Next Article in Journal
Educational Robotics in Primary School: Measuring the Development of Computational Thinking Skills with the Bebras Tasks
Next Article in Special Issue
Usability and Engagement Study for a Serious Virtual Reality Game of Lunar Exploration Missions
Previous Article in Journal
Translation Quality and Error Recognition in Professional Neural Machine Translation Post-Editing
Previous Article in Special Issue
The Effects of Gamification in Online Learning Environments: A Systematic Literature Review
Open AccessArticle

Company–University Collaboration in Applying Gamification to Learning about Insurance

1
Departamento de Sociología, Universidad de Sevilla, 41001 Sevilla, Spain
2
Departamento de Análisis Económico y Economía Política, Universidad de Sevilla, 41001 Sevilla, Spain
3
Departamento de Economía e Historia Económica, Universidad de Sevilla, 41001 Sevilla, Spain
*
Author to whom correspondence should be addressed.
Informatics 2019, 6(3), 42; https://doi.org/10.3390/informatics6030042
Received: 16 July 2019 / Revised: 27 August 2019 / Accepted: 5 September 2019 / Published: 19 September 2019
Incorporating gamification into training–learning at universities is hampered by a shortage of quality, adapted educational video games. Large companies are leading in the creation of educational video games for their internal training or to enhance their public image and universities can benefit from collaborating. The aim of this research is to evaluate, both objectively and subjectively, the potential of the simulation game BugaMAP (developed by the MAPFRE Foundation) for university teaching about insurance. To this end, we have assessed both the game itself and the experience of using the game as perceived by 142 economics students from various degree plans and courses at the University of Seville during the 2017–2018 academic year. As a methodology, a checklist of gamification components is used for the objective evaluation, and an opinion questionnaire on the game experience is used for the subjective evaluation. Among the results several findings stand out. One is the high satisfaction of the students with the knowledge acquired using fun and social interaction. Another is that the role of the university professors and the company monitors turns out to be very active and necessary during the game-learning sessions. Finally, in addition to the benefits to the university of occasionally available quality games to accelerate student skills training, the company–university collaboration serves as a trial and refinement of innovative tools for game-based learning. View Full-Text
Keywords: gamification; university; education; serious video games; game-based learning; professors; video games design; knowledge; skills training; digital technologies; automated learning gamification; university; education; serious video games; game-based learning; professors; video games design; knowledge; skills training; digital technologies; automated learning
Show Figures

Figure 1

MDPI and ACS Style

Rojo, T.; González-Limón, M.; Rodríguez-Ramos, A. Company–University Collaboration in Applying Gamification to Learning about Insurance. Informatics 2019, 6, 42.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop