UPSI Digital Repository (UDRep)
|
UPSI Digital Repository (UDRep)
|
|
|
| ||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| Soft skills are critical for undergraduate students to succeed in the workplace, but there exists a gap between the skills possessed by undergraduate students and those required by the industry. This review explores the use of game-based learning (GBL) for developing soft skills among undergraduate students. The review aims to answer four research questions that cover essential aspects of GBL, such as its theoretical foundation, skill development, game design elements, and assessment methods. Following the Preferred Reporting for Systematic Reviews and Meta-Analysis (PRISMA) guidelines, we selected 24 journal articles with empirical results from Scopus databases spanning 2017 to 2023, applying inclusion and exclusion criteria to finalize 18 articles for review. The review identified potential challenges in using GBL for soft skills development, such as the exploration of least developed soft skills, effectiveness of theoretical foundation adoption, game design elements development, and validation of assessment methods. This study aims to provide recommendations for game designers and educators to enhance GBL for soft skills development. The study proposes integrating established learning theories with emerging technologies and social media to provide a personalised learning experience, exploring generative AI in soft skills games, designing open-ended or sandbox game environments to develop innovation skills, incorporating in-game assessment features to assess self-management skills, aligning game rewards with learning objectives, encouraging peer-to-peer assessment, and collaborating with psychometricians to align captured data with the intended soft skills assessment. The study also highlights limitations and suggests future studies to address them, such as adopting emerging technologies to address limitations. Overall, the study contributes to the understanding of GBL for soft skills development and provides valuable insights and recommendations for future research and practice in this domain.
Keywords: game-based learning, soft skills development, educational technologies, teaching strategies.
|
| References |
Agbo, F. J., Olaleye, S. A., Bower, M., & Oyelere, S. S. (2023). Examining the relationships between students’ perceptions of technology, pedagogy, and cognition: the case of immersive virtual reality mini-games to foster computational thinking in higher education. Smart Learning Environments, 10(1). https://doi.org/10.1186/s40561-023-00233-1 Almeida, F., Buzady, Z., & Ferroc, A. (2021). Exploring the role of a serious game in developing competencies in higher tourism education. Journal of Hospitality, Leisure, Sport & Tourism Education, 29, 100347. https://doi.org/10.1016/j.jhlste.2021.100347 Almeida, F. & Morais, J. (2023). Strategies for developing soft skills among higher engineering courses. Journal of Education, 203(1), 103-112. https://doi.org/10.1177/00220574211016417 Bacelo, A., & Gómez-Chacón, I. M. (2023). Characterising algorithmic thinking: A university study of unplugged activities. Thinking Skills and Creativity, 48, 101284. https://doi.org/10.1016/j.tsc.2023.101284 Bradberry, T. (2017, February 13). Why you need emotional intelligence. World Economic Forum. https://www.weforum.org/agenda/2017/02/why-you-need-emotional-intelligence/ Bradberry, T. (2020, February 17). How emotional intelligence can benefit your career - and your life. World Economic Forum. https://www.weforum.org/agenda/2020/02/emotional-intelligence-career-life-personal-development/ Dell’Aquila, E., Marocco, D., Ponticorvo, M., di Ferdinando, A., Schembri, M., & Miglino, O. (2017). Educational games for soft skills training in digital environments: New perspectives. Springer. Dyer, J., Gregersen, H. B., & Christensen, C. M. (2011). The innovator’s DNA: Mastering the five skills of disruptive innovators. Harvard Business Press. Elbanna, S., & Armstrong, L. (2023). Exploring the integration of ChatGPT in education: adapting for the future. Management & Sustainability: An Arab Review. https://doi.org/10.1108/MSAR-03-2023-0016 Emblen-Perry, K. (2018). Enhancing student engagement in business sustainability through games. International Journal of Sustainability in Higher Education, 19(5), 858-876. https://doi.org/10.1108/IJSHE-05-2017-0075 Feroz, H. M., Zulfiqar, S., Noor, S., & Huo, C. (2021). Examining multiple engagements and their impact on students’ knowledge acquisition: The moderating role of information overload. Journal of Applied Research in Higher Education, 14(1), 366–393. https://doi.org/10.1108/jarhe-11-2020-0422 Fronzetti Colladon, A., Toschi, L., Ughetto, E., & Greco, F. (2023). The language and social behaviour of innovators. Journal of Business Research, 154, 113317. https://doi.org/10.1016/j.jbusres.2022.113317 Gris, G., & Bengtson, C. (2021). Assessment measures in game-based learning research. International Journal of Serious Games, 8(1), 3–26. https://doi.org/10.17083/ijsg.v8i1.383 Huang, Y.