مقاله انگلیسی رایگان در مورد مسابقات جدی در آموزش مدیریت – الزویر ۲۰۲۱

elsevier

 

مشخصات مقاله
ترجمه عنوان مقاله مسابقات جدی در آموزش مدیریت: تجزیه و تحلیل پذیرش
عنوان انگلیسی مقاله Serious games in management education: An acceptance analysis
انتشار مقاله سال ۲۰۲۱
تعداد صفحات مقاله انگلیسی ۱۳ صفحه
هزینه دانلود مقاله انگلیسی رایگان میباشد.
پایگاه داده نشریه الزویر
نوع نگارش مقاله
مقاله پژوهشی (Research Article)
مقاله بیس این مقاله بیس میباشد
نمایه (index) Scopus – Master Journals List – JCR
نوع مقاله ISI
فرمت مقاله انگلیسی  PDF
ایمپکت فاکتور(IF)
۲٫۹۳۵ در سال ۲۰۲۰
شاخص H_index ۲۸ در سال ۲۰۲۱
شاخص SJR ۱٫۱۶۷ در سال ۲۰۲۰
شناسه ISSN ۱۴۷۲-۸۱۱۷
شاخص Quartile (چارک) Q1 در سال ۲۰۲۰
مدل مفهومی دارد
پرسشنامه ندارد
متغیر ندارد
رفرنس دارد
رشته های مرتبط مدیریت
گرایش های مرتبط مدیریت کسب و کار، مدیریت منابع اسلامی
نوع ارائه مقاله
ژورنال
مجله  مجله بین المللی آموزش مدیریت – The International Journal of Management Education
دانشگاه International University of La Rioja, Spain
کلمات کلیدی مسابقات جدی ، گیم-فیکیشن ، نوآوری ، دانش ، آموزش و توسعه
کلمات کلیدی انگلیسی Gamification, Serious games, Innovation, Knowledge, Training and development
شناسه دیجیتال – doi
https://doi.org/10.1016/j.ijme.2021.100517
کد محصول E15518
وضعیت ترجمه مقاله  ترجمه آماده این مقاله موجود نمیباشد. میتوانید از طریق دکمه پایین سفارش دهید.
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فهرست مطالب مقاله:

Highlights

Abstract

Keywords

۱٫ Introduction

۲٫ Conceptual background and hypothesis development

۳٫ Proposed serious game acceptance model

۴٫ Method

۵٫ Results

۶٫ Discussion and conclusions

۷٫ Theoretical and practical implications

۸٫ Limitations and future lines of research

Authors state of commitment

Acknowledgments

References

بخشی از متن مقاله:

Abstract

Training is a key resource for fostering knowledge as a competitive asset. As in other fields, in learning, innovation emerges with disruptive methods such as gamification. Serious games are a proven efficient training method based on the incorporation of traditional elements of games, such as entertainment, into learning. But as with any other innovation, people must be willing to use the new method. The use of even a proven serious game will not have any positive effect if students do not accept it. It is thus essential to analyze the intention to use serious games in management training contexts. This research uses an adapted CAN (Cognitive-Affective-Normative) model to explore the intention to use a serious game – Lego© Serious Play© – in a sample of higher-education students in their capacity as future professionals. The results show that the most critical factor influencing the intention to use serious games is expected learning performance. The proposed model opens a new methodology for studying the behavioral intention to use other innovative management-training methods and to enrich the deployment of serious game training strategies in management education.

۱٫ Introduction

Today management education needs to go beyond traditional teaching models (Sierra, 2020). Among the new emerging methods, the use of gamification is on the rise (e.g., Papert, 1990; Said, Roos & Statler, 2001; Kampker, Deutskens, Deutschmann, Maue, & Haunreiter, 2014; Al-Azawi, Al-Faliti, & Al-Blushi, 2016; Dichev & y Dicheva, 2017). Its growing importance is reflected in gamification market forecasts. One recent study estimates that the gamification market will be worth 11.94 billion dollars by 2021 (Business Wire, 2017). Gamification has a positive effect on learning at all ages, providing important benefits, such as facilitating knowledge and skills acquisition (Sierra, 2020), the development of higher cognitive abilities (Bernabeu & Goldstein, 2009) or increased motivational and engagement levels in students (Buil, Catalán, & Martínez, 2019; Lazzaro, 2004; McGonigal, 2011; Yee, 2006). In one survey, 89% of U.S. workers said gamification had probably improved their productivity at work (TalentLMS, 2019), testimony to the positive perception of these innovative learning methods.

Unlike other types of games, whose primary purpose is pure entertainment, the main goal of serious games is learning (Abt, 1970). Specifically, serious games are intended for training and skills development and/or for educational purposes or to effect attitudinal and behavioral change (Ge & Ifenthaler, 2017). Serious games are one of the gamification learning methods with the highest performance expectancy (De Gloria, Bellotti & Berta, 2014; Tsekleves, 2014), and they can potentially be used across a wide range of educational and training contexts (Boyle et al., 2016) and a variety of industries, such as cosmetics, technology or defense (Allal-Chérif & Bidan, 2017). They have been proven to facilitate and energize the learning process, as their use can increase the level of interest in learning and enhance both creativity and emotional intelligence. Learning by gaming fosters an active, experiential form of learning that allows students to achieve superior performance compared to other passive, non-innovative methodologies (Corriveau, 2020). Gamification also promotes social skills, facilitating interaction and empowering students to play an active role in their own learning process (Deterding, Sicart, Nacke, O’Hara & Dixon, 2011). In addition to these benefits, serious games have a proven ability to facilitate the development of skills, abilities and attitudes (Kapp, 2012) due to their focus on problem-solving, to which players are exposed.

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