Experiential learning: Designing differentiation strategies via gamification
DOI:
https://doi.org/10.35564/jmbe.2025.0027Keywords:
kinesthetic learning style, gamification, differentiation strategies, self-regulated learning (SRL) model, experiential learningAbstract
This paper addresses the limitations of deterministic teaching-learning models in higher education by proposing a learning game, adaptable approach to strategic management courses that foster active student engagement and comprehensive development. This new methodology might be beneficial to include the applicability of this in both undergraduate and master's courses. Grounded in the kinesthetic learning style and utilizing gamification, learning game encourages learning through action and direct experience. It is specifically designed based on Zimmerman's (2000) cyclical model of self-regulated learning (SRL), which encompasses the forethought, performance, and self-reflection phases. The pedagogical aim is to reinforce students' understanding of formulating differentiation leadership competitive strategies. Key objectives include enabling students to apply sources of competitive advantage for differentiation, discern the advantages and risks of this strategy, and elucidate its successful implementation prerequisites. Furthermore, the learning game aims to cultivate transversal competencies such as creativity, communication, negotiation, teamwork, and leadership skills within the university setting, shifting away from passive learning towards active participation and potential agency for social change.
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