Playing to learn: developing self-directed learning skills through serious games

• Published in: Journal of international education in business 2024-10, Vol.17 (3), p.416-430
• Main Authors: Pacheco-Velazquez, Ernesto, Rodés Paragarino, Virginia, Glasserman, Leonardo David, Carlos Arroyo, Martina
• Format: Article
• Language: English
• Subjects: Active Learning; Adult Learning; Algorithms; Artificial intelligence; Business education; Cognition & reasoning; Communication; Communication (Thought Transfer); Computer Simulation; Creativity; Critical thinking; Decision making; Decision Making Skills; Educational Environment; Educational Needs; Educational objectives; Educational Opportunities; Empowerment; Evaluative Thinking; Games; Independent study; Individual Needs; Information Utilization; Innovations; Interpersonal Competence; Learning Strategies; Lifelong learning; Literature Reviews; Problem solving; Professionals; Retention (Psychology); School environment; Self Management; Simulation; Skill Development; Skills; Students; Talent management
• ISSN: 2046-469X; 1836-3261
• DOI: 10.1108/JIEB-08-2023-0054

PurposeHigher education is undergoing a significant transformation, demanding a rethinking of instructional methods, the establishment of novel assessment frameworks and the incorporation of state-of-the-art technologies to advance the development of learning competencies. The use of simulations is an alternative that offers satisfactory results and favors learning in new generations. This study aims to present a methodology for assessing the advancement of self-directed learning (SDL) in participants through simulation techniques and show that the incorporation of simulations can improve participants’ SDL skills.Design/methodology/approachThis study uses a quantitative approach to evaluate the evolution of various competencies related to SDL among participants. Includes the application of scales specifically designed to measure readiness for SDL, the use of factor analysis to identify and validate essential factors and conducting hypothesis testing to verify shifts in students’ perceptions regarding the significance of SDL-related skills.FindingsThe findings of this study reveal a positive impact of simulations on the SDL readiness. Factor analysis identified five key factors: self-management skills, openness to learning opportunities, initiative and independence in learning, self-concept as an effective learner and desire for Learning. The use of simulations significantly improved critical thinking, logical reasoning, analysis and decision-making capabilities. These results demonstrate the effectiveness of this technique as a valuable tool for developing SDL skills and highlight the potential of such interventions in complex and uncertain learning environments.Research limitations/implicationsThe study provided valuable insights into the impact of simulations in the logistics field, particularly in the development of SDL-related skills. There is a need for studies in other areas of knowledge that would allow for the generalization of these results. Likewise, it is advisable to use scales that measure the development of other types of skills. Additionally, the study’s focus on short-term effects may not fully capture the long-term development of SDL-related skills. Future research should address these limitations, expand the sample size, conduct longitudinal studies and explore possible contextual and external factors that may influence SDL outcomes in various educational settings, leading to broader and more robust conclusions.Practical implicationsThe p