Abstract
Card-based games designed for revision of business subjects in higher education are a playful learning approach for students to learn and retain knowledge. Card-based games were initially selected as they lend themselves to easy customization, thereby increasing the potential for wide-scale adoption. Findings supported previous literature in showing that subject revision games improved student engagement and increased knowledge retention. Six takeaways for optimal playful learning with any subject revision card games developed include considering: 1) time constraints, 2) ease of setup, 3) when and how often to play, 4) peer-to-peer versus peer-to-mentor game choices, 5) the perceived value of the game for achieving learning outcomes, and 6) how the purpose impacts the choice of game.
Keywords
Revision, Learning, Gamification, Card Games, Games-based Learning, Higher Education, Student Engagement, Pedagogy
How to Cite
Anderson, D. R. & Bird, D., (2025) “Developing Subject Revision Cards to Enhance Learning and Engagement in Business Subjects in Higher Education: A Games-based Learning Case Study”, The Journal of Play in Adulthood 7(1), 58-78. doi: https://doi.org/10.5920/jpa.1658
Funding
- Name
- University of Lincoln
- Funding Statement
-
This case study was funded by the Teaching and Learning Innovation Fund from the College of Arts, Social Sciences and Humanities at the University of Lincoln.
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