2026-09-19T02:40:22Zhttps://dspace.mit.edu/server/oai/requestoai:dspace.mit.edu:1721.1/1540122024-04-03T03:52:43Zcom_1721.1_7582com_1721.1_7581col_1721.1_131023
Shields, Ben Ryan
Huang, Chen
System Design and Management Program.
2024-04-02T14:56:01Z
2024-04-02T14:56:01Z
2024-02
2024-03-08T19:43:54.421Z
https://hdl.handle.net/1721.1/154012
Gamification has a significant history of being used as an innovative approach in education and learning in recent years. While previous research has established the effectiveness of gamification for learning in management and business school settings, there is limited study on its effectiveness outside of pedagogical contexts. Furthermore, past approaches indicate a lack of focus on human-centered studies of gamification. Drawing from insights gained from a case study involving MBA students and staff at the MIT Sloan School of Management, this paper proposes that gamification, known for its efficacy in pedagogical settings, can also improve engagement and productivity in non-educational learning environments. This potential can be realized by clearly defining the scope of the gamified system and content, delivering well-tailored content to the audience, and considering the accessibility and diversity of the participants.
S.M.
Massachusetts Institute of Technology
In Copyright - Educational Use Permitted
Copyright retained by author(s)
https://rightsstatements.org/page/InC-EDU/1.0/
Enhancing business school engagement through a gamified experience in non-pedagogical contexts - a human-centered design approach
Thesis
application/pdf
Master
Master of Science in Engineering and Management
Publication
unknown
unknown
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