University of Oulu

Jääskä, E., Lehtinen, J., Kujala, J., & Kauppila, O. (2022). Game-based learning and students’ motivation in project management education. Project Leadership and Society, 3, 100055.

Game-based learning and students’ motivation in project management education

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Author: Jääskä, Elina1; Lehtinen, Jere1; Kujala, Jaakko1;
Organizations: 1University of Oulu, Industrial Engineering and Management, P.O. Box 4610, FIN-90014, University of Oulu, Finland
Format: article
Version: published version
Access: open
Online Access: PDF Full Text (PDF, 1.8 MB)
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Language: English
Published: Elsevier, 2022
Publish Date: 2022-10-31


Research on game-based learning (GBL) methods shows that they may increase students’ motivation and learning in the context of higher education. However, there is still unclarity regarding whether and how GBL methods can be utilized in project management education. Our quasi-experimental study analyzes project management students’ experiences of a GBL method applied in six European higher education institutes during late 2021 and early 2022. Data about students’ experiences were collected using a post-game survey in which students were asked to evaluate how the applied GBL method affected their motivation and learning. The data were analyzed using both qualitative and quantitative methods. Our findings include students’ positive and negative perceptions related to the applied GBL method, which influenced students’ motivation to study and learn project management phenomena. Our findings indicate that game-based learning solutions can be used to motivate students and to prepare learners to deal with uncertainty, as in real-life projects.

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Series: Project leadership and society
ISSN: 2666-7215
ISSN-E: 2666-7215
ISSN-L: 2666-7215
Volume: 3
Article number: 100055
DOI: 10.1016/j.plas.2022.100055
Type of Publication: A1 Journal article – refereed
Field of Science: 222 Other engineering and technologies
Copyright information: © 2022 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (