Abstract
Purpose – In this work, a reflexive experiential learning process is collected, which relates concepts the strategic management and learning the game of chess in a flipped classroom and blending learning process for the 2017/18 and 2018/19 courses. Research methodology – The method followed has been the initial approach of the learning curves and the time series of the analysis of learning patterns in the game of chess. Also, for the study of the relationship between the game of chess and its analogy with strategic management, we used a questionnaire, and we apply cluster and network analysis. Findings – The main results reveal the existence of different learning patterns (linear, quadratic, random walk), associated with the various skills of the students. Likewise, different learning groups have been identified concerning the times and learning levels by activities. The underlying idea is the motivation that the game of chess exerts on students to foster greater understanding. Research limitations – The limitations are related to the size of the classroom and the different initial levels of chess knowledge, which have been a real challenge to carry out this work. Finally, the combination of activities, between chess and strategic management knowledge is complicated to handle, requiring large doses of planning. These limitations are perhaps challenging to solve, although possible help could be associated with more teachers being involved in the process. Practical implications – The simultaneous learning of chess with the consequent increase of cognitive skills and Strategic Management concepts could intensify the motivation of the student and generate a virtuous circle that drives both areas. Originality/Value – This new experience in Spain contributes to filling a perhaps significant gap in the literature. In parallel, the practice of chess in the classroom has corroborated a level of commitment and motivation of students in the knowledge of the concepts of strategic management. The results achieved could suggest the incorporation of chess practice as a motivating factor in management subjects.
Highlights
On 13 March 2012, the European Parliament promoted chess as a pedagogical tool in the education system
The main results reveal the existence of different learning groups in relation to the times and levels of difficulty by activities in 2017/18
Different learning patterns have been identified; given that, as Howard (2014) mentions, there are no unique forms of learning curves for the full range of skills and abilities of individuals
Summary
On 13 March 2012, the European Parliament promoted chess as a pedagogical tool in the education system. There is abundant literature that demonstrates, as Kazemi et al (2012) mention, the influence of chess on the development of mathematical skills or problem-solving, the increase of intelligence or creativity Milat (1997) In this sense, Graber (2009) mentions the importance of deep and long-term thinking, which is associated with chess and business. 25) points out that many strategic and general concepts can be understood on a superficial level, but alternatively teaching methods can be used to include these concepts to students better In this sense, as mentioned by Johnson and Proctor (2017), how skills and abilities are acquired and maintained, as well as the factors affecting qualified performance, are issues of high interest to both academia and the professional world. There are no conclusive results on which the best pedagogical methods for the acquisition of skills and abilities are, some authors, such as Farashahi and Tajeddin (2018), have recently demonstrated that students perceive the simulation method as the most effective compared to the case studies or lectures method
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