Teachers’ experiences of using game-based learning methods in project management higher education

Abstract

The benefits and challenges of using game-based learning (GBL) methods in project management higher education have not been widely investigated. This study employs qualitative methods and builds on in-depth interview data from 22 experienced university teachers with a project management teaching background. It shows that teachers perceive beneficial consequences for students from gaming, such as increased interest and knowledge acquisition with a memorable learning experience. Teachers' inspirations and motivations are boosted by a novel method to motivate and engage students. The perceived challenges of GBL for students manifest as increased cognitive load and stress. This paper contributes to a deeper understanding of the impact of GBL methods while identifying challenges and disadvantages, which are not as widely discussed as benefits. This research identifies experiences from project management teachers' perspectives, covering both learners' and instructors’ viewpoints. The findings may help teachers to decide whether GBL could be used in their courses.