Game On: Educating Project Managers in University Programs with Gamification Activities

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Abstract

More educators are using gamification to enhance learning due to the many benefits such as improved learning, engagement, problem solving, dealing with ambiguity, critical thinking and social interaction skills. However, gamification within project management education is not well understood. The aim of this study is to determine the extent of gamification in PMI-accredited university project management (PM) programs and whether it provides an educational environment to better prepare graduates for future challenges in practice.
10 PMI-accredited university programs participated in this study. A two-step data collection method was used where participants first completed a short 8 question survey followed by an in depth qualitative interview. Approximately 20% of PM programs sampled in this study used some form of gamification in their curriculum. Participant surveys and anecdotal student evidence collected from program leaders suggested that gamification can improve student motivation, engagement and confidence when exploring complex project management problems. A summary of best practices for project management students and educators follows a review of the results.
The project management program at Bond University in the Faculty of Society and Design also uses gamification. The game Successify simulates students’ project plans. KPIs for planned time, cost, risk and scope are developed based on student developed project plans. The game starts and actual KPIs are generated. Project results are then compared to planned KPIs and a score is generated. Project success is broadly defined in terms of profit, and benefit to people, planet and progress. An overview of Successify is given as well as its impact to learning.
Original languageEnglish
Title of host publicationAUBEA 2018 Conference Proceedings, Vol 1: Innovation
EditorsKhoa Do, Monty Sutrisna, Barry Cooper-Cooke, Oluwole Olatunji
Place of PublicationWestern Australia
PublisherCurtin University of Technology
Pages97-106
Number of pages10
Volume1
ISBN (Electronic)978-0-9871831-6-3
ISBN (Print)978-0-9871831-3-2
Publication statusPublished - 26 Sep 2018
EventThe 42nd Australasian Universities Building Education Association (AUBEA) 2018 Conference: Educating Building Professional for the Future: Innovation, Technology and Sustainability,in the Globalised Market - Curtin University, Singapore, Singapore
Duration: 26 Sep 201828 Sep 2018
Conference number: 42nd
https://www.aubea2018.com.au

Conference

ConferenceThe 42nd Australasian Universities Building Education Association (AUBEA) 2018 Conference
Abbreviated titleAUBEA
CountrySingapore
CitySingapore
Period26/09/1828/09/18
OtherThe theme of the conference this year is Educating Building Professional for the Future: Innovation, Technology and Sustainability,in the Globalised Market. It looks specifically into the joint efforts between universities and industry in educating future building professionals leveraging on innovation, technology and sustainability, in our increasingly globalised world. This joint effort requires a close collaboration between universities and industry in achieving a successful endeavour.

The conference venue in Singapore was also carefully selected to highlight the globalisation phenomenon by showcasing the “Asian” part of the “Australasian”of AUBEA. The Construction industry in Singapore

provides an excellent success story of close collaboration with education providers by embracing innovation, technology and sustainability, in their industry that feed back to the education systems to better educate building professionals.

Selected high quality papers on a relevant theme may be invited to develop their papers e.g. based on further findings, analysis and significant conclusions, and to submit such developed papers for possible publication in a special issue of:

- The Construction Economics and Building journal, ISSN 2204-9029 [http://epress.lib.uts.edu.au/journals/index.php/AJCEB]

- The Journal of Built Environment Project and Asset Management (BEPAM), ISSN ISSN: 2044-124X [www.emeraldinsight.com/bepam.htm]

- Publications in the special issue in these journals will be subject to the usual full double blind peer review process.
Internet address

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project management
manager
student
educator
learning
university
data collection method
qualitative interview
best practice
profit
confidence
graduate
leader
curriculum
costs
interaction
evidence
education

