[ 11th September 2022 by Jiayu Zhang 0 Comments ]

Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives, Prof. Allam Ahmed and Dr. Michael Sutton

Prof. Allam Ahmed
School of Business, Management and Economics
University of Sussex, Brighton
Email: allam@sussex.ac.uk
Dr. Michael J.D. Sutton

DOI: 10.1108/WJSTSD-02-2017-0005

Purpose: The purpose of this paper is to provide an in-depth and critical review of the literature and theories on knowledge, knowledge management (KM) as well as the concepts and approaches relating to organizational learning and the knowledge-based economy. The paper also provides more details and definitions of various issues around gamification.
Design/methodology/approach: Several sources have been reviewed and consulted including various mainstream referred journals focusing on KM and gamification as well as books, online databases, governmental reports, and statistics, etc.
Findings: Game-based learning (GBL) in business must align with the learning goals and outcomes of training and development, and clearly demonstrate that learning can be evaluated and achieved. Serious game experiences drive personal change and transformation by generating an attitude of acceptance of the challenge, motivation to achieve, and constant innovation through participant commitments. Simulations push the participant into experiencing an immersive environment. Finally, gamification, as a collection of techniques, may be applied to the educational and workplace activities, or used as a wrapper for GBL, serious games, and simulations.
Research limitations/implications: We are on a unique and unusual path to revitalizing and reinvigorating the educational experience. This new path is not about throwing a LMS at faculty and hoping it sticks. This new path is about creating faculty who are mentors, coaches, and life-long learners who understand the research implications of applying game-based learning in the classroom, as well as the workforce.
Practical implications: Higher educational teaching as well as corporate LTD (Learning, Training, and Development) are being significantly disrupted. The innovation taking place in teaching requires more experiential learning, the kind of learning stimulated with serious games, simulations, immersive learning environments, and gamification. This issue will help to outline disruptive approaches that work.
Originality/value: This paper provides a review of the emerging trends and cases where gamification, simulations, serious games, immersive learning environments, virtual reality, and augmented reality are applied to the deployment of knowledge-based initiatives.
Keywords: KM; Serious games; Virtual reality; Gamification; Environments; Augmented reality; Simulations; Immersive learning.
Citation: Ahmed, A. and Sutton, M.J.D. (2017), "Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives", World Journal of Science, Technology and Sustainable Development, Vol. 14 No. 2/3, pp. 78-83. https://doi.org/10.1108/WJSTSD-02-2017-0005

WJSTSD V14 N2_3 2017 Ahmed_Sutton.pdf
WJSTSD V14 N2_3 2017 Ahmed_Sutton.pdf
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