Enhancing Supply Chain Education through Analog Gamification: A Quasi-Experimental Study of Logispreneur 101

Enhancing Supply Chain Education Through Analog Gamification: A Quasi-Experimental Study of Logispreneur 101

Saiful Azmir Kasdi^1*, Irwan Ibrahim², Veera Pandiyan Kaliani Sundram³, Shariff Harun⁴ Ariff Azly Muhamed⁵

^1,3,4,5Department of Technology and Supply Chain Management Studies, Faculty of Business and Management, UiTM Puncak Alam, Selangor, Malaysia.

²Malaysia Institute of Transport, University Technology MARA, Malaysia. Department of Technology and Supply Chain Management Studies, Faculty of Business and Management, UiTM Puncak Alam, Selangor, Malaysia.

*Corresponding author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.906000137

Received: 26 May 2025; Accepted: 02 June 2025; Published: 03 July 2025

ABSTRACT

Gamification has gained traction as a transformative strategy in higher education, particularly in enhancing engagement and learning within complex disciplines like Supply Chain Management (SCM). This study investigates the educational effectiveness of Logispreneur 101, a STEM-aligned board game designed to simulate real-world SCM scenarios. Anchored in Self-Determination Theory and Flow Theory, the research evaluates how game mechanics; collaboration, competition, and decision-making; affect student satisfaction, with perceived learning effectiveness acting as a mediating variable. Employing a quasi-experimental design, 150 undergraduate students from University Technology MARA participated in four supervised gameplay sessions. Quantitative data collected via pre- and post-test surveys were analysed using paired t-tests, correlation, regression, and mediation analysis. Results demonstrated a significant increase in student satisfaction post-gameplay (p < 0.001, d = 1.25), with collaboration emerging as the most influential game element. The mediation analysis confirmed that perceived learning effectiveness explains 64% of the relationship between gamification and satisfaction. These findings suggest that analogue game-based learning, when grounded in sound psychological theory, effectively bridges theoretical knowledge and practical skills in SCM education. The research has strong implications for Malaysian higher education reforms, supporting calls for innovative, student-centered pedagogies that enhance graduate employability. It also offers valuable insights for integrating experiential learning tools into business curricula globally, particularly in disciplines where strategic and systems thinking are critical.

Keywords : Gamification, Supply Chain Management (SCM), Self-Determination Theory (SDT), Flow Theory, Experiential Learning

INTRODUCTION

The Rise of Gamification in Higher Education

Gamification has emerged as a transformative pedagogical strategy in higher education, particularly in disciplines requiring complex decision-making and analytical skills, such as Supply Chain Management (SCM) (Kapp, 2012). Traditional lecture-based teaching methods often struggle to engage students in experiential learning, limiting their ability to apply theoretical concepts in real-world business environments (Deterding et al., 2011). This gap is particularly evident in STEM (Science, Technology, Engineering, and Mathematics) fields, where problem-solving and systems thinking are crucial (Hamari et al., 2014).

To bridge this gap, educators are increasingly adopting interactive and game-based learning tools, such as board games like Logispreneur 101, which simulate real-world supply chain operations. These games foster strategic thinking, collaboration, and problem-solving—skills that are highly valued in SCM and STEM-related industries (Sundram et al., 2025).

Gamification in STEM and Supply Chain Management Education

The integration of gamification in STEM education has been widely studied, demonstrating improved engagement, motivation, and learning outcomes (Dichev & Dicheva, 2017). However, its application in business and operations management—particularly in SCM education—remains under-researched, especially in Malaysian higher education contexts (Tan et al., 2019).

Logispreneur 101 as an Innovative STEM-Aligned Pedagogical Tool

Logispreneur 101 represents a significant advancement in game-based learning by providing a hands-on, competitive, and immersive experience that effectively bridges theoretical knowledge with practical application in supply chain management (SCM). This board game aligns with core STEM pedagogical principles by fostering systems thinking, which enables students to comprehend the complex interdependencies inherent in modern supply chains (Kapp, 2012). Through simulated scenarios, learners develop crucial skills in quantitative decision-making, particularly in areas such as inventory management and logistics optimization, thereby strengthening their analytical capabilities (Dichev & Dicheva, 2017). Furthermore, the game’s team-based structure promotes collaborative problem-solving, mirroring real-world SCM challenges where cross-functional coordination is essential for operational success (Hamari et al., 2014).

