Yi-Su Chen, Barbara Klein, and Joy Beatty | University of Michigan – Dearborn
The incorporation of games into teaching and learning in business school courses holds the potential for
enhancing students learning and retention. From their earliest days, humans learn naturally through play and
games; and these approaches may enhance learning even as students engage in college courses. Game
playing promotes active learning. An empirical review of research studies on the effects of digital games in
the classroom show increases in affectivity, motivation, and learning (Connolly et al., 2012). Games can also
promote students’ creativity and social interaction (Squire, 2011). The underlying learning mechanisms are
related to increased intrinsic motivation and flow (Csikszentmihali, 1990), which can come from the clear
and challenging goals, along with the regular and unambiguous feedback of well-designed games.
Developments in technology, coupled with the growing technological skills and expectations of the current
generation of learners, imply that many games will incorporate computer technology. Computer games are
especially good at embedding learning in meaningful virtual situations that create an immersive
psychological reality for the learner (Wideman et al., 2007). However, it is also important to recognize that
low technology or no-technology games can be effective learning tools as well. This special issue will focus
on innovative ideas for using games and gamification in courses across the disciplines of business schools.
We conceive games broadly as playful activities with goals, rules, and player interaction. Games may be
competitive or cooperative in nature and may involve synchronous or asynchronous interaction among
players. A broad range of types of games fall under the umbrella of this special issue including video games,
board games, card games, simulations and so forth. Games may be designed specifically to convey course
concepts or may be adaptations of off-the-shelf games tailored to enhance learning outcomes. Gamification
is defined as the use of game elements such as action language, rules, environment, and game fiction outside
the context of a game to facilitate learning (Landers, 2014).
This special issue aims to publish papers on game-based pedagogical approaches that engage students in
active learning and develop students’ capabilities in applied decision making.
We welcome submissions that propose new approaches and/or perspectives in course activities design,
delivery, and assessment. We also encourage empirical research that demonstrates improved learning
outcomes attributable to game-based pedagogy. These include but are not limited to:
- conceptual/theoretical research submissions that propose taxonomies or give guidance to assist
instructors in determining how to use game-based pedagogy in their course;
- teaching briefs that describe and document innovative applications of games in business school courses;
- empirical research submissions that provide evidence about the effect of a game-based pedagogical
activity on learning outcomes.
Review Process and Publication Timeline:
Deadline for manuscript submissions: 30 June 2020
Initial (first-round) decisions: 31 August 2020
Revised paper resubmissions: 30 September 2020
Final acceptance decisions: 30 November 2020
Publication: January 2021
Manuscripts should conform to the DSJIE Submission and Style Requirements, and manuscripts should be
submitted online at mc.manuscriptcentral.com/dsjie.
Special Issue Guest Editors:
Yi-Su Chen (firstname.lastname@example.org) is Associate Professor of Operations Management in the University of
Michigan-Dearborn who received her Ph.D. from University of Minnesota. She incorporates high-impact
projects in her classroom such as redesign the fire station network for City of Dearborn, and was an ASL
fellow in 2017-18, working with the City to improve the recycling service. She also employs various games
such as simulation games, off-the-shelf board games, and other games that she and her colleagues designed.
Barbara D. Klein (email@example.com) is Professor of Information Systems Management at the University
of Michigan-Dearborn. She teaches courses on database design, information management, and managerial
decision making. Professor Klein serves as an Associate Editor at the ACM Journal of Data and Information
Quality, the Journal of Cases on Information Technology, and the Journal of the Midwest Association of
Information Systems. She is on the editorial board of the International Journal of Information Quality and
the Journal of Information Systems Education.
Joy E. Beatty (firstname.lastname@example.org) is Associate Professor of Management who received her PhD at Boston
College. She teaches courses on organizational behavior and negotiation. Her research interests are in
invisible diversity and management education. Her pedagogy research has been recognized with the 2010
Roethlisberger Award for Best Paper in Journal of Management Education. She served as an associate editor
for Journal of Management Education for 6 years and has served as an editorial board member for Academy
of Management Learning and Education since 2004.
Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature
review of empirical evidence on computer games and serious games. Computers & Education, 59(2),
Czikszentmihalyi, M. (1990). Flow: The psychology of optimum experience. New York: Harper Collins.
Landers, R. N. (2014). Developing a theory of gamified learning: Linking serious games and gamification of
learning. Simulation & Gaming, 45(6): 752-768.
Squire, K. (2011). Video Games and Learning: Teaching and Participatory Culture in the Digital Age. New
York, NY: Teacher College Press.
Wideman, H. H., Owston, R. D., Brown, C., Kushniruk, A., Ho, F., & Pitts, K. C. (2007). Unpacking the
potential of educational gaming: A new tool for gaming research. Simulation & Gaming, 38(1): 10- 30.