Abstract:

In an era that industry demands adaptability, critical thinking and resilience, Higher Education must equip students to navigate ambiguity and complexity. This paper presents a case study of the Fashion Product Development Challenge, a digital simulation game in a blended learning environment, designed to foster active and experiential learning. Unlike traditional didactic approaches, this initiative leverages game-based learning and gamification to immerse students in authentic, decision-rich scenarios that mirror real-world challenges.

The pedagogical framework is rooted in constructivist principles, emphasising learning as an active, participatory process. Students engage in cycles of decision-making, reflection and feedback. The simulation incorporates ambiguity and risk, compelling learners to justify choices and develop confidence where no single ‘right answer’ exists. This shift from answer-seeking to critical reasoning is essential for preparing graduates for the uncertainties of professional practice.

Focus group findings reveal that active engagement with the simulation enhances motivation, autonomy and evidence-based reasoning. Participants found the interactive format more engaging and effective for knowledge application than traditional lectures, supporting adaptability, resilience and reflective thinking. Collaborative elements fostered community, while peer discussion amplified enjoyment and learning. The co-creation model—where students contributed to the simulation’s design—ensured the experience remained relevant, inclusive and responsive to feedback.

A distinctive aspect is the involvement of alumni and industry professionals through the Fashion Product Development Alumni Hub. Alumni test and validate the game from an industry perspective, ensuring the simulation reflects current professional practices and challenges. Their feedback shapes new scenarios addressing risks and uncertainties in the fashion product development cycle, including shifting consumer trends, supply chain disruptions, sustainability dilemmas and brand repositioning. Alumni also share reflections on early career transitions, offering insights into the skills and resources most valuable as they entered the industry. Planned enhancements include alumni sound bites, scenario modules inspired by real-world challenges and interactive decision points that mirror industry ambiguity.

Key themes from evaluation include the importance of clear communication of goals, flexible resource formats and iterative course design that incorporates student and industry feedback. Usability and accessibility were rated highly, though technical reliability and the ability to replay scenarios were areas for improvement. Participants valued opportunities for personalised feedback and constructing their own responses, highlighting the need for pedagogical approaches that support deeper critical thinking and self-directed learning.

This paper offers practical strategies for educators implementing active and experiential learning through game-based pedagogies. It provides a transferable framework for designing, delivering and evaluating gamified learning experiences using existing institutional platforms. The findings underscore that purposeful, minimal digital interventions—when grounded in sound pedagogical principles and responsive to learner and industry needs—can drive measurable student success, foster inclusivity, and prepare graduates for the complexities of industry.

Keywords:

Experiential Learning, Gamification, Simulation, Collaboration, Co-creation.