Abstract:

In recent years, higher education has undergone a significant transformation, driven by technological advancements and an increasing recognition of the various ways students engage with information. One innovative approach that has gained prominence is Video Game-Based Learning (VGBL). This shift from traditional teaching methods to a more dynamic and engaging learning environment reflects a broader acknowledgment of the need to adapt education to the evolving preferences and expectations of digitally-native students. VGBL represents a strategic response to the changing dynamics of education. By integrating elements of gameplay, simulations, and virtual environments into the curriculum, educators aim to create a more dynamic and participatory educational experience. As technology plays an increasingly integral role in our daily lives, the incorporation of VGBL in higher education not only aligns with the preferences of the current student population but also addresses the challenge of keeping education relevant and engaging. Therefore, this study explores the use of VGBL in project management in higher education, examining its potential benefits.

The context of this study is situated at the University of La Rioja (Spain). The focus is on project management education within the fourth-year curriculum of the Mechanical Engineering B.Sc., Electric Engineering B.Sc., and Electronic Engineering B.Sc. programs. The cohort for this study comprises 44 engineering students actively participating in the project management course during the fall semester of 2023. It is pertinent to note that enrollment in this course is compulsory, underscoring its significance within the academic trajectory of these students.

The creation of video games was facilitated using the SGAME tool, an authoring tool for easily creating educational video games from the Polytechnical University of Madrid (https://sgame.etsisi.upm.es/). In a preliminary phase, four different games (Mario Bross, Floppy Bird, Onslaught Arena, and Captain Rogers) were generated with identical content (20 questions related to a specific theme), allowing students the option to choose the game that best suited their preferences. This resource was conceived as an optional activity for students, and approximately 77% of them participated. A pre-test/post-test questionnaire was utilized to determine how well the use of video games had improved the acquisition of the content covered in the game. The results obtained suggest the positive impact on students’ performance, with statistically significant differences between the post-test and pre-test values for those students who played the video games. Results also indicate a moderate correlation between the average time a student spent playing and completing the video games and the number of correct answers to questions related with the content covered in the games in the final exam.

Keywords:

Video Game-Based Learning, Higher Education, Project Management.