| 来源类型 | Article |
| 规范类型 | 其他 |
| DOI | 10.1108/WJSTSD-02-2017-0005 |
| ISBN | 2042-5945 |
| Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives. | |
| Ahmed, Allam; Sutton, Michael J D | |
| 发表日期 | 2017-03-07 |
| 出处 | World Journal of Science, Technology and Sustainable Development |
| 出版者 | Emerald |
| 出版年 | 2017 |
| 页码 | 78-83 |
| 语种 | 英语 |
| 摘要 | 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. |
| 特色分类 | T0010 Communication of technical information$T0061 Technical education. Technical schools$T0173.2 Technological change$T0175 Industrial research. Research and development$T Technology (General) |
| 关键词 | KM, Serious games, Virtual reality, Gamification, Environments, Augmented reality, Simulations, Immersive learning |
| URL | http://sro.sussex.ac.uk/id/eprint/68256/ |
| 来源智库 | Science Policy Research Unit (United Kingdom) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/468869 |
| 推荐引用方式 GB/T 7714 | Ahmed, Allam,Sutton, Michael J D. Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives.. 2017. |
| 条目包含的文件 | 条目无相关文件。 | |||||
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