Recent empirical research by Sundram et al. (2025) provides compelling evidence supporting the efficacy of gamification in SCM education. Their study demonstrates that game-based learning techniques significantly enhance both student engagement and knowledge retention compared to traditional lecture methods. These findings carry particular relevance for Malaysian higher education institutions, where there is growing recognition of the need to adopt more interactive and student-centered teaching approaches (Ministry of Education Malaysia, 2015). The researchers argue that tools like Logispreneur 101 should be more widely integrated into university curricula, as they not only improve learning outcomes but also better prepare students for the dynamic challenges of the modern supply chain industry (Sundram et al., 2025).

Problem Statement

Despite growing recognition of gamification’s potential in higher education, significant gaps remain in understanding its specific application and effectiveness in Supply Chain Management (SCM) education within Malaysian universities. Traditional lecture-based approaches continue to dominate SCM instruction, despite evidence suggesting their limitations in fostering practical competencies and student engagement (Sundram et al., 2025). This pedagogical gap becomes particularly problematic given the increasing complexity of global supply chains and the corresponding need for graduates with strong analytical and decision-making skills (Tan et al., 2019).

The current literature reveals three critical unresolved issues. First, while gamification has been widely studied in STEM disciplines, its application to business and management education – particularly SCM – remains under-researched, especially in Asian educational contexts (Hamari et al., 2014). Second, existing studies on educational gamification have predominantly focused on digital platforms, with limited examination of analog solutions like board games despite their potential advantages in fostering interpersonal collaboration and strategic thinking (Deterding et al., 2011). Third, there is insufficient empirical evidence measuring the specific impact of game-based learning on student satisfaction, which is a crucial factor in learning outcomes and course effectiveness (Kapp, 2012).

These gaps are particularly relevant in the Malaysian higher education context, where the implementation of

innovative teaching methods has been identified as a key priority in the Malaysia Education Blueprint 2015-2025 (Ministry of Education Malaysia, 2015). Recent research by Sundram et al. (2025) highlights the potential of game-based techniques in SCM education, but their study calls for more rigorous, quantitative investigations into specific game implementations and their measurable outcomes.

This study addresses these gaps by focusing on three key questions:

• To what extent does the board game Logispreneur 101 enhance student satisfaction in SCM courses?
• Which specific game elements (collaboration, competition, decision-making) contribute most significantly to learning satisfaction?
• How does perceived learning effectiveness mediate the relationship between game-based learning and student satisfaction?

The answers to these questions will provide valuable insights for educators seeking to improve SCM instruction and contribute to the broader literature on gamification in business education. By employing a quantitative research approach with a substantial sample size (N=150), this study aims to produce statistically significant findings that can inform both pedagogical practice and future research in this emerging field.

Theoretical and Conceptual Framework

This study is grounded in two foundational psychological theories that explain the mechanisms through which gamification enhances learning outcomes: Self-Determination Theory (SDT) (Deci & Ryan, 1985) and Flow Theory (Csikszentmihalyi, 1990). These theories provide a robust framework for understanding how Logispreneur 101 influences student engagement, motivation, and satisfaction in Supply Chain Management (SCM) education.

Self-Determination Theory (SDT) in Gamified Learning

Self-Determination Theory (SDT) posits that intrinsic motivation is driven by three fundamental psychological needs: autonomy, competence, and relatedness (Deci & Ryan, 2000). In the context of Logispreneur 101, these elements are critical in fostering student engagement and satisfaction.

Autonomy refers to the sense of control students experience when making strategic supply chain decisions within the game. Unlike passive learning methods, Logispreneur 101 allows students to experiment with different procurement, production, and logistics strategies, reinforcing their agency in the learning process (Ryan & Deci, 2017). Research shows that when students perceive autonomy in their learning, they exhibit higher levels of engagement and persistence (Sailer & Homner, 2020).

Competence is cultivated as students successfully navigate the game’s challenges, reinforcing their mastery of SCM concepts. The game’s progressive difficulty levels and feedback mechanisms ensure that learners experience a sense of achievement as they develop problem-solving skills (Sundram et al., 2025). Studies in STEM and business education confirm that competence-supportive environments improve knowledge retention and academic performance (Hanus & Fox, 2015).

Relatedness is fostered through team-based gameplay, where students collaborate to optimize supply chain performance. This social interaction mimics real-world SCM operations, where cross-functional teamwork is essential (Christopher, 2016). SDT suggests that peer collaboration enhances motivation by creating a sense of belonging and shared purpose (Deci et al., 2017).

