Game-based learning has emerged as an innovative learning technique that can increase student motivation, emotional involvement and enjoyment. Our study examines the effectiveness of game-based learning in planning education. Specifically, we explore the impact of gamification on planning students’ perception of learning, engagement and teamwork. Two lectures in an undergraduate planning course were delivered using two different methods of teaching (one traditional lecture-style, one game-based). Feedback was gathered through an online questionnaire and semi-structured interviews. Results show that students favored and were more engaged in the game-based lecture. Finally, we contend that gamification is particularly well suited for planning education.
All Science Journal Classification (ASJC) codes
- Geography, Planning and Development