Abstract
This paper focuses on the educational possibilities and potential of digital simulation games in higher education. It provides the detailed examination of the true experimental design of a co-creative gamified classroom that could be used in different academic subjects in social science education. In this pedagogical experiment, we tested the effects of a co-creative gamification classroom within a Public Sector Economics course attended by 253 first-year master's students. We used pre-test and post-test examinations, surveys, and interviews to evaluate and compare effects on learning outcomes and course evaluations of different classroom modes (with and without a co-creative approach and digital simulation games). This paper presents a quantitative and qualitative analysis of the proposed experimental design, using treatment and control groups. Our conclusions make a contribution to the discussion of the co-creative approach in education, proving that its digital implementation can develop students' generic and professional skills. We also reveal a more conscious and motivated attitude toward the future profession of those students who participated in the process of creating the game.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have