Cite this

Tews, T., Langston, C. A., & Skulmoski, G. J. (2018). Game On: Educating Project Managers in University Programs with Gamification Activities. In K. Do, M. Sutrisna, B. Cooper-Cooke, & O. Olatunji (Eds.), AUBEA 2018 Conference Proceedings, Vol 1: Innovation (Vol. 1, pp. 97-106). Western Australia: Curtin University of Technology.
Tews, Tim ; Langston, Craig Ashley ; Skulmoski, Gregory James. / Game On: Educating Project Managers in University Programs with Gamification Activities. AUBEA 2018 Conference Proceedings, Vol 1: Innovation. editor / Khoa Do ; Monty Sutrisna ; Barry Cooper-Cooke ; Oluwole Olatunji. Vol. 1 Western Australia : Curtin University of Technology, 2018. pp. 97-106
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abstract = "More educators are using gamification to enhance learning due to the many benefits such as improved learning, engagement, problem solving, dealing with ambiguity, critical thinking and social interaction skills. However, gamification within project management education is not well understood. The aim of this study is to determine the extent of gamification in PMI-accredited university project management (PM) programs and whether it provides an educational environment to better prepare graduates for future challenges in practice. 10 PMI-accredited university programs participated in this study. A two-step data collection method was used where participants first completed a short 8 question survey followed by an in depth qualitative interview. Approximately 20{\%} of PM programs sampled in this study used some form of gamification in their curriculum. Participant surveys and anecdotal student evidence collected from program leaders suggested that gamification can improve student motivation, engagement and confidence when exploring complex project management problems. A summary of best practices for project management students and educators follows a review of the results.The project management program at Bond University in the Faculty of Society and Design also uses gamification. The game Successify simulates students’ project plans. KPIs for planned time, cost, risk and scope are developed based on student developed project plans. The game starts and actual KPIs are generated. Project results are then compared to planned KPIs and a score is generated. Project success is broadly defined in terms of profit, and benefit to people, planet and progress. An overview of Successify is given as well as its impact to learning.",
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Tews, T, Langston, CA & Skulmoski, GJ 2018, Game On: Educating Project Managers in University Programs with Gamification Activities. in K Do, M Sutrisna, B Cooper-Cooke & O Olatunji (eds), AUBEA 2018 Conference Proceedings, Vol 1: Innovation. vol. 1, Curtin University of Technology, Western Australia, pp. 97-106, The 42nd Australasian Universities Building Education Association (AUBEA) 2018 Conference, Singapore, Singapore, 26/09/18.

Game On: Educating Project Managers in University Programs with Gamification Activities. / Tews, Tim; Langston, Craig Ashley; Skulmoski, Gregory James.

AUBEA 2018 Conference Proceedings, Vol 1: Innovation. ed. / Khoa Do; Monty Sutrisna; Barry Cooper-Cooke; Oluwole Olatunji. Vol. 1 Western Australia : Curtin University of Technology, 2018. p. 97-106.

Research output: Chapter in Book/Report/Conference proceedingConference contributionResearchpeer-review

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N2 - More educators are using gamification to enhance learning due to the many benefits such as improved learning, engagement, problem solving, dealing with ambiguity, critical thinking and social interaction skills. However, gamification within project management education is not well understood. The aim of this study is to determine the extent of gamification in PMI-accredited university project management (PM) programs and whether it provides an educational environment to better prepare graduates for future challenges in practice. 10 PMI-accredited university programs participated in this study. A two-step data collection method was used where participants first completed a short 8 question survey followed by an in depth qualitative interview. Approximately 20% of PM programs sampled in this study used some form of gamification in their curriculum. Participant surveys and anecdotal student evidence collected from program leaders suggested that gamification can improve student motivation, engagement and confidence when exploring complex project management problems. A summary of best practices for project management students and educators follows a review of the results.The project management program at Bond University in the Faculty of Society and Design also uses gamification. The game Successify simulates students’ project plans. KPIs for planned time, cost, risk and scope are developed based on student developed project plans. The game starts and actual KPIs are generated. Project results are then compared to planned KPIs and a score is generated. Project success is broadly defined in terms of profit, and benefit to people, planet and progress. An overview of Successify is given as well as its impact to learning.

AB - More educators are using gamification to enhance learning due to the many benefits such as improved learning, engagement, problem solving, dealing with ambiguity, critical thinking and social interaction skills. However, gamification within project management education is not well understood. The aim of this study is to determine the extent of gamification in PMI-accredited university project management (PM) programs and whether it provides an educational environment to better prepare graduates for future challenges in practice. 10 PMI-accredited university programs participated in this study. A two-step data collection method was used where participants first completed a short 8 question survey followed by an in depth qualitative interview. Approximately 20% of PM programs sampled in this study used some form of gamification in their curriculum. Participant surveys and anecdotal student evidence collected from program leaders suggested that gamification can improve student motivation, engagement and confidence when exploring complex project management problems. A summary of best practices for project management students and educators follows a review of the results.The project management program at Bond University in the Faculty of Society and Design also uses gamification. The game Successify simulates students’ project plans. KPIs for planned time, cost, risk and scope are developed based on student developed project plans. The game starts and actual KPIs are generated. Project results are then compared to planned KPIs and a score is generated. Project success is broadly defined in terms of profit, and benefit to people, planet and progress. An overview of Successify is given as well as its impact to learning.

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BT - AUBEA 2018 Conference Proceedings, Vol 1: Innovation

A2 - Do, Khoa

A2 - Sutrisna, Monty

A2 - Cooper-Cooke, Barry

A2 - Olatunji, Oluwole

PB - Curtin University of Technology

CY - Western Australia

ER -

Tews T, Langston CA, Skulmoski GJ. Game On: Educating Project Managers in University Programs with Gamification Activities. In Do K, Sutrisna M, Cooper-Cooke B, Olatunji O, editors, AUBEA 2018 Conference Proceedings, Vol 1: Innovation. Vol. 1. Western Australia: Curtin University of Technology. 2018. p. 97-106