Gamifying Online Training in Management Education to Support Emotional Engagement and Problem-solving Skills

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Management Education Pub Date : 2022-09-28 DOI:10.1177/10525629221123287
S. Schöbel, Andreas Janson, J. Leimeister
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引用次数: 4

Abstract

Online training to improve problem-solving skills has become increasingly important in management learning. In online environments, learners take a more active role which can lead to stressful situations and decreased motivation. Gamification can be applied to support learner motivation and emotionally boost engagement by using game-like elements in a non-game context. However, using gamification does not necessarily result in supporting positive learning outcomes. Our analysis sheds light on these aspects and evaluates the effects of points and badges on engagement and problem-solving outcomes. We used an experimental approach with a fully randomized pre-test/post-test design of a gamified online management training program with 68 participants. The results demonstrate that points and badges do not directly improve problem-solving skills but are mediated by emotional engagement to positively influence problem-solving skills. Additionally, satisfaction with the gamification learning process positively relates to emotional engagement. Thus, when creating online training programs, it is essential to consider how to engage students and to think about the design of the learning environment. By identifying the limitations of gamification elements, the study’s results can provide educators with information about the design implications of online training programs for management learning.
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管理教育中的游戏化在线培训,以支持情感参与和问题解决技能
提高解决问题能力的在线培训在管理学习中变得越来越重要。在网络环境中,学习者扮演着更积极的角色,这可能会导致压力和动机下降。游戏化可以通过在非游戏环境中使用类似游戏的元素来支持学习者的动机并在情感上提高参与度。然而,使用游戏化并不一定能支持积极的学习结果。我们的分析揭示了这些方面,并评估了积分和徽章对参与和解决问题结果的影响。我们使用了一种实验方法,对一个有68名参与者的游戏化在线管理培训计划进行了完全随机的测试前/测试后设计。结果表明,分数和徽章并不能直接提高解决问题的技能,而是通过情感参与来积极影响解决问题的能力。此外,对游戏化学习过程的满意度与情感投入呈正相关。因此,在创建在线培训计划时,必须考虑如何吸引学生,并考虑学习环境的设计。通过识别游戏化元素的局限性,该研究的结果可以为教育工作者提供有关在线培训计划对管理学习的设计影响的信息。
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
期刊介绍: The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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