ERIC Number: EJ1196475
Record Type: Journal
Publication Date: 2018
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1467-6370
EISSN: N/A
Enhancing Student Engagement in Business Sustainability through Games
Emblen-Perry, Kay
International Journal of Sustainability in Higher Education, v19 n5 p858-876 2018
Purpose: This paper aims to explore the value students place on the sustainable strategies game (SSG) which seeks to improve student engagement in business sustainability through enhanced game-based learning. This game provides an alternative collaborative learning environment to the traditional instructivist approach to enrich Education for Sustainability (EfS) learning experiences and enhance student engagement. Design/methodology/approach: Students' reflections on their game-based learning experiences and suggestions for game development were collected through a short qualitative survey. Results are explored through three frameworks, namely, the multifaceted student value model, the dimensions of engagement framework and the UK higher education authority (HEA) framework for engagement through partnership. Findings: Research findings suggest the SSG provides game-based learning within EfS that delivers "edutainment" within an active, collaborative and experiential learning environment that the students value. It is also able to challenge thinking and emotionally engage students with the fundamentals of business sustainability. Reflection-on-action and the students' role as co-researchers in game development allow students to become active participants in their learning as well as knowledge producers and evaluators. These outcomes deliver the UK HEA's core facets of student engagement through partnership. Research limitations/implications: This practice-focused study presents the self-reported results of a one-time, small study which does not offer generalised, independently validated responses. However, the findings may be of interest to educators considering the adoption of game-based learning and those seeking new learning cultures for EfS. Practical implications: Game-based learning and teaching approaches can achieve a learner-centred active, collaborative learning environment that enhances student engagement with business sustainability. Originality/value: Experiences gained from this study should assist others in the implementation of game-based learning to engage students in business sustainability.
Descriptors: Foreign Countries, Learner Engagement, Business, Sustainability, Educational Games, Cooperative Learning, Higher Education, Active Learning, Experiential Learning, Role Playing, Business Schools
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A