-M., Silitonga, L. M., & Wu, T.-T. (2022). Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills. Computers & Education, 104494. https://doi.org/10.1016/j.compedu.2022.104494 Hsu, F. H., Lin, I. H., Yeh, H. C., & Chen, N. S. (2022). Effect of Socratic reflection prompts via video-based learning system on elementary school students’ critical thinking skills. Computers & Education, 183 https://doi.org/10.1016/j.compedu.2022.104497 Jan, M., & Gaydos, M. (2016). What is game-based learning? Past, present, and future. Educational Technology, 56(3), 6–11. http://www.jstor.org/stable/44430486 Kautz, T., Heckman, J. J., Diris, R., ter Weel, B., & Borghans, L. (2017). Fostering and measuring skills: improving cognitive and non-cognitive skills to promote lifetime success. OECD Education Working Papers. https://doi.org/10.1787/19939019 Kapp, K. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Wiley. Kinio, A. E., Dufresne, L., Brandys, T., & Jetty, P. (2019). Break out of the classroom: The use of escape rooms as an alternative teaching strategy in surgical education. Journal of Surgical Education, 76(1), 134–139. https://doi.org/10.1016/j.jsurg.2018.06.030 Krath, J., Schurmann, L., & Korflesch, H. F. O. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games, and game-based learning. Computers in Human Behaviour, 125(1). https://doi.org/10.1016/j.chb.2021.106963 Lampropoulos, G., Keramopoulos, E., Diamantaras, K. I., & Evangelidis, G. (2023). Integrating augmented reality, gamification, and serious games in computer science education. Education Sciences, 13(6), 618. https://doi.org/10.3390/educsci13060618 Li, L. (2022). Reskilling and upskilling the future-ready workforce for Industry 4.0 and beyond. Information Systems Frontiers, 24(3). Springer. https://doi.org/10.1007/s10796-022-10308-y Martín-Hernández, P., Gil-Lacruz, M., Gil-Lacruz, A. I., Azkue-Beteta, J. L., Lira, E. M., & Cantarero, L. (2021). Fostering university students’ engagement in teamwork and innovation behaviours through game-based learning (GBL). Sustainability, 13(24), 13573. https://doi.org/10.3390/su132413573 Meta. (n.d.). Welcome to the Meta Quest Safety Center. Retrieved November 16, 2023, from https://www.meta.com/quest/safety-center/ Morrell, B. L. M., Eukel, H. N., & Santurri, L. E. (2020). Soft skills and implications for future professional practice: qualitative findings of a nursing education escape room. Nurse Education Today, 93, 104462. https://doi.org/10.1016/j.nedt.2020.104462 Organisation for Economic Co-operation and Development. (2021). OECD digital education outlook 2021: Pushing the frontiers with artificial intelligence, blockchain and robots. Organisation for Economic Co-operation and Development. https://doi.org/10.1787/589b283f-en Pelser-Carstens, V., & Blignaut, A.S. (2018). Towards a table-top board game for South African higher education accountancy students. International Journal of Social Sciences, 10(1), 66-81. Petri, G., & Wangenheim, C. G. (2017). How games for computing education are evaluated? A systematic literature review. Computers & Education, 107, 68–90. https://doi.org/10.1016/j.compedu.2017.01.004 Poděbradská, M., Noel, M., Bathke, D. J., Haigh, T. R., & Hayes, M. J. (2020). Ready for drought? A community resilience role-playing game. Water, 12(9), 2490. http://dx.doi.org/10.3390/w12092490 Prensky, M. (2001). Digital game-based learning. McGraw-Hill. Qian, M., & Clark, K. R. (2016). Game-based learning and 21st century skills: A review research. Journal of Computers in Human Behaviour, 63, 50-58. http://dx.doi.org/10.1016/j.chb.2016.05.023 Ragavan, N. A., Balasubramanian, K., & Francis, R. (2021). Rethinking the learning space to build 21st century learning skills: Bringing simulation-based gamification to the hospitality higher education. Asia-Pacific Journal of Innovation in Hospitality and Tourism, 10(2), 