Sharing student marketing competences through gamification and its use as a decision making tool for business planning

• I. Puebla ^[1] ; R. Ayestarán ^[1]
  1. [1] Universidad Francisco de Vitoria

     Universidad Francisco de Vitoria

     Pozuelo de Alarcón, España

     
• Localización: EDULEARN20 Proceedings: 12th International Conference on Education and New Learning TechnologiesOnline Conference. 6-7 July, 2020., 2020, ISBN 978-84-09-17979-4, págs. 3060-3067
• Idioma: inglés
• Enlaces
  • Texto Completo Libro
• Resumen

  • One of the main challenges facing university education programs at the UFV (Francisco de Vitoria University), and primarily in marketing, is empowering students to develop a comprehensive set of skills, knowledge and competencies that allow them to achieve excellent professional results in the future as business marketing managers. At the same time, they learn to develop solid human values, as well as personal skills and competencies that permit them to permeate society. The simulators respond to these needs: they are transversal, practical, innovative and systemic. In this document we summarize the experience and results obtained by the students from the Marketing Degree. Through the Business Simulation Centre in the area of Business and Marketing at Francisco de Vitoria University. www.ufvbusiness.ufv/cse (Inmaculada Puebla, 2018), we have learned to create a Marketing Plan through the methodology of experiential learning and the simulation as a teaching innovation initiative.In this way, teaching focused solely on the transference of knowledge from the teacher in the classroom, gives way to a type of teaching aimed at learning and sharing experience and autonomous student work, facilitated by gamificaction.The main features of this model are summarized in the following:Table I: Characteristics of competency learning models, (Djaouti, D. Alvarez, J.P. 2011).• Lean with new technologies and digital transformation• Through the ECTS (European Credit Transfer and Accumulation System) measure the practical work of each student.• Use the evaluation in a way that integrates strategic and tactical skills through dashboards where they can exercise control over the simulator and the acquired knowledge.• Organize the learning model based on skills and innovation among students and teachers.• Work on learning outcomes, expressed in terms of generic and specific skills• Promote autonomous student learning, based on flipped mentoring.• Share the experiences obtained through the simulator, allowing competence evaluation before and after the experience.One of the main challenges facing university curricula in marketing as mentioned in the abstract, is to work with hybrid methodologies for students work out in skills and abilities that, together with the knowledge learned, allow them to make decisions through a simulator so they earn in to design strategies and obtain professional results, as leaders in marketing.The challenge is how to develop solid human values, as well as personal skills that allow them to be think differently in dynamic work environments, which are often uncertain yet, apply to today's society. Business simulators (Markstrat Roles) respond to these needs, provided they align with conceptual methodologies in cross-cutting and innovative matters.In this article, the main objective is to define and present the experiences and results of the methodology of experiential learning. We propose these practices of which are already working in some faculties and Marketing degrees, we are learning to create a marketing plan through marketing initiatives and competences acquisition.This marketing plan is carried out through the use of a simulator for decision making in five areas: analysis and metrics, strategic decisions, tactical decisions and an integrated scorecard.The company simulators as innovative teaching practices tools, represent a great advance in the field of marketing management.