Datum
2022-09-28Metadata
Zur Langanzeige
Aufsatz
Gamifying Online Training in Management Education to Support Emotional Engagement and Problem-solving Skills
Zusammenfassung
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.
Förderhinweis
Gefördert im Rahmen eines Open-Access-Transformationsvertrags mit dem VerlagZitieren
@article{doi:10.17170/kobra-202304057777,
author={Schöbel, Sofia Marlena and Janson, Andreas and Leimeister, Jan Marco},
title={Gamifying Online Training in Management Education to Support Emotional Engagement and Problem-solving Skills},
journal={Journal of Management Education},
year={2022}
}
0500 Oax
0501 Text $btxt$2rdacontent
0502 Computermedien $bc$2rdacarrier
1100 2022$n2022
1500 1/eng
2050 ##0##http://hdl.handle.net/123456789/14627
3000 Schöbel, Sofia Marlena
3010 Janson, Andreas
3010 Leimeister, Jan Marco
4000 Gamifying Online Training in Management Education to Support Emotional Engagement and Problem-solving Skills / Schöbel, Sofia Marlena
4030
4060 Online-Ressource
4085 ##0##=u http://nbn-resolving.de/http://hdl.handle.net/123456789/14627=x R
4204 \$dAufsatz
4170
5550 {{Gamification}}
5550 {{Lernen}}
5550 {{Emotionales Verhalten}}
5550 {{Problemlösen}}
5550 {{Management}}
5550 {{Schulung}}
7136 ##0##http://hdl.handle.net/123456789/14627
<resource xsi:schemaLocation="http://datacite.org/schema/kernel-2.2 http://schema.datacite.org/meta/kernel-2.2/metadata.xsd"> 2023-04-24T11:19:57Z 2023-04-24T11:19:57Z 2022-09-28 doi:10.17170/kobra-202304057777 http://hdl.handle.net/123456789/14627 Gefördert im Rahmen eines Open-Access-Transformationsvertrags mit dem Verlag eng Namensnennung 4.0 International http://creativecommons.org/licenses/by/4.0/ gamification learning emotional engagement problem-solving skills satisfaction management training goal orientation 370 Gamifying Online Training in Management Education to Support Emotional Engagement and Problem-solving Skills Aufsatz 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. open access Schöbel, Sofia Marlena Janson, Andreas Leimeister, Jan Marco doi:10.1177/10525629221123287 Gamification Lernen Emotionales Verhalten Problemlösen Management Schulung publishedVersion eissn:1552-6658 Issue 2 Journal of Management Education 166-203 Volume 47 false </resource>
Die folgenden Lizenzbestimmungen sind mit dieser Ressource verbunden:
Solange nicht anders angezeigt, wird die Lizenz wie folgt beschrieben: Namensnennung 4.0 International