Effectiveness of Game-Based Learning as a Pedagogy Among the MBA Students

Introduction

Educational institutions are working hard to provide a quality education through different means. Educational institutions try to arrange and organize Faculty Development Programs and Workshops to imbibe teachers the use technology in their routine teaching. On the other hand, students expect digital learning on online platforms and offline scenarios to get a better learning experience. In this regard, the role of game-based learning has become successful. However, game-based learning is more into experiments to find new ways to make teaching and learning more interesting it still has opportunities to be explored. Technological upgrades are very constant across the globe. Gamification, a boon in the technological era, has paved the way for educational institutions to break the mundane teaching pedagogy and impose learning with adventurous and exciting experiences. Game-based learning has focused goals that have to be accomplished by the players. It motivates the students to achieve success and experience a sense of accomplishment when they finish different stages. Moreover, the portions and syllabus which has to be completed by the concerned teachers are also accomplished. Game-based learning has helped the students and the teachers in different means. The system of education keeps changing from time to time. Different vendors who design and develop special software imbibing gamification have been vital contributors to the upliftment of quality education. On the other hand, the situational impact has also motivated researchers to research on game-based learning, which will be helpful for the teachers and learners. For example, the Covid-19 health crisis has devastated the entire educational structure where teaching and learning had to be facilitated on online platforms. In this regard, game-based learning has helped the stakeholders in several ways. Since the majority of the households have a basic phone, personal computer, and laptops with a decent internet connection game-based learning has become the spotlight during the Covid-19 crisis. Game-based learning has three core elements that highlight game-based learning, i.e., narrative-centered learning, combined-learning-context, problem-solving, and storytelling in an interactive format (Rowe, Mott, & Lester, 2012). Based on these core elements, game-based learning enjoys several benefits.

First and foremost, the users enjoy and can easily connect to the subject when learning pedagogy is more pleasant and attractive (Davis et al., 1992). Moreover, different software used for the game-based-learning is user-friendly and flexible. It provides the users a peaceful experience without leading to stress. Hence, game-based learning is suitable for the present age groups who are tech-savvy and prefer to learn using digital platforms. The third most important factor which has made game-based learning successful is customization. A class with different categories of students may not be over-familiar with technological usage. Thus, few concepts can be broken into simple blocks and can be customized. Therefore, game-based learning, a tailored learning mechanism, has helped educational institutions achieve the goal of facilitating quality education (Troussas et al., 2020). Various pedagogies are used to instill Learning among the students. One such popular and effective pedagogy is game-based learning. GBL has not been widely followed and practiced since many are not aware of it. In Game-based education, the course content is mapped into the game to provide a scenario environment of learning, repeated self-learning, and ongoing interaction and feedback to increase learning interest and motivation (Cheng & Su, 2012). In addition, gamification will also enhance students' cognitive abilities and skills as it gives them an opportunity to think and progress to achieve the goal (Guyton, 2011). Multiple researchers have found that game-based learning raised test scores, allowed for hands-on social skill lessons, and helped generate a positive student environment (McKenzi James, 2020). To measure the effectiveness of game-based learning, a group of post-graduate students were identified. A concept was taught using the traditional model “class lecture”. Later, the same ideas were conveyed through a game to determine their level of understanding before and after the game-based learning pedagogy.