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How gameplay can enhance learning and engagement for first year property students: a case study using Monopoly City

Author/s: Lyndall Bryant

Date Published: 2/01/2018

Published in: Volume 24 - 2018 Issue 1 (pages 1 - 15)

Abstract

This article outlines the results from a study into the educational use of the board game Monopoly City™ in a first-year property economics unit. Gameplay was introduced as an interactive way of achieving a number of desired outcomes including: enhanced engagement of first-year students; introduction of foundation threshold concepts in property education; introduction of problem solving and critical analysis skills; early acculturation of property students to enhance student retention; and early team building within the first-year cohort, all in an engaging and entertaining way. The results from this two-stage action research project are encouraging. The students participating in this unit have demonstrated explicit linkages between their Monopoly City™ experiences and foundation urban economic and valuation theories. However, student resistance to change and innovative learning practices were evident. Key success factors identified when implementing such teaching innovations include: adequate preparation time, use of a “play-share-reflect” component, an ice-breaker activity, a leader board and a novelty factor to keep students interested.

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Keywords

First Year - Gameplay - Hash(0X1Ef2628) - Real Estate Education - Student Engagement - Student Satisfaction

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