Learning Through Action: Creating and Implementing a Strategy Game to Foster Innovative Thinking in Higher Education

Abstract

Background. Interactive hands-on learning is effective for learners of all ages and professional backgrounds. A shift from traditional didactic classroom models to the adoption of an active learning approach through constructivism in the classroom, specifically, in higher education, is shown to encourage critical thinking and problem solving in learners based on learned experiences. Aim. This article focuses on detailing a game used for healthcare leadership doctoral students that is adaptable and applicable for students in any program focused on teaching strategies in management and leadership and/or in critical thinking. Method. Based on the Escape Room video games and social activity phenomenon, teams compete to solve content-specific challenges to attain puzzle piece clues which lead to the next challenge or obstacle set forth by the instructors (representing hurdles in management/leadership and/or an academic program). Traditional quiz-type exercises, pictograms, cryptograms and crossword puzzles are coupled with modern technological components (e.g. social media and smartphone apps). The first team to obtain all puzzle pieces is deemed most strategic winner. Depending on allotted class time, gameplay can range from 2 to 4 hours. Results and Conclusion. This game mimics interdisciplinary team work environments. Participating in interactive collaborative learning environments enhances the overall learning experience, allowing learners to apply knowledge through gameplay, rather than just memorize concepts without context, which is characteristic of traditional didactic learning environments.

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