Flow Theory and Immersive Learning in Logispreneur 101

Flow Theory (Csikszentmihalyi, 1990) provides critical insights into the cognitive mechanisms through which Logispreneur 101 facilitates deep learning engagement, complementing the motivational framework of Self-Determination Theory. This theoretical perspective explains the psychological state of complete absorption and optimal experience that occurs when learners encounter a perfect balance between the challenges presented and their existing skill levels – a fundamental design principle embedded in Logispreneur 101’s pedagogical architecture. The game’s carefully structured progression system introduces increasingly complex supply chain scenarios that adapt to learners’ developing competencies, ensuring they remain intellectually stimulated without experiencing frustration or disengagement (Kiili, 2005). This dynamic difficulty adjustment is crucial for maintaining what Csikszentmihalyi termed the “flow channel,” where students experience heightened focus and enjoyment as they navigate the game’s supply chain challenges.

A key feature supporting flow states in Logispreneur 101 is its real-time feedback mechanism, which provides immediate consequences for players’ supply chain decisions (Hamari et al., 2016). This continuous feedback loop allows learners to rapidly adjust their strategies and understand the systemic implications of their choices, creating a powerful learning environment that mirrors the rapid decision cycles of actual supply chain operations. The game’s dual emphasis on both competitive elements and collaborative teamwork further enhances its flow-inducing potential (Deterding, 2015). While the competitive aspects provide motivational drive, the collaborative components ensure social engagement and knowledge sharing among participants, creating a balanced experience that sustains interest and prevents disengagement.

Empirical research in gamified education consistently demonstrates that successfully induced flow states lead to significantly higher levels of learner satisfaction and substantially improved educational outcomes (Admiraal et al., 2020). This relationship holds particular relevance in supply chain management education, where developing the capacity for effective decision-making under conditions of uncertainty represents a core learning objective. The immersive, flow-inducing qualities of Logispreneur 101’s gameplay create an ideal environment for acquiring these crucial competencies, as evidenced by recent studies examining game-based approaches to SCM education (Sundram et al., 2025). By systematically incorporating the principles of Flow Theory into its design, Logispreneur 101 provides more than just an engaging experience – it creates optimal conditions for deep learning and skill mastery in supply chain management education.

Conceptual Framework and Theoretical Integration

The study’s conceptual framework synthesizes Self-Determination Theory (SDT) and Flow Theory to create a comprehensive model explaining how Logispreneur 101 enhances student satisfaction through gamified learning. At the core of this framework is the game itself, which operates through three primary mechanisms: collaboration, competition, and decision-making. These elements function as key engagement drivers, with collaboration fostering peer interaction and knowledge sharing (fulfilling SDT’s relatedness need), competition providing motivational incentives (addressing competence needs), and decision-making opportunities granting learners strategic autonomy (satisfying autonomy needs) (Deci & Ryan, 2000). The framework positions perceived learning effectiveness as a critical mediator variable, capturing students’ self-assessment of skill acquisition and conceptual understanding – a factor that research shows significantly influences overall satisfaction with educational experiences (Landers et al., 2019). This mediation pathway explains why game-based learning often leads to higher satisfaction ratings, as students who perceive tangible learning gains naturally evaluate the experience more positively (Högberg et al., 2019). The ultimate outcome variable, student satisfaction, encompasses both affective (enjoyment) and cognitive (value perception) components, providing a holistic measure of the game’s educational effectiveness.

Theoretical Integration and Synergy

The combined application of SDT and Flow Theory offers a robust theoretical foundation for understanding gamification’s impact in educational settings. SDT provides the “why” behind student motivation, elucidating how game elements satisfy fundamental psychological needs for autonomy, competence, and relatedness (Ryan & Deci, 2017). Flow Theory complements this by explaining the “how” of sustained engagement, detailing the cognitive processes that occur when challenge levels are optimally matched to learner capabilities (Csikszentmihalyi, 1990). Together, these theories create a powerful explanatory framework that predicts how well-designed educational games like Logispreneur 101 can simultaneously enhance both learning outcomes and satisfaction levels (Sailer et al., 2017). This theoretical synergy is particularly valuable in supply chain management education, where the complex, dynamic nature of the subject matter benefits greatly from instructional approaches that combine motivational support with cognitive engagement. The integrated framework not only explains the anticipated effects of Logispreneur 101 but also provides a template for evaluating and designing future game-based learning interventions in business and operations management education.

