Khám phá trải nghiệm học tập với trò chơi học tập trong giảng dạy học phần chuyên ngành Quản trị kinh doanh: nghiên cứu tại Trường Đại học Nguyễn Tất Thành

Tóm tắt

The application of learning games in university Business Administration courses requires special considerations due to the diverse and complex nature of business knowledge. The study aims to deeply explore the experience of applying gamification in teaching the subject of Business Administration in the context of Vietnamese higher education. Using a qualitative research method with a multi-data source design, the researcher conducted in-depth interviews with lecturers, semi-structured interviews with 7 students, and analyzed feedback from 110 students at Nguyen Tat Thanh University. The results showed that lecturers' primary motivation stems from progressive educational philosophies, aiming to transform from “teacher on the stage” to “accompanying facilitator”. Gamification creates a complex emotional flow in students from “surprise to satisfaction”, significantly improving academic motivation from 4-5/10 to 8/10, enhancing concentration and critical thinking through “station running” activities. Design factors creating positive impacts include “station running” method, group debate activities, and “win-win” philosophy, while main barriers include initial anxiety due to hierarchical culture and expectations for deeper specialized knowledge. The study contributes to the theory of learning games by revealing the specific sociocultural impact mechanism in the context of Vietnam, especially the transition from the traditional hierarchical education model to the modern cooperative model.