Gamifying lectures by Maritime Business Board Game

Abstract

The term “game” (in the context of ludic design) permeates not only the fabric of our quotidian existence but also exerts a profound influence on a subset of individuals, constituting a substantial component thereof.Despite the prevailing inclination to have eschewed games within educational contexts, experimental evidence has suggested that certain gamified elements can be wielded efficaciously for the pedagogical purposes. In this paper, we conceived a ludic framework—a board game wherein participants assumed the role of managers of a maritime enterprise. Our objective was to investigate the affective and cognitive changes engendered by participating in this board game. The findings unveiled discernible changes in positive affective states and acquired knowledge related to maritime affairs as a consequence of experiential learning facilitated by the board game.