learning process; Lernprozess; Acceleration; Beschleunigung; Quality management; Qualitätsmanagement; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Staatliche Universität; Simulation program; Simulationsprogramm; Master-Studiengang
Abstract	Research has established that "cognitive rehearsal," (CR) or the visualization of application of a behavioral response to a situation, can increase self-efficacy through vicarious experience, but is challenging to induce online. Online higher education curricula can include collaborative game-based learning (GBL) in the form or roleplaying, which can facilitate CR. The purpose of this study was to develop an online GBL module to facilitate CR in online business graduate students learning management theory case studies, and to evaluate its ability to induce CR. A convenience sample of students voluntarily participated in a proof-of-conduct study using a mixed-methods design to gauge whether use of the module facilitated CR, a descriptive and thematic analysis was conducted. Data were collected from 106 students within two course sections in an online Master of Business Administration (MBA) program. The module was used as an optional supplement to a management case study assignment and approximately 50% of students used it. Scores on the assignment were compared between students who used the module and students who did not, and those who did scored statistically significantly higher (p = 0.0003). Students reported in a survey that the module induced CR about applying management theory. Students also expressed satisfaction with the module and provided feedback for its improvement in the areas of format and content. Our findings suggest that collaborative roleplaying GBL and other methods to induce CR in online higher education should be explored and formally studied. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01