Creating a game prototype for teaching administration

• Autor(a) principal: Oliveira, Paulo Henrique
• Data de Publicação: 2023
• Outros Autores: Sasaki, Daniel Guilherme Gomes, Miyashita, Ricardo
• Tipo de documento: Artigo
• Idioma: eng; por
• Título da fonte: International Journal of Innovation (São Paulo)
• Texto Completo: https://periodicos.uninove.br/innovation/article/view/24267
• topic: jogos de empresa; design science research; business game canvas; business game; design science research; double diamond; business game canvas; juegos de negocios; investigación en ciencias del diseño; lienzo de juego de negocios.

Objective: describe the process of idealizing and creating the prototype of a new business game that stimulates spontaneous learning, since as there are no decision rounds, students will only make decisions when they recognize the need for their intervention. Methodology/approach: In a qualitative approach, the methodological course of this research begins with the mapping of the pedagogical needs of the discipline in which this type of game is used, followed by the creation of the game model through the Business Game Canvas method, and finally the implementation of the game with its components and rules, up to preliminary testing of the prototype. To assess the students' perception of the experience with the game, a questionnaire already statistically validated in its original publication is used. Originality/value: In the context of higher education in Brazil, in which MEC (Ministry of Education) suggests that universities increasingly seek ways to integrate theoretical content with practice, active teaching-learning methodologies offer students a greater role in their educational process. Aligned with this purpose, offering students an experience that privileges their independence from the results of one team in relation to the others means stimulating spontaneous learning and allowing all stages of the experiential cycle to take place during the class. Main results: The results obtained from university students, volunteers from the administration course, reveal that the new game obtained a score above 6 in Clarity, Challenge, Attitude and Perceived Learning while it needs to improve in the dimensions of “intention to continue playing” (average score of 5) and Autonomy (average score of 4.8). Theoretical/methodological contributions: The main contribution of this research is to present a business game prototype that is complete, operational and well evaluated by the students. In this way, the benefits of a game without rounds of decisions can be explored in new research. Social/managerial contributions: The use of active teaching methodologies contributes to making society more responsible for its learning – with this type of game, it is believed that teachers will be able to train administrators who are more prepared for the challenges of the job market.