Innovation in project management education - let’s get serious!

Tim Tews, Gregory James Skulmoski*, Craig Ashley Langston, Alan Patching

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

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Abstract

More educators use serious games (e.g., games where the primary objective is learning rather than enjoyment) to enhance learning due to benefits such as improved understanding and engagement. However, using serious games within project management education is not well understood. The aim of this research is to investigate project management serious games in higher education: i) determine the extent of gamification in PMI-accredited project management programs, and ii) survey university students about their experiences playing project management serious games. Two separate mixed-method studies reveal insights about serious games in higher education and where innovations may be leveraged. Traditional statistics were used to analyze quantitative data, and coding was used to analyze the qualitative data. The results from a global survey of ten PMI-accredited university programs suggest that serious games are embryonic but promising. A case study at one university reveals that students enjoy learning through games but caution against using games to formally assess students’ learning. The paper concludes with recommendations for further research and development.
Original languageEnglish
Pages (from-to)124-141
Number of pages18
JournalConstruction Management and Economics
Volume20
Issue number3
DOIs
Publication statusPublished - 15 Sep 2020

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