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Comparing games and case methods in enhancing student learning

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  • Kim Hua Tan

Abstract

To enhance student learning, many researchers in recent years have suggested the use of games (and simulation). Researches have shown that, in order to promote a deeper understanding of material, students should be engaged with what they are doing. However, there is a limited study on the effectiveness of case methods and games in classroom teaching and of the pros and cons of applying them. Seen in this light, this study aims to study the effectiveness of 'games' as compared to the use of the 'case method' to enhance student learning. Two classroom experiments were conducted to evaluate which methods students enjoy most and think most effective, and which methods can help them grasp concept more easily, quickly and remember long after a lecture. This paper reports the experiment results and discusses the implications of this study on classroom teaching.

Suggested Citation

  • Kim Hua Tan, 2007. "Comparing games and case methods in enhancing student learning," International Journal of Innovation and Learning, Inderscience Enterprises Ltd, vol. 4(3), pages 224-236.
    • Handle: RePEc:ids:ijilea:v:4:y:2007:i:3:p:224-236
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    Citations

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    Cited by:

    1. Yan Feng & Jean-François Audy & Mikael Rönnqvist & Sophie D’Amours, 2020. "An Educational Game with Dragons’ Den Experiences for Supply Chain Management Training," INFORMS Transactions on Education, INFORMS, vol. 21(1), pages 13-29, September.
    2. Jovana Zoroja, 2013. "Usage of Business Simulation Games in Croatia: Perceived Obstacles," Managing Global Transitions, University of Primorska, Faculty of Management Koper, vol. 11(4 (Winter), pages 409-420.

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