Context: BuGAM project reflects two aspects, in the context of innovative training methods (game-based training, costructivism) and in the context of education facing COVID-19 pandemic. Education is a key factor of economic development and the COVID-19 pandemic has hit it dramatically, forcing millions of students and teachers into distance learning. Distance learning can be very effective process but it requires correct teaching techniques and tools, skills of teachers and students' shift into online learning. Moreover despite the pandemic, today we observe a specific paradigmatic turn in academic teaching, based on the constructivism approach, expressed in the formula “the shift from teaching to learning”, which emphasises shifting the focus from the approach based on the transmission of educational content towards students and the role of the teacher as a facilitator. Constructivism assumes active and emotional involvement of learners in the process, based on their pro-knowledge and social interactions. Virtual business strategic game which we will develop in BuGAM project reffers to both aspects. Game-based training offers exactly the approach indicated in the literature and EU policies. As games offer people engaging and motivating experiences, incorporating game elements into the training, let the learners to be motivated and engaged, student/employee is in the centre of the event, reality is all around. By all that, our virtual strategic game refers to the contremporaty consrtuctivism approach in education. On the other hand, our virtual strategic game is based on software, is played online, is supported by ICT with orientation on work-based learning and action-learning approach. All theses are needed in distance learning in COVID-19 pandemic time. To make the game better suited to students, we intend to combine it with movie education. Objectives: We will develop a virtual business strategic game which was initially created by PUEB and sucessfully used in face-to-face lectures. Our first experience with the use of our game in online education shows its high effectiveness in answering COVID-19 challanges but also it shows the improvements needed to be done to make it more self-playable for students by combining it with movie education. Main aim is to deliver the sophisticated business simulation tools by combining the game with movie education - virtual business strategic game supporting online education at universities in COVID-19 pandemic time. Specific aims: - To develop the architecture of the strategic games while adjusting the tool to the requirement of online teaching process, together with quality assurance and effectiveness assessment,, - To develop the engine of virtual strategic game (new functionalities for teachers and students) - To create, test and implement new game scenario - To create movies introducing the logic of the game and the user panel - To develop education movies supporting in business education as integral part of game engine Target groups: - University teachers in the field of entrepreneurship, business, management - need to get teaching tools suitable during COVID-19 pandemic - Business students - need innovative learning tools to be able to learn without participation in the classroom The main result of buGAM project is game-based training tools with edcuational movies supporting the development of entrepreneurial and managerial skills of business students. It will consists of several elements: 1. Development of the virtual strategic game engine (IO1) 2. New scenario of virtual strategic game (IO2) 3. Movie tutorial for students to present the game logic and game interface (IO3) 4. Movie education on entrepreneurship, business and management (IO4) 5. Quality assurance (IO5) We expect the following results: 1) Higher competencies of the target group representatives (business students) such as business system thinking, internationalisation, strategic thinking, decision making, performance management, problem resolution, strategic management, teamwork, employee and stakeholder development, communication skills 2) Higher competencies of the teachers using developed curricula and business simulation games 3) Higher efficiency of higher edcuation facing the COVID-19 pandemic, 4) Increased understanding and interest for the business simulation games used as the teaching technique 5) Enriched training resources, publicly and free of charge available for academic community. Project's direct impact is foreseen in consortuim countries but it should impact the education sectors widespreaded in other countries, mostly European. - Short -term impact - participants and participating organization, business students, universities, business trainers and educators, business consultants, employees from consortium countries - Long-term impact - Enhanced awareness on new needs and expectations of managers, employees; quality services of business teaching, network of instructors
By implementing the project, we've realized a multitude of accomplishments in the educational realm. Primarily, we've fostered a deeper and more nuanced understanding of business concepts among students. The interactive nature of the game allows them to apply theoretical knowledge in real-time scenarios, leading to enhanced retention and practical proficiency. Moreover, the alignment with the constructivist approach has empowered students to take charge of their learning, encouraging exploration, experimentation, and critical thinking. This autonomy in learning has not only bolstered their confidence but has also nurtured a generation of proactive problem solvers and innovators. The edutainment facet has further elevated student engagement levels, transforming what could be mundane lessons into captivating experiences. This has led to increased participation, motivation, and, importantly, enjoyment. By seamlessly integrating online tools in response to the post-COVID educational shift, we've ensured uninterrupted, flexible, and accessible learning for all students. In essence, our initiative has bridged the gap between traditional academic rigor and evolving needs of the modern student, heralding a new era in holistic education.
Post-COVID, the demand for versatile online educational tools surged, reflecting the adaptations students had to make in a transformed learning environment. With emergent pedagogical shifts towards constructivism and edutainment, there's a pressing need to intertwine knowledge acquisition with experiential and engaging methodologies. Recognizing this, our introduction of a strategic game as a component of business simulations speaks directly to these evolving student needs. By aligning with constructivism, our game promotes learning through active participation, allowing students to shape and understand complex business concepts through experience. This hands-on approach not only solidifies theoretical knowledge but also enhances critical thinking and decision-making skills. Complementing this, the edutainment aspect of our offering ensures that learning is as entertaining as it is educational. This dual approach not only deepens comprehension but also sustains student engagement, a crucial factor in an era of digital distractions. In essence, by integrating strategy, gameplay, and academic rigor, we're providing students with a dynamic, immersive, and relevant tool that meets the multifaceted demands of contemporary education.