95–101. https://fslmjournals.taylors.edu.my/wp-content/uploads/APJIHT/APJIHT-2021-10-2/APJIHT-2021-P6-10-2.pdf Repetto, M., Bruschi, B., & Talarico, M. (2023). Key issues and pedagogical implications in the design of digital educational escape rooms. Journal of E-Learning and Knowledge Society, 19(1), 67-74. https://doi.org/10.20368/1971-8829/1135749 Rosnov, D., & Roberts, M. C. (2005). Information processing theory. Encyclopedia of Human Development. Sage Knowledge. https://doi.org/10.4135/9781412952484.n349 Solarte, H. A., Tobar, H. F., Mesa, J. H., Trefftz, H., & Osorio, D. M. (2021). Changing perceptions about entrepreneurship and industry-related aspects and fostering innovation skills using a video game. Interactive Technology and Smart Education, 18(1), 104-118. https://doi.org/10.1108/itse-10-2020-0220 Skritsovali, K. (2023). Learning through playing: Appreciating the role of gamification in business management education during and after the COVID-19 pandemic. Journal of Management Development, 42(5), 388-398. https://doi.org/10.1108/jmd-04-2023-0124 Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in Human Behaviour, 87, 192-206. https://doi.org/10.1016/j.chb.2018.05.028 Tay, J., Goh, Y. M., Safiena, S., & Bound, H. (2022). Designing digital GBL for professional upskilling: A review. Computers & Education, 184. 104518. https://doi.org/10.1016/j.compedu.2022.104518 The Foundation for Critical Thinking. (n.d). Defining critical thinking. Criticalthinking.org. Retrieved November 6, 2023, from https://www.criticalthinking.org/pages/defining-critical-thinking/766 Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J.-M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., Mourey, F., Feybesse, C., Sundquist, D., & Lubart, T. (2023). Creativity, critical thinking, communication, and collaboration: assessment, certification, and promotion of 21st century skills for the future of work and education. Journal of Intelligence, 11(3), 54. https://doi.org/10.3390/jintelligence11030054 Tian, N., Lopes, P., & Boulic, R. (2022). A review of cybersickness in head-mounted displays: Raising attention to individual susceptibility. Virtual Reality 26, 1409–1441. https://doi.org/10.1007/s10055-022-00638-2 Uiphanit, T., Bhattarakosol, P., Suanpong, K., Iamsupasit, S., & Wongwan, C. (2020). Chibumons: A positive effect on game to undergraduate students. International Journal of Emerging Technologies in Learning, 15(01), 222–230. https://doi.org/10.3991/ijet.v15i01.11502 Urban, A. C. (2019). Serious games for information literacy: A scoping review and design recommendations. Library Hi Tech, 37(4), 679–698. https://doi.org/10.1108/lht-01-2019-0010 Urquidi-Martín, A., Tamarit-Aznar, C., & Sánchez-García, J. (2019). Determinants of the effectiveness of using renewable resource management-based simulations in the development of critical thinking: An application of the experiential learning theory. Sustainability, 11(19), 5469. https://doi.org/10.3390/su11195469 Viale, R., Gallagher, S., & Gallese, V. (2023). Bounded rationality, enactive problem solving, and the neuroscience of social interaction. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1152866 Wong, J. Y.-H., Ko, J., Nam, S., Kwok, T., Lam, S., Cheuk, J., Chan, M., Lam, V., Wong, G. T., Ng, Z. L., & Wai, A. K.-C. (2021). Virtual ER, a serious game for interprofessional education to enhance teamwork in medical and nursing undergraduates: development and evaluation study. JMIR Serious Games, 10(3). https://doi.org/10.2196/preprints.35269 World Economic Forum. (2020). The future of jobs report 2020. https://www3.weforum.org/docs/WEF_Future_of_Jobs_2020.pdf Whiting, K. (2022). These are the top 10 jobs tomorrow- and how long it takes to learn them. World Economic Forum. https://www.weforum.org/agenda/2020/10/top-10-work-skills-of-tomorrow-how-long-it-takes-to-learn-them/ World Economic Forum. (2023, May). Future of jobs report: Insight Report May 2023. https://www3.weforum.org/docs/WEF_Future_of_Jobs_2023.pdf Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30(2020), 100326. https://doi.org/10.1016/j.edurev.2020.100326 Zichermann, G., & Cunningham, C. (2011). Gamification by design: implementing game mechanics in web and mobile apps. O’Reilly Media. Zohaib, M. (2018). Dynamic Difficulty Adjustment (DDA) in computer games: A review. Advances in Human-Computer Interaction, 2018, 1–12. https://doi.org/10.1155/2018/5681652
|
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |