Deploying Serious Games for Management in Higher Education: lessons learned and good practices

Jannicke Baalsrud Hauge, Francesco Bellotti, Rob Nadolski, Michael Kickmeier-Rust, Riccardo Berta, Maria B. Carvalho

    Research output: Contribution to conferencePaperAcademic

    4 Downloads (Pure)

    Abstract

    The deployment rate of serious games (SGs) in higher education (HE) and their proper insertion in meaningful curricula is still quite low. There is a lack of papers in literature describing deployment of SGs for HE in detail, critically showing educational benefits, and providing guidelines and best practices on their use. With the present work, we intend to make a first step in this direction, by reporting our experience in using state of the art managerial SGs in MSc Engineering/business courses in four different European universities. In order to describe and analyse the educational characteristics and effectiveness of each game, we propose to use two models that we have straightforwardly extracted from two major pedagogical paradigms: the Bloom’s revised cognitive learning goals taxonomy and the Kolb’s experiential learning cycle. Based on our experience in developing the SG-based courses, we also propose a set of lessons and practices that we believe could be of interest to incentivize and better support deployment of SGs in HE courses.
    Original languageEnglish
    Publication statusPublished - 6 Nov 2013

    Fingerprint

    best practice
    management
    cognitive learning
    education
    taxonomy
    experience
    engineering
    paradigm
    curriculum
    university
    lack
    learning
    literature

    Keywords

    • GALA
    • serious games

    Cite this

    Baalsrud Hauge, J., Bellotti, F., Nadolski, R., Kickmeier-Rust, M., Berta, R., & Carvalho, M. B. (2013). Deploying Serious Games for Management in Higher Education: lessons learned and good practices.
    Baalsrud Hauge, Jannicke ; Bellotti, Francesco ; Nadolski, Rob ; Kickmeier-Rust, Michael ; Berta, Riccardo ; Carvalho, Maria B. / Deploying Serious Games for Management in Higher Education: lessons learned and good practices.
    @conference{8e4fd08d3d8942fca7ca7362f0a2cf36,
    title = "Deploying Serious Games for Management in Higher Education: lessons learned and good practices",
    abstract = "The deployment rate of serious games (SGs) in higher education (HE) and their proper insertion in meaningful curricula is still quite low. There is a lack of papers in literature describing deployment of SGs for HE in detail, critically showing educational benefits, and providing guidelines and best practices on their use. With the present work, we intend to make a first step in this direction, by reporting our experience in using state of the art managerial SGs in MSc Engineering/business courses in four different European universities. In order to describe and analyse the educational characteristics and effectiveness of each game, we propose to use two models that we have straightforwardly extracted from two major pedagogical paradigms: the Bloom’s revised cognitive learning goals taxonomy and the Kolb’s experiential learning cycle. Based on our experience in developing the SG-based courses, we also propose a set of lessons and practices that we believe could be of interest to incentivize and better support deployment of SGs in HE courses.",
    keywords = "GALA, serious games",
    author = "{Baalsrud Hauge}, Jannicke and Francesco Bellotti and Rob Nadolski and Michael Kickmeier-Rust and Riccardo Berta and Carvalho, {Maria B.}",
    note = "DS_Description: Baalsrud Hauge, J., Bellotti, F., Nadolski, R. J., Kickmeier-Rust, M., Berta, R., & Carvalho, M. B. (2013). Deploying Serious Games for Management in Higher Education: lessons learned and good practices. In C. Vaz de Carvalho, & P. Escudeiro (Eds.), Proceedings of the 7th European Conference on Games-Based Learning (pp. 225-234). Porto, Portugal: Academic Conferences and Publishing International Limited. DS_Sponsorship:This project is partially funded under the European Community Seventh Framework Programme (FP7/2007 2013), Grant Agreement nr. 258169.",
    year = "2013",
    month = "11",
    day = "6",
    language = "English",

    }

    Baalsrud Hauge, J, Bellotti, F, Nadolski, R, Kickmeier-Rust, M, Berta, R & Carvalho, MB 2013, 'Deploying Serious Games for Management in Higher Education: lessons learned and good practices'.

    Deploying Serious Games for Management in Higher Education: lessons learned and good practices. / Baalsrud Hauge, Jannicke; Bellotti, Francesco; Nadolski, Rob; Kickmeier-Rust, Michael; Berta, Riccardo; Carvalho, Maria B.

    2013.

    Research output: Contribution to conferencePaperAcademic

    TY - CONF

    T1 - Deploying Serious Games for Management in Higher Education: lessons learned and good practices

    AU - Baalsrud Hauge, Jannicke

    AU - Bellotti, Francesco

    AU - Nadolski, Rob

    AU - Kickmeier-Rust, Michael

    AU - Berta, Riccardo

    AU - Carvalho, Maria B.

    N1 - DS_Description: Baalsrud Hauge, J., Bellotti, F., Nadolski, R. J., Kickmeier-Rust, M., Berta, R., & Carvalho, M. B. (2013). Deploying Serious Games for Management in Higher Education: lessons learned and good practices. In C. Vaz de Carvalho, & P. Escudeiro (Eds.), Proceedings of the 7th European Conference on Games-Based Learning (pp. 225-234). Porto, Portugal: Academic Conferences and Publishing International Limited. DS_Sponsorship:This project is partially funded under the European Community Seventh Framework Programme (FP7/2007 2013), Grant Agreement nr. 258169.

    PY - 2013/11/6

    Y1 - 2013/11/6

    N2 - The deployment rate of serious games (SGs) in higher education (HE) and their proper insertion in meaningful curricula is still quite low. There is a lack of papers in literature describing deployment of SGs for HE in detail, critically showing educational benefits, and providing guidelines and best practices on their use. With the present work, we intend to make a first step in this direction, by reporting our experience in using state of the art managerial SGs in MSc Engineering/business courses in four different European universities. In order to describe and analyse the educational characteristics and effectiveness of each game, we propose to use two models that we have straightforwardly extracted from two major pedagogical paradigms: the Bloom’s revised cognitive learning goals taxonomy and the Kolb’s experiential learning cycle. Based on our experience in developing the SG-based courses, we also propose a set of lessons and practices that we believe could be of interest to incentivize and better support deployment of SGs in HE courses.

    AB - The deployment rate of serious games (SGs) in higher education (HE) and their proper insertion in meaningful curricula is still quite low. There is a lack of papers in literature describing deployment of SGs for HE in detail, critically showing educational benefits, and providing guidelines and best practices on their use. With the present work, we intend to make a first step in this direction, by reporting our experience in using state of the art managerial SGs in MSc Engineering/business courses in four different European universities. In order to describe and analyse the educational characteristics and effectiveness of each game, we propose to use two models that we have straightforwardly extracted from two major pedagogical paradigms: the Bloom’s revised cognitive learning goals taxonomy and the Kolb’s experiential learning cycle. Based on our experience in developing the SG-based courses, we also propose a set of lessons and practices that we believe could be of interest to incentivize and better support deployment of SGs in HE courses.

    KW - GALA

    KW - serious games

    M3 - Paper

    ER -

    Baalsrud Hauge J, Bellotti F, Nadolski R, Kickmeier-Rust M, Berta R, Carvalho MB. Deploying Serious Games for Management in Higher Education: lessons learned and good practices. 2013.