Abstract
Students demand more active and participating teaching innovation methods, and activities such as presentations are not enough to satisfy those demands. In this research, competitive debate is used as inter-team gamification with third year students from a Business School studying the Human Resources Management subject. Out of this experience, qualitative and quantitative data are obtained. Results reinforce the continuation of classroom competitive debate due to the evidence of its motivational, learning, and communication skills improvement, and knowledge acquisition effects. The possibility of application with actual professionals is seriously considered.
Highlights
New student generations, as well as workers, demand teaching and training in more dynamic and participative ways
Seaborn and Fels (2015) conclude that “gamification has two key ingredients: it is used for nonentertainment purposes: it draws inspiration from games, the elements that make up games without engendering a fully-fledged game” in this line, inter-team competitive gamification through competitive debate is used in this experience to teach and grade the knowledge about training in human resources (HR), not just to play, which is what debate tournaments are after fundamentally
To Dichev and Dicheva (2017), gamification is “the introduction of game design elements and gameful experiences in the design of learning processes” which is exactly what was done in this case, taking the activity of competitive debates and applying it to a classroom to learn some specific knowledge
Summary
As well as workers, demand teaching and training in more dynamic and participative ways. The millennial thinking, linked to active participation and decision-making capacity, influences this way of understanding work and education This generation, in its intuitive learning model, looks for almost immediate results and compensation which provokes the use of gameful resources and active results as one of the more effective learning methods for these new generations (Rodríguez-Casado and Rebolledo-Gámez, 2017). For this generation, learning through videogames is one of the principal learning strategies together with mobile learning and gamification. That is the idea for debate in the classroom, which should deliver a gameful experience with which students find
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