Leveling Up Sport Management Education: Gamification in the Classroom

in Sport Management Education Journal

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Ashley M. Duguay Virginia Commonwealth University, Richmond, VA, USA

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https://orcid.org/0000-0003-2773-6141 *
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Amber M. Shipherd Texas A&M University—Kingsville, Kingsville, TX, USA

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https://orcid.org/0000-0003-3505-5004
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Carrie LeCrom Virginia Commonwealth University, Richmond, VA, USA

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Chad Goebert Kennesaw State University, Kennesaw, GA, USA

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https://orcid.org/0000-0002-8105-534X
DOI:
https://doi.org/10.1123/smej.2021-0019
Keywords:
gameful pedagogy; distance education; teaching; motivation; graduate education
First Published Online:
12 Aug 2022
In Print:
Volume 17: Issue 1
Page Range:
63–73
Restricted access

In line with trends in sport management education that have encouraged a transition from traditional forms of passive and depersonalized learning to active and motivated learning, this essay draws on theoretical and applied insight to provide sport management educators with actionable information related to gamification. In educational contexts, gamification involves using game elements such as narratives, teams, and badges in the classroom as a way to support students’ intrinsic motivation and basic psychological needs (i.e., autonomy, competence, relatedness). This essay presents a case for gamification as a high-impact pedagogical approach that can help sport management educators replicate the global, complicated, and dynamic nature of the sport industry, thus creating more authentic, engaging, and influential experiences for students. Accordingly, this essay outlines gamification in education, discusses game elements and design, and provides a thorough description of a gamified sport psychology course. It concludes with future considerations and key takeaways for sport management educators.

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