Gamified learning has become a common practice in multiple domains. Hitherto, the focus has been on gamified learning as a driver of individual student experiences and contributions and leave interpersonal and team elements behind. The purpose of this chapter is to examine team-based gamified learning in a higher educational context using a real-life game. Empirical efforts focus on student and instructor narratives from multiple business schools and universities. The findings point out that interpersonal and team dynamics are paramount in (gamified) learning experiences and uncover key dimensions for effective gamified learning. Instructor reflections propose practical tips for successfully implementing and running a game.
|Title of host publication||Handbook of Teaching and Learning at Business Schools|
|Subtitle of host publication||A Practice-Based Approach|
|Editors||Thyra Uth Thomsen, Adam Lindgreen, Annemette Kjærgaard, Eleri Rosier, Aybars Tuncdogan|
|Place of Publication||Cheltenham, UK & Northampton, MA, USA|
|Publication status||Published - 19 Nov 2021|