Fostering strategic innovation and collaboration through gamification: A case study based on lego serious play in an MBA Master&apos
[EN] This article presents a case study based on the results of an interactive gamification workshop carried out in the Strategic Management and Innovation course of the Master's Degree in Business Administration - MBA at the Alcoy Campus of the Universitat Politècnica de València in Spain....
| Autores: | , , |
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| Formato: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Recursos: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | inglés |
| OAI Identifier: | oai:riunet.upv.es:10251/222654 |
| Acesso em linha: | https://riunet.upv.es/handle/10251/222654 |
| Access Level: | acceso abierto |
| Palavra-chave: | Gamification Lego Serious Play Strategic innovation Business model innovation MBA |
| Resumo: | [EN] This article presents a case study based on the results of an interactive gamification workshop carried out in the Strategic Management and Innovation course of the Master's Degree in Business Administration - MBA at the Alcoy Campus of the Universitat Politècnica de València in Spain. This classroom workshop was developed during the first semester of the academic year 2023-2024 and was aimed at proposing and developing new innovative business models within the scope of the Blue Ocean methodology. More specifically, the objectives of the workshop were manifold: (1) to develop creativity in the classroom applied to business model innovation; (2) to increase student participation in class and improve teamwork; and (3) to raise awareness of the possibilities of gamification in academic and professional environments with a view to its future application by students in these environments. To proceed, the Lego® Serious Play® methodology was used as a gamification tool. The recipients of the gamification classroom workshop were the 23 students enrolled in the Master and it was developed during two class sessions of the course. From a learning perspective, the results were very positive both in terms of objectives achieved and in terms of student satisfaction and motivation. Furthermore, after the workshop, the classroom atmosphere, proactivity and interaction both among students and with the instructors increased significantly, resulting in an improvement in the academic level of the group as a whole. |
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