To read this content please select one of the options below:

Serious games: leverage for knowledge management

Caroline Bayart (University of Lyon 1, Lyon, France)
Sandra Bertezene (University of Lyon 1, Lyon, France)
David Vallat (University of Lyon 1, Lyon, France)
Jacques Martin (Université du Sud Toulon-Var, La Garde, France)

The TQM Journal

ISSN: 1754-2731

Article publication date: 8 April 2014

1070

Abstract

Purpose

The purpose of this paper is to investigate if the use of “serious games” with students can improve their knowledge acquisition and their academic performance.

Design/methodology/approach

The research is an exploratory investigation resorting to the use of a serious game to evaluate the evolution of the students’ competencies in project management, through questionnaires processed using a structural “learning model.”

Findings

This research shows indeed that the use of “serious games” improves the knowledge acquisition and management competencies of the students with the evidencing of significant factors contributing to this improvement.

Practical implications

The findings of this research show that serious games can be an effective tool to be used in teaching students particularly as traditional methods are less and less accepted by today's students.

Originality/value

Although the use of games is not something new in education, it is still limited in teaching practices in higher education. This experiment can help lecturers and trainers to resort to them in their pedagogy and to conceive them according to variables that can enhance their effectiveness.

Keywords

Citation

Bayart, C., Bertezene, S., Vallat, D. and Martin, J. (2014), "Serious games: leverage for knowledge management", The TQM Journal, Vol. 26 No. 3, pp. 235-252. https://doi.org/10.1108/TQM-12-2013-0143

Publisher

:

Emerald Group Publishing Limited

Copyright © 2014, Emerald Group Publishing Limited

Related articles