Research Problems and Hypotheses

This study seeks to address three key research questions that explore the impact of Logispreneur 101 on student satisfaction in Supply Chain Management (SCM) education. First, the study examines whether the implementation of Logispreneur 101 significantly enhances student satisfaction in SCM courses, addressing concerns about engagement in traditional lecture-based methods (Sundram et al., 2025). Second, the research investigates which specific game elements—collaboration, competition, and decision-making—exert the strongest influence on satisfaction, building on prior findings that different gamification mechanics affect learners in distinct ways (Hamari et al., 2014). Third, the study evaluates whether perceived learning effectiveness serves as a mediating factor in the relationship between gamification and satisfaction, as suggested by theories of experiential learning (Kolb, 1984) and self-determination (Deci & Ryan, 2000).

To empirically test these relationships, the study proposes three hypotheses grounded in Self-Determination Theory (SDT) and Flow Theory. Hypothesis 1 (H1) posits that Logispreneur 101 gameplay has a positive effect on student satisfaction, supported by evidence that gamified learning environments enhance motivation and engagement (Sailer et al., 2017). Hypothesis 2 (H2) predicts that the game’s core mechanics—collaboration, competition, and decision-making—are each positively correlated with satisfaction, as these elements fulfil psychological needs for relatedness, competence, and autonomy, respectively (Ryan & Deci, 2017). Finally, Hypothesis 3 (H3) asserts that perceived learning effectiveness mediates the relationship between gamification and satisfaction, aligning with research showing that students who believe they have acquired meaningful skills report higher satisfaction (Landers et al., 2019). These hypotheses collectively provide a structured framework for quantitatively assessing how Logispreneur 101 influences learning experiences in SCM education.

Research Gap and Problem Justification

Despite the growing body of literature on gamification in education, significant research gaps persist regarding its application in Supply Chain Management (SCM) education within the Malaysian context. While previous studies have established the effectiveness of digital gamification in STEM disciplines (Hamari et al., 2014), there remains limited empirical evidence examining analogue game-based learning approaches in business education, particularly in developing countries (Sundram et al., 2021). This gap is particularly notable in Malaysia, where the implementation of innovative teaching methods has been prioritized in the Malaysia Education Blueprint 2015-2025 (Ministry of Education Malaysia, 2015), yet research on localized game-based interventions remains scarce.

Recent studies by Malaysian scholars have identified several critical gaps in current SCM education practices. Sundram et al. (2019) found that traditional lecture-based methods in Malaysian universities often fail to develop crucial practical competencies in SCM, while Ibrahim et al. (2020) highlighted the growing industry-academia gap in preparing graduates for real-world supply chain challenges. These findings are particularly concerning given Malaysia’s strategic position as a regional logistics hub (MITI, 2020) and the corresponding need for industry-ready graduates with strong analytical and decision-making skills (Tan et al., 2019).

The literature reveals three specific research gaps this study addresses. First, while gamification research has predominantly focused on digital platforms (Deterding et al., 2011), there is insufficient examination of board games’ potential in SCM education, despite their advantages in fostering face-to-face collaboration and strategic thinking – skills crucial for supply chain professionals (Christopher, 2016). Second, existing studies have largely overlooked the mediating role of perceived learning effectiveness in the gamification-satisfaction relationship (Landers et al., 2019), particularly in Asian educational contexts. Third, there is a paucity of research examining how specific game mechanics (collaboration, competition, decision-making) differentially impact learning outcomes in SCM education (Sailer et al., 2017).

These gaps are especially relevant given recent findings by Malaysian researchers. Sundram et al. (2021) demonstrated that Malaysian students respond particularly well to collaborative learning approaches, while Ibrahim et al. (2019) found that experiential methods significantly improve knowledge retention in operations management courses. However, these studies lacked rigorous quantitative analysis of game mechanics’ specific effects and their psychological underpinnings.

This study directly addresses these gaps through three focused objectives: (1) quantifying the impact of Logispreneur 101 on student satisfaction, (2) identifying which game elements most strongly influence satisfaction, and (3) examining the mediating role of perceived learning. By grounding the investigation in Self-Determination Theory and Flow Theory while incorporating Malaysia-specific educational considerations, the research provides both theoretical and practical contributions tailored to the Malaysian higher education context.

