Company-university collaboration in applying gamification to learning about insurance

Incorporating gamification into training–learning at universities is hampered by a shortage of quality, adapted educational video games. Large companies are leading in the creation of educational video games for their internal training or to enhance their public image and universities can benefit fr...

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Detalles Bibliográficos
Autores: Rojo, Teresa, González-Limón, Myriam, Rodríguez Ramos, Asunción
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2019
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/95056
Acceso en línea:https://hdl.handle.net/11441/95056
https://doi.org/10.3390/informatics6030042
Access Level:acceso abierto
Palabra clave:Gamification
University
Education
Serious video games
Game-based learning
Professors
Video games design
Knowledge
Skills training
Digital technologies
Automated learning
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repository_id_str
spelling Company-university collaboration in applying gamification to learning about insuranceRojo, TeresaGonzález-Limón, MyriamRodríguez Ramos, AsunciónGamificationUniversityEducationSerious video gamesGame-based learningProfessorsVideo games designKnowledgeSkills trainingDigital technologiesAutomated learningIncorporating gamification into training–learning at universities is hampered by a shortage of quality, adapted educational video games. Large companies are leading in the creation of educational video games for their internal training or to enhance their public image and universities can benefit from collaborating. The aim of this research is to evaluate, both objectively and subjectively, the potential of the simulation game BugaMAP (developed by the MAPFRE Foundation) for university teaching about insurance. To this end, we have assessed both the game itself and the experience of using the game as perceived by 142 economics students from various degree plans and courses at the University of Seville during the 2017–2018 academic year. As a methodology, a checklist of gamification components is used for the objective evaluation, and an opinion questionnaire on the game experience is used for the subjective evaluation. Among the results several findings stand out. One is the high satisfaction of the students with the knowledge acquired using fun and social interaction. Another is that the role of the university professors and the company monitors turns out to be very active and necessary during the game-learning sessions. Finally, in addition to the benefits to the university of occasionally available quality games to accelerate student skills training, the company–university collaboration serves as a trial and refinement of innovative tools for game-based learning.MDPIAnálisis Económico y Economía PolíticaSociologíaEconomía e Historia Económica2019info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/95056https://doi.org/10.3390/informatics6030042reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésInformatics, 6 (3), 198-224.https://www.mdpi.com/2227-9709/6/3/42info:eu-repo/semantics/openAccessoai:idus.us.es:11441/950562026-06-17T12:51:07Z
dc.title.none.fl_str_mv Company-university collaboration in applying gamification to learning about insurance
title Company-university collaboration in applying gamification to learning about insurance
spellingShingle Company-university collaboration in applying gamification to learning about insurance
Rojo, Teresa
Gamification
University
Education
Serious video games
Game-based learning
Professors
Video games design
Knowledge
Skills training
Digital technologies
Automated learning
title_short Company-university collaboration in applying gamification to learning about insurance
title_full Company-university collaboration in applying gamification to learning about insurance
title_fullStr Company-university collaboration in applying gamification to learning about insurance
title_full_unstemmed Company-university collaboration in applying gamification to learning about insurance
title_sort Company-university collaboration in applying gamification to learning about insurance
dc.creator.none.fl_str_mv Rojo, Teresa
González-Limón, Myriam
Rodríguez Ramos, Asunción
author Rojo, Teresa
author_facet Rojo, Teresa
González-Limón, Myriam
Rodríguez Ramos, Asunción
author_role author
author2 González-Limón, Myriam
Rodríguez Ramos, Asunción
author2_role author
author
dc.contributor.none.fl_str_mv Análisis Económico y Economía Política
Sociología
Economía e Historia Económica
dc.subject.none.fl_str_mv Gamification
University
Education
Serious video games
Game-based learning
Professors
Video games design
Knowledge
Skills training
Digital technologies
Automated learning
topic Gamification
University
Education
Serious video games
Game-based learning
Professors
Video games design
Knowledge
Skills training
Digital technologies
Automated learning
description Incorporating gamification into training–learning at universities is hampered by a shortage of quality, adapted educational video games. Large companies are leading in the creation of educational video games for their internal training or to enhance their public image and universities can benefit from collaborating. The aim of this research is to evaluate, both objectively and subjectively, the potential of the simulation game BugaMAP (developed by the MAPFRE Foundation) for university teaching about insurance. To this end, we have assessed both the game itself and the experience of using the game as perceived by 142 economics students from various degree plans and courses at the University of Seville during the 2017–2018 academic year. As a methodology, a checklist of gamification components is used for the objective evaluation, and an opinion questionnaire on the game experience is used for the subjective evaluation. Among the results several findings stand out. One is the high satisfaction of the students with the knowledge acquired using fun and social interaction. Another is that the role of the university professors and the company monitors turns out to be very active and necessary during the game-learning sessions. Finally, in addition to the benefits to the university of occasionally available quality games to accelerate student skills training, the company–university collaboration serves as a trial and refinement of innovative tools for game-based learning.
publishDate 2019
dc.date.none.fl_str_mv 2019
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/95056
https://doi.org/10.3390/informatics6030042
url https://hdl.handle.net/11441/95056
https://doi.org/10.3390/informatics6030042
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Informatics, 6 (3), 198-224.
https://www.mdpi.com/2227-9709/6/3/42
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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