Abstract—Game-based learning pedagogy has received
widespread attention in recent years due to its conceivable
potential in adapting to the evolving needs from the “Net
Generation”, or “digital natives”. Due to difficulties in defining,
constructing and measuring complex variables as well as the
subsequent results, however, rigorous empirical research on the
effectiveness of gamification in education or game-based
learning has been limited, especially in tertiary education.
In this research, we investigate the effectiveness of game-based learning as an instructional strategy for tertiary education. Particularly, we conducted a semi-structured survey in a finance class, where an online stock trading game was implemented. Based on the data retrieved from the survey, we are able to compare simulation game with traditional learning methods in terms of subjective effectiveness, difficulty and student preference. We find evidence that game-based learning is more effective, easier to grasp, and more preferred by students than traditional learning methods. We also find evidence that extrinsic motivation (e.g., monetary incentives) affect the effectiveness of gamification in higher education, consistent with existing literature.
Index Terms—Game-based learning, simulation game, pedagogy, tertiary education.
Ding Ding and Yinghui Yu are with the Financial Programme, School of Business, SIM University, 461 Clementi Road, 599491 Singapore (e-mail: firstname.lastname@example.org, email@example.com).
Chong Guan is with the Marketing Programme, School of Business, SIM University, 461 Clementi Road, 599491 Singapore (e-mail: firstname.lastname@example.org).
Cite: Ding Ding, Chong Guan, and Yinghui Yu, "Game-Based Learning in Tertiary Education: A New Learning Experience for the Generation Z," International Journal of Information and Education Technology vol. 7, no. 2, pp. 148-152, 2017.