Comparing serious games and teaching cases for engaging minds and fostering long-term learning in project management
A controlled trial
Bibliographic Data
| ID | 21453038 |
|---|---|
| Authors | Alexandre José Henrique De Oliveira Luna (0000-0002-9900-5527, Center for Applied Social Sciences (CCSA), corresponding author), Adriano Ednaldo Da Silva (0000-0002-3565-9433, Center for Applied Social Sciences (CCSA)), Eduardo Geber De Melo Albuquerque (0000-0002-5661-1121, Universidade Federal de Pernambuco), Kaylane Gonçalves Lira (0000-0001-8576-8569, Universidade Federal de Pernambuco), Fulvia Fernanda Lima (0000-0001-5472-9495, Universidade Federal de Pernambuco), Fulvia Fernanda de Lima (Universidade Federal de Pernambuco) |
| Year | 2026 |
| Pages | 1-20 |
| Publication date | 2026-03-30 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Behaviour and Information Technology (JOURNAL) |
| Journal identifiers | ISSN: 0144-929X • E-ISSN: 1362-3001 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0144929x.2026.2651119 |
| OpenAlex | W7143647242 |
| Language | EN |
| References cited | 55 |
This study compares the impact of serious games and teaching case-based methods in project management education. We evaluated engagement and knowledge retention using a randomised controlled trial (RCT) with 76 undergraduate management students. Participants were randomly divided into a serious game group (G1) and a case-based group (G2). The MASTER PM, a Business Simulation Game (BSG), was designed and developed using Design Science Research (DSR) principles. While G2 outperformed G1 in immediate knowledge (T2), G1 showed superior retention (T3). Engagement scores increased in G1 but slightly decreased in G2. Both approaches positively influenced learning, with serious games fostering long-term retention and engagement. This research underscores the value of game-based, user-centred educational tools in promoting effective behavioural outcomes, relevant to human–computer interaction (HCI) and user experience (UX). The study highlights the potential for serious games to address the growing demand for skilled project managers. Limitations include the specific sample and possible novelty effects. Future research should explore broader contexts and long-term impacts, investigating hybrid approaches that balance immediate and sustained learning outcomes
Class (philosophy) · Control (management) · Experiential learning · Randomized controlled trial · Educational Games and Gamification · Organizational Learning and Leadership · Problem and Project Based Learning
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| Highly cited | No |
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