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CfP: Special issue on "Enhancing Business School Courses through Game-Based Pedagogy"

  • 1.  CfP: Special issue on "Enhancing Business School Courses through Game-Based Pedagogy"

    Posted 02-18-2020 15:31
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    Colleagues - apologies for cross posting -
    I wanted to let MED members know about a special issue planned for DSJIE on Enhancing Business School Courses through Game-Based Pedagogy. The deadline for initial submissions is June 30, 2020. The call is attached, and I've also copied it below.
    Please feel free to contact the co-editors with any questions or comments.

    Call for Papers for Special Issue on Enhancing Business School Courses through Game-Based Pedagogy

    Guest Editors: Yi-Su Chen, Barbara Klein, and Joy Beatty | University of Michigan - Dearborn

    Background:

    The incorporation of games into teaching and learning in business school courses holds the potential for enhancing students learning and retention.  From their earliest days, humans learn naturally through play and games; and these approaches may enhance learning even as students engage in college courses. Game playing promotes active learning. An empirical review of research studies on the effects of digital games in the classroom show increases in affectivity, motivation, and learning (Connolly et al., 2012). Games can also promote students' creativity and social interaction (Squire, 2011). The underlying learning mechanisms are related to increased intrinsic motivation and flow (Csikszentmihali, 1990), which can come from the clear and challenging goals, along with the regular and unambiguous feedback of well-designed games.

    Developments in technology, coupled with the growing technological skills and expectations of the current generation of learners, imply that many games will incorporate computer technology. Computer games are especially good at embedding learning in meaningful virtual situations that create an immersive psychological reality for the learner (Wideman et al., 2007). However, it is also important to recognize that low technology or no-technology games can be effective learning tools as well. This special issue will focus on innovative ideas for using games and gamification in courses across the disciplines of business schools.

    We conceive games broadly as playful activities with goals, rules, and player interaction.  Games may be competitive or cooperative in nature and may involve synchronous or asynchronous interaction among players.  A broad range of types of games fall under the umbrella of this special issue including video games, board games, card games, simulations and so forth.  Games may be designed specifically to convey course concepts or may be adaptations of off-the-shelf games tailored to enhance learning outcomes. Gamification is defined as the use of game elements such as action language, rules, environment, and game fiction outside the context of a game to facilitate learning (Landers, 2014).

    Topics:

    This special issue aims to publish papers on game-based pedagogical approaches that engage students in active learning and develop students' capabilities in applied decision making.

    We welcome submissions that propose new approaches and/or perspectives in course activities design, delivery, and assessment.  We also encourage empirical research that demonstrates improved learning outcomes attributable to game-based pedagogy.  These include but are not limited to:

    • conceptual/theoretical research submissions that propose taxonomies or give guidance to assist instructors in determining how to use game-based pedagogy in their course;
    • teaching briefs that describe and document innovative applications of games in business school courses;
    • empirical research submissions that provide evidence about the effect of a game-based pedagogical activity on learning outcomes.


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    Joy Beatty
    Associate Professor
    University of Michigan - Dearborn
    Dearborn MI
    (313) 583-6524
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