Gamification, serious games, simulations, and immersive learning environments in knowledge management initiatives
| Pages | 78-83 |
| DOI | https://doi.org/10.1108/WJSTSD-02-2017-0005 |
| Date | 06 April 2017 |
| Published date | 06 April 2017 |
| Author | Allam Ahmed,Michael J.D. Sutton |
| Subject Matter | Public policy & environmental management,Environmental technology & innovation |
GUEST EDITORIAL
Gamification, serious games,
simulations, and immersive
learning environments in
knowledge management initiatives
Allam Ahmed
School of Business, Management and Economics,
University of Sussex, Brighton, UK, and
Michael J.D. Sutton
FUNIFICATION LLC, Boise, Idaho, USA
Abstract
Purpose –The purpose of this paper is to provide an in-depth and critical review of the literature and
theories on knowledge, knowledge management (KM) as well as the concepts and approaches relating to
organizational learning and the knowledge-based economy. The paper also provides more details and
definitions of various issues around gamification.
Design/methodology/approach –Several sources have been reviewed and consulted including various
mainstream referred journals focusing on KM and gamification as well as books, online databases,
governmental reports, and statistics, etc.
Findings –Game-based learning (GBL) in business must align with the learning goals and outcomes of training
and development, and clearly demonstrate that learning can be evaluated and achieved. Serious game experiences
drive personal change and transformation by generating an attitude of acceptance of the challenge, motivation to
achieve, and constant innovation through participant commitments. Simulations push the participa nt into
experiencing an immersive environment. Finally, gamification, as a collection of techniques, may be applied to the
educational and workplace activities, or used as a wrapper for GBL, serious games, and simulations.
Research limitations/implications –We are on a unique and unusual path to revitalizing and
reinvigoratingthe educational experience.This new path is not about throwinga LMS at faculty and hoping it
sticks.This new path is about creating facultywho are mentors, coaches, and life-longlearners who understand
the research implications of applying game-based learning in theclassroom, as well as the workforce.
Practical implications –Higher educational teaching as well as corporate LTD (Learning, Training, and
Development) are being significantly disrupted. The innovation taking place in teaching requires more
experiential learning, the kind of learning stimulated with serious games, simulations, immersive learning
environments, and gamification. This issue will help to outline disruptive approaches that work.
Originality/value –This paper provides a review of the emerging trends and cases where gamification,
simulations, serious games, immersive learning environments, virtual reality, and augmented reality are
applied to the deployment of knowledge-based initiatives.
Keywords KM, Serious games, Virtual reality, Gamification, Environments, Augmented reality,
Simulations, Immersive learning
Paper type General review
Introduction
We are pleased to present this double special issue of the World Journal of Science,
Technology and Sustainable Development (WJSTSD) entitled, “Gamification, serious games,
simulations, and immersive learning environments in knowledge management initiatives”.
This double special issue of WJSTSD coversa wide range of dimensionsand perspectives.
The objectives are to reviewthe emerging trendsand cases where Game-based Learning(GBL)
can be demonstrated by gamification (GAMING), simulations (SIMs), serious games (SGs),
immersive learning environments (ILE), virtual reality (VR) and augmented reality (AR) are
applied to the deployment of knowledge-based initiatives. The impact within knowledge
World Journal of Science,
Technology and Sustainable
Development
Vol. 14 No. 2/3, 2017
pp. 78-83
© Emerald PublishingLimited
2042-5945
DOI 10.1108/WJSTSD-02-2017-0005
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/2042-5945.htm
78
WJSTSD
14,2/3
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