Gamification As Teaching Pedagogical Approach: Enhancing Student Learning in Public Administration

Abstract

This paper explores the application of gamification as a teaching pedagogical approach to enhance student learning in the Public Administration curriculum at the University of the Free State, in South Africa. The study purposefully selected students enrolled in a second-year module, presented in the Department of Public Administration and Management at this university. The students developed a board game aligned to the module’s learning outcomes. Using a quantitative research design, an open-ended questionnaire was administered to 208 students, and the collected data were analysed using NVivo software. The students acquired skills and learning from their peers beyond the intended objective of the game. The game firstly contributed to students’ knowledge of theory across three of the module’s four learning outcomes. Secondly, students’ development of the game resulted in the development and application of life skills, including creative and critical thinking, communication, and time management. Thirdly, students acquired skills from their peers, such as collective decision-making and task delegation. These life skills are essential for success in both academic and professional settings, and their development is a testament to the holistic nature of the learning experience. The usefulness of gamification for enhancing student learning is influenced by its design and application in achieving learning outcomes. Incorporating game design elements into students’ learning could benefit from student engagement on how the game design and student participation could enhance their learning.