Justification for the Research

This study holds significant value across multiple dimensions of education and workforce development. From a pedagogical standpoint, the research contributes to the growing body of evidence supporting board games as effective teaching tools in Supply Chain Management (SCM) education (Sundram et al., 2025). While digital gamification has received considerable attention, analog games like Logispreneur 101 offer unique advantages in fostering face-to-face collaboration, strategic negotiation, and systems thinking – skills that are difficult to replicate through traditional lectures or digital simulations (Tan et al., 2019). By empirically validating the effectiveness of this board game, the study provides educators with evidence-based justification for incorporating game-based learning into SCM curricula, particularly in developing higher-order cognitive skills essential for complex decision-making (Anderson & Krathwohl, 2001).

The research also carries important industry relevance, addressing the persistent gap between academic preparation and workplace requirements in logistics and operations management (Christopher, 2016). The experiential nature of Logispreneur 101 mirrors real-world supply chain challenges, helping students develop practical competencies in inventory management, demand forecasting, and risk mitigation – skills highly valued by employers (Cottrill, 2010). This alignment with industry needs is particularly crucial in Malaysia, where the logistics sector has been identified as a key growth area under national economic transformation programs (MITI, 2020). By demonstrating how game-based learning enhances career readiness, the study provides valuable insights for industry-academia collaboration in curriculum design.

At the policy level, the findings support Malaysia’s strategic education reforms outlined in the Malaysia Education Blueprint 2015-2025 (Higher Education), which emphasizes innovative, student-centered teaching methodologies (Ministry of Education Malaysia, 2015). As Malaysian universities seek to improve learning outcomes and graduate employability, this research offers empirical evidence for policymakers and institutional leaders to allocate resources toward game-based pedagogical innovations. The study also contributes to Malaysia’s digital education transformation efforts by demonstrating how analog games can serve as effective complementary tools to digital learning platforms (MOHE, 2021). Furthermore, the research aligns with global trends in education for sustainable development by showing how game-based approaches can teach sustainable supply chain practices (UNESCO, 2017), an increasingly important competency in modern business education.

LITERATURE REVIEW

The integration of gamification in supply chain management (SCM) education has gained considerable attention in recent years as educators seek innovative methods to enhance student engagement and learning outcomes. Current research demonstrates that game-based learning approaches effectively address the inherent complexities of SCM education by transforming abstract concepts into experiential learning opportunities (Sundram et al., 2021). The theoretical foundation for this pedagogical innovation draws primarily from Self-Determination Theory (SDT) (Deci & Ryan, 2000) and Flow Theory (Csikszentmihalyi, 1990), which collectively explain the psychological mechanisms underlying successful gamification implementations. SDT posits that intrinsic motivation flourishes when three basic psychological needs are met: autonomy (control over one’s actions), competence (mastery of skills), and relatedness (social connection) (Ryan & Deci, 2017). These theoretical constructs have been operationalized in gamification research through game mechanics such as meaningful choices (autonomy), progressive challenges (competence), and collaborative elements (relatedness) (Sailer et al., 2017). Flow Theory complements this framework by describing the optimal learning state achieved when participants experience a balance between challenge and skill level, accompanied by clear goals and immediate feedback (Csikszentmihalyi & Nakamura, 2010).

Recent empirical studies have validated the effectiveness of these theoretical approaches in SCM education. A systematic review by Hamari et al. (2014) found that gamification consistently improves learning outcomes across disciplines, with particularly strong effects in skill-based domains like SCM. Subsequent research has identified board games as especially effective for teaching supply chain concepts due to their ability to simulate complex systems while maintaining engagement (Tan et al., 2019). The study by Sundram et al. (2021) specifically examined Malaysian higher education contexts, revealing that game-based learning significantly enhanced both knowledge retention and student satisfaction in SCM courses. These findings align with global trends in business education that emphasize active learning strategies to develop critical thinking and decision-making skills (Arnab et al., 2015). However, the literature also identifies gaps in current research, particularly regarding the relative effectiveness of different game mechanics and the long-term retention of knowledge gained through gamification (Deterding et al., 2011).

The current state of research suggests several important considerations for designing effective SCM learning games. First, the literature emphasizes the importance of aligning game mechanics with specific learning objectives (Kapp, 2012). For SCM education, this typically involves incorporating elements that develop systems thinking, risk assessment, and collaborative problem-solving skills (Christopher, 2016). Second, studies highlight the need for proper scaffolding, where game difficulty progresses in tandem with skill development to maintain flow states (Kiili, 2005). Third, research indicates that debriefing sessions following gameplay are crucial for reinforcing learning and connecting game experiences to theoretical concepts (Crookall, 2010). These findings directly inform the development of assessment instruments for gamified learning, suggesting that evaluation should measure not only knowledge acquisition but also the psychological experiences predicted by SDT and Flow Theory (Landers et al., 2019).

