Game-based Learning
Permanent URI for this collectionhttps://hdl.handle.net/10125/112522
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Item type: Item , Designing Educational Games for Financial Literacy and Bias Awareness: Reflections on Challenges and Opportunities(2026-01-06) Ahmad, Ans; Fernandez Galeote, Daniel; Macey, Anna-Leena; Xi, Nannan; Hamari, JuhoFinance is an important yet underexplored context in the development of prescriptive knowledge for education interventions addressing cognitive biases. Previous research indicates that games are a promising tool for cognitive bias mitigation, but our understanding of how to effectively design games to enhance bias awareness remains limited, particularly in financial education. This study explores challenges and opportunities therein based on seven focus groups conducted with upper secondary school students after playing a financial education game. A thematic analysis of the data indicates that students consider finance uncertain and complex, and wish for games to match this reality through simulations that are challenging and applicable to real-life contexts. Based on these, we propose four design principles to guide the design of effective financial education information systems and games—adopting a constructivist approach to bias education; supporting agency through scaffolding; contextualizing decision-making; and paying special attention to learners' attention and motivation limitations.Item type: Item , Game-Based Learning: An Experiential Card Game in Higher Education(2026-01-06) Toure Issifou, Saleem; Hylving, Lena; Kumnova, Dion; Raftopoulos, MarigoThis paper reports on an Action Design Research project using game-based learning for first year students at a Norwegian university. Thru co-developing a card game focusing on the core of a course, namely organizational structure, communication and culture in the digital age, we add to the Mechanics, Dynamics and Aesthetics framework. Our analysis of the development and deployment of the card game show that the successful use of Ganme-Based Learning requires (1) student preparation and progressive implementation of novel game formats, (2) effective curriculum integration, (3) real-world application of the game, and (4) focus on students understanding of the curriculum.Item type: Item , Optimizing Students’ Learning in Operations Management: The Impact of Simulation-based Games and Feedback Strategies(2026-01-06) Rikhtehgar Berenji, Hossein; Najmi, HosseinThis study investigates the impact of game-based learning and feedback in Operations Management education using a simulation. Guided by Revised Bloom’s Taxonomy, the research evaluates student learning outcomes across factual, conceptual, and procedural knowledge dimensions. Results show that simulation games significantly enhance conceptual and procedural understanding. Additionally, feedback type—general versus detailed—affects performance differently across student groups, with detailed feedback benefiting high performers and general feedback aiding low performers. These findings underscore the importance of tailored instructional strategies and reinforce the value of simulation games in fostering higher-order cognitive skills in business education.Item type: Item , Introduction to the Minitrack on Game-based Learning(2026-01-06) Laato, Samuli; Hamari, Juho; Oliveira, Wilk