Challenges and Opportunities of Gamification in Hospitality Management Education

Abstract

This Master’s thesis investigates the issues and possibilities of gamification and game based learning tools in hospitality management education. The rationale behind the study was the digital transformation that was occurring at a very high pace in higher education and the requirement of ensuring that learners remain active in an online and hybrid learning setting. Because the field of hospitality is practical, skills-based, the proposed research is aimed at investigating the ways in which gamified activities may be used to facilitate the teaching process and promote learning by rendering the lessons more interactive, realistic and motivating. The study is based on a qualitative literature-driven methodology and employs four main theories, which include Self-Determination Theory, Experiential Learning Theory, Flow Theory and Constructivist Learning Theory. The thesis reveals key advantages of systematic screening and thematic analysis of eight scholarly papers which included dynamics like better engagement and stronger teamwork. Simultaneously, there are notable weaknesses of the reviewed article, such as the workload of teachers, absence of technical assistance, inadequate correspondence between the elements of the game and the learning objectives, and variations in students preferences. The findings point to the fact that gamification can be quite effective when the activities are well crafted, and have a meaningful connection to the course objectives, as well as be backed by a reliable technology. According to the findings, the thesis concludes gamification as having great potential in improving education in hospitality management provided that teachers are supported with the help of the institution and develop activities that can be considered to be balanced in terms of the level of challenge, collaboration and reflection. Other factors that have been highlighted by the study in regard to the effectiveness of implementation are teacher competence, digital tools, and pedagogical alignment. Lastly, the thesis gives useful suggestions to teaching practitioners such as linking game mechanics to learning outcomes, facilitating teamwork, facilitating flow via effective feedback and allowing flexibility to various learning styles.