Game-Based Learning in Tertiary Education: A New Learning Experience for the Generation Z

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.