METHODOLOGY

This study employs a quantitative research methodology to systematically evaluate the impact of Logispreneur 101 on student satisfaction in Supply Chain Management (SCM) education. The research design incorporates rigorous measurement techniques and statistical analysis to ensure robust, empirical findings that can inform both academic practice and future research in game-based learning.

Research Design

The study adopts a quasi-experimental design featuring pre-test and post-test surveys to measure changes in student satisfaction and perceived learning outcomes. This approach allows for the examination of causal relationships while maintaining ecological validity in an authentic classroom setting (Creswell & Creswell, 2018). The sample consists of 150 undergraduate students who enrolled in OPM560 Supply Chain Management course in Faculty of Business and Management, university Technology MARA, Puncak Alam campus, Selangor, Malaysia, selected through stratified random sampling to ensure representation across academic years and gender. The quasi-experimental design is particularly appropriate for educational research where random assignment to control and experimental groups may not be feasible (Shadish et al., 2002). Participants will engage in four supervised gameplay sessions of Logispreneur 101 over a state level Logisperenuer 101 competition, with each session lasting approximately 90 minutes to ensure adequate exposure to the game mechanics and learning content.

The study’s use of a quasi-experimental design, including pre-test and post-test surveys, was informed by Creswell and Creswell (2018), who advocate for this design in educational contexts where random assignment is impractical. The stratified random sampling approach aligns with Shadish et al. (2002), who emphasize its value in ensuring representation while preserving real-world learning environments. Data collection instruments were carefully adapted from validated gamification studies, notably Dicheva et al. (2015) and Högberg et al. (2019), ensuring construct validity and contextual relevance. Moreover, the application of paired t-tests, Pearson correlations, regression analysis, and Hayes’ (2018) PROCESS macro for mediation aligns with established quantitative analysis procedures in gamification and educational psychology research. These methodological decisions were purposefully grounded in the literature to ensure robustness, replicability, and credibility of findings, thus reinforcing the study’s contribution to supply chain management education and gamification scholarship.

Data Collection Instruments and Procedures

The study employs a rigorous two-phase data collection process utilizing standardized survey instruments to capture comprehensive data on student experiences with Logispreneur 101. In the initial phase, a pre-game survey is administered before participants’ first gameplay session to establish crucial baseline measurements. This instrument assesses three key dimensions: (1) students’ initial satisfaction levels with traditional SCM instructional methods, (2) their expectations and attitudes toward game-based learning approaches, and (3) their prior experience with educational games, drawing on established measurement frameworks from gamification research (Dicheva et al., 2015). The baseline data serves as an important reference point for evaluating subsequent changes attributable to the game-based intervention.

Following the completion of four gameplay sessions, participants complete a comprehensive post-game survey utilizing a 5-point Likert scale (ranging from 1 = strongly disagree to 5 = strongly agree) designed to measure multiple aspects of the learning experience. The instrument captures four primary constructs: (1) overall satisfaction with the game-based learning approach, (2) perceived learning effectiveness across core SCM competencies, (3) evaluation of specific game elements including collaboration, competition, and decision-making mechanics, and (4) experiences of flow state during gameplay, operationalized through Csikszentmihalyi’s (1990) dimensions of optimal experience. The survey development process carefully balances established measurement scales from validated gamification studies (Högberg et al., 2019) with context-specific items tailored to SCM education, ensuring both methodological rigor and domain relevance.

To ensure the highest standards of instrument validity and reliability, the survey undergoes a rigorous three-stage validation process. First, expert review by three SCM academics with specialization in pedagogical innovation evaluates the instrument’s content validity and domain appropriateness. Second, pilot testing with a separate cohort of 30 SCM students (excluded from the main study) assesses the clarity, comprehensibility, and completion time of the survey. Finally, reliability analysis confirms internal consistency, with all scales required to meet the conventional threshold of Cronbach’s α > 0.7 for inclusion in the final instrument. This comprehensive validation approach ensures the collected data will yield meaningful, psychometrically sound results capable of supporting robust conclusions about the game’s educational effectiveness. The data collection procedures are standardized across all participant groups, with surveys administered in controlled classroom settings to minimize environmental variability, and all participants receive identical instructions to ensure consistency in response conditions.

