sg 14(3): e4

Research Article

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

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  • @ARTICLE{10.4108/sg.1.3.e4,
        author={Jannicke  Baalsrud Hauge and Francesco Bellotti and Rob Nadolski and Riccardo Berta and Maira B. Carvalho},
        title={Deploying Serious Games for Management in Higher Education: lessons learned and good practices},
        journal={EAI Endorsed Transactions on Serious Games},
        volume={1},
        number={3},
        publisher={ICST},
        journal_a={SG},
        year={2014},
        month={8},
        keywords={Serious games, deployment in higher education, Bloom’s taxonomy, Kolb’s learning cycle,},
        doi={10.4108/sg.1.3.e4}
    }
    
  • Jannicke Baalsrud Hauge
    Francesco Bellotti
    Rob Nadolski
    Riccardo Berta
    Maira B. Carvalho
    Year: 2014
    Deploying Serious Games for Management in Higher Education: lessons learned and good practices
    SG
    ICST
    DOI: 10.4108/sg.1.3.e4
Jannicke Baalsrud Hauge1, Francesco Bellotti2, Rob Nadolski3, Riccardo Berta2, Maira B. Carvalho2
  • 1: Bremer Institut für Produktion und Logistik at the University of Bremen, Bremen, Germany
  • 2: Dept of Electronic and Telecommunication Engineering, University of Genoa, Genoa, Italy
  • 3: Centre for Learning Sciences and Technologies, Open University of the Netherlands, Netherlands

Abstract

Deployment of serious games (SGs) and their insertion in higher education (HE) curricula is still low. The lacks papers describing deployment of SGs in HE critically showing educational benefits and providing guidelines and good practices for 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, we also propose a set of lessons and good practices to incentivize and better support deployment of SGs in HE courses