Enhancing Student Engagement in Business Sustainability through Games
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| Title: | Enhancing Student Engagement in Business Sustainability through Games |
|---|---|
| Language: | English |
| Authors: | Emblen-Perry, Kay |
| Source: | International Journal of Sustainability in Higher Education. 2018 19(5):858-876. |
| Availability: | Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Learner Engagement, Business, Sustainability, Educational Games, Cooperative Learning, Higher Education, Active Learning, Experiential Learning, Role Playing, Business Schools |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1108/IJSHE-05-2017-0075 |
| ISSN: | 1467-6370 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Number of References: | 67 |
| Entry Date: | 2018 |
| Accession Number: | EJ1196475 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1196475 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Enhancing Student Engagement in Business Sustainability through Games – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Emblen-Perry%2C+Kay%22">Emblen-Perry, Kay</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Sustainability+in+Higher+Education%22"><i>International Journal of Sustainability in Higher Education</i></searchLink>. 2018 19(5):858-876. – Name: Avail Label: Availability Group: Avail Data: Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 19 – Name: DatePubCY Label: Publication Date Group: Date Data: 2018 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Business%22">Business</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Games%22">Educational Games</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Role+Playing%22">Role Playing</searchLink><br /><searchLink fieldCode="DE" term="%22Business+Schools%22">Business Schools</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1108/IJSHE-05-2017-0075 – Name: ISSN Label: ISSN Group: ISSN Data: 1467-6370 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 67 – Name: DateEntry Label: Entry Date Group: Date Data: 2018 – Name: AN Label: Accession Number Group: ID Data: EJ1196475 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1196475 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1108/IJSHE-05-2017-0075 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 858 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: Learner Engagement Type: general – SubjectFull: Business Type: general – SubjectFull: Sustainability Type: general – SubjectFull: Educational Games Type: general – SubjectFull: Cooperative Learning Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Active Learning Type: general – SubjectFull: Experiential Learning Type: general – SubjectFull: Role Playing Type: general – SubjectFull: Business Schools Type: general – SubjectFull: United Kingdom Type: general Titles: – TitleFull: Enhancing Student Engagement in Business Sustainability through Games Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Emblen-Perry, Kay IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 1467-6370 Numbering: – Type: volume Value: 19 – Type: issue Value: 5 Titles: – TitleFull: International Journal of Sustainability in Higher Education Type: main |
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