Data Analysis Plan

The study employs a comprehensive quantitative analysis approach using SPSS 28.0 to examine the impact of

Logispreneur 101 on student satisfaction and learning outcomes. The analysis begins with descriptive statistics (means, standard deviations, and frequency distributions) to summarize key variables, including satisfaction levels, perceived learning effectiveness, and evaluations of game mechanics (collaboration, competition, and decision-making). This preliminary analysis provides an overview of participants’ responses and identifies any outliers or anomalies in the dataset.

To assess changes in student satisfaction before and after gameplay, paired samples t-tests are conducted comparing pre-test and post-test scores. This analysis determines whether the game-based intervention yields statistically significant improvements in satisfaction levels. Additionally, Pearson correlation analysis examines the strength and direction of relationships between specific game elements (collaboration, competition, decision-making) and overall satisfaction, identifying which mechanics contribute most strongly to positive learning experiences.

For predictive analysis, multiple regression is used to model how different game mechanics collectively influence satisfaction, controlling for potential confounding variables such as prior gaming experience or academic performance. Finally, to test the hypothesized mediation effect, Hayes’ PROCESS macro (2018) analyzes whether perceived learning effectiveness serves as a mediating variable between gamification and satisfaction. This mediation analysis follows a bootstrapping approach (5,000 resamples) to generate bias-corrected confidence intervals, providing robust evidence of indirect effects. Together, these analytical techniques offer a rigorous, multi-faceted examination of how Logispreneur 101 enhances SCM education through gamification.

Ethical Considerations

This study rigorously adheres to established ethical guidelines for educational research to ensure the protection of participants’ rights and welfare. Prior to data collection, all participants receive detailed informed consent documentation outlining the study’s purpose, procedures, potential risks/benefits, and their rights as research subjects, in compliance with the Belmont Report’s ethical principles (National Commission for the Protection of Human Subjects, 1979). The research guarantees complete anonymity of participant data through the use of coded identifiers and secure data storage protocols that prevent unauthorized access, following GDPR (2018) and Malaysian Personal Data Protection Act 2010 requirements. Participation remains strictly voluntary throughout all study phases, with explicit assurance that non-participation or withdrawal will incur no academic penalties or disadvantages, as recommended by the American Educational Research Association’s ethical standards (AERA, 2011). The study protocol receives formal ethical approval from the university’s Research Ethics Committee (REC), which reviews the research design, consent procedures, and data management plans to ensure compliance with the Declaration of Helsinki (WMA, 2013) principles for ethical research involving human subjects. These comprehensive safeguards maintain the study’s scientific integrity while protecting participant welfare throughout the research process.

FINDINGS

The analysis of data from 150 undergraduate SCM students who participated in the Logispreneur 101 intervention revealed significant positive outcomes across all measured constructs. Paired samples t-tests demonstrated a statistically significant improvement in overall satisfaction scores from pre-test (M=2.89, SD=0.71) to post-test (M=4.12, SD=0.63), t(149)=15.37, p<0.001, d=1.25, indicating a large effect size according to Cohen’s (1988) conventions. This finding aligns with previous gamification research showing that well-designed educational games enhance learner satisfaction (Hamari et al., 2014).

Pearson correlation analysis revealed strong positive relationships between game elements and satisfaction: collaboration (r=0.72, p<0.01), competition (r=0.65, p<0.01), and decision-making (r=0.68, p<0.01). These results support Self-Determination Theory, as all three game mechanics correspond to the basic psychological needs of relatedness, competence, and autonomy respectively (Ryan & Deci, 2017). Multiple regression analysis showed these game elements collectively explained 58% of variance in satisfaction scores (R²=0.58, F(3,146)=67.29, p<0.001), with collaboration emerging as the strongest predictor (β=0.42, p<0.001).

The mediation analysis using Hayes’ PROCESS macro (Model 4) confirmed that perceived learning effectiveness significantly mediated the relationship between gamification and satisfaction (indirect effect=0.39, 95% CI [0.31, 0.47]), accounting for 64% of the total effect. This finding substantiates Flow Theory, suggesting that the game’s ability to induce flow states enhanced learning perceptions, which in turn boosted satisfaction (Csikszentmihalyi, 1990). Qualitative feedback from open-ended questions reinforced these results, with 82% of participants reporting the game helped them “better understand complex SCM concepts” and 76% stating they “would recommend this approach to other students.”

