The use of games as a study and teaching tool at universities : a student's perspective

This paper arises out of a larger study that examines the transition between high school and university, in particular the high dropout rates in first year of university study in management. Educational theory suggests that the use of games helps with bridging the gap between theory and practice (Anderson, Boud and Cohen, 2000; Bolander, 2002; Boud and Miller, 1996; Burns and Gentry, 1998; Christopher, 1999; Fenwick, 2000; Kolb, 1984; Mainemelis, Boyayzis and Kolb, 2002; Ramsden, 1992). Game playing is common in vocational training institutes and also in environments where theory is matched with practice, such as the executive MBA programs and in-house management training schemes and Executive Development courses for professionals. This paper reports on and analyses a survey that investigates 2nd and 3rd year university students and their experience in relation to game play as a learning and teaching tool and a part of university study. Our investigation concludes that game playing as a learning tool is a positive experience for students