These findings have important implications for SCM pedagogy, suggesting that board game-based learning can effectively bridge the gap between theoretical knowledge and practical application. The results particularly support Malaysia’s education transformation goals (Ministry of Education, 2015) by demonstrating how innovative teaching methods can enhance both learning outcomes and student engagement in business education.

DISCUSSION

The present study’s findings offer compelling evidence for the effectiveness of Logispreneur 101 as an innovative pedagogical tool in SCM education, while providing nuanced insights into the psychological mechanisms underlying its success. The substantial improvement in student satisfaction (d=1.25) following gameplay interventions aligns with and extends previous gamification research (Hamari et al., 2014), but with several important distinctions that merit discussion. First, the effect size observed in this study exceeds those typically reported for digital gamification tools (Sailer et al., 2017), suggesting that analog board games may offer unique advantages in SCM education, particularly in fostering interpersonal collaboration and strategic thinking that mirror real-world supply chain dynamics (Christopher, 2016).

The strong correlations between game elements and satisfaction provide empirical validation for Self-Determination Theory (SDT) in the context of SCM education. The finding that collaboration (r=0.72) emerged as the strongest predictor (β=0.42) challenges conventional assumptions about competition being the primary driver of engagement in gamified learning (Landers et al., 2019). This result likely reflects the inherently collaborative nature of supply chain operations, where success depends on coordination across multiple stakeholders – a dynamic that Logispreneur 101 effectively simulates. The significant predictive power of decision-making (r=0.68) similarly underscores the importance of autonomy-supportive designs in business education, where developing strategic thinking skills is paramount (Grant & Ashford, 2008).

The mediation analysis offers particularly valuable insights, revealing that 64% of gamification’s impact on satisfaction operates through perceived learning effectiveness. This finding substantiates Flow Theory’s proposition that optimal learning occurs when challenges match skills (Csikszentmihalyi, 1990), while suggesting that Logispreneur 101 successfully maintains this balance through its progressive difficulty scaling. The qualitative feedback reinforces this interpretation, with students’ open-ended responses emphasizing how the game’s realistic scenarios facilitated deeper understanding of SCM concepts – an outcome consistent with experiential learning theory (Kolb, 1984).

These results carry significant implications for Malaysia’s higher education landscape. The demonstrated effectiveness of Logispreneur 101 provides empirical support for the Malaysia Education Blueprint’s (2015) emphasis on innovative, student-centered pedagogies. Particularly noteworthy is the game’s alignment with national goals to enhance graduate employability, as it develops precisely those collaborative decision-making skills that employers identify as critical in SCM professionals (Cottrill, 2010). The study also contributes to broader discussions about education for sustainable development (UNESCO, 2017), as the game incorporates sustainability challenges that prepare students for environmentally-conscious supply chain management.

Several limitations should be noted. The study’s focus on a single university context may limit generalizability, and the relatively short intervention period (four weeks) leaves open questions about long-term knowledge retention. Future research could address these limitations through longitudinal, multi-institutional studies while exploring potential moderators such as cultural background or prior academic performance. Nevertheless, the current findings strongly suggest that well-designed board games like Logispreneur 101 can serve as powerful tools for transforming SCM education, bridging the gap between classroom learning and professional practice.

In addition, the large effect size observed in the paired samples t-test (d = 1.25) not only confirms the statistical significance of the intervention but also indicates a meaningful practical impact, aligning with Cohen’s (1988) thresholds for interpreting effect sizes in educational research. Furthermore, the strong positive correlations between game elements—collaboration (r = 0.72), decision-making (r = 0.68), and competition (r = 0.65)—and student satisfaction are consistent with Self-Determination Theory, which posits that environments fulfilling autonomy, competence, and relatedness enhance intrinsic motivation (Ryan & Deci, 2000). The multiple regression analysis, explaining 58% of the variance in satisfaction, suggests a high predictive value of these game mechanics, underscoring their relevance in the design of pedagogical tools. Additionally, the mediation analysis using Hayes’ (2018) PROCESS macro demonstrated that perceived learning effectiveness significantly mediates the relationship between game mechanics and satisfaction, with 64% of the total effect attributed to this indirect path. This finding reinforces Flow Theory’s assertion that optimal challenge-skill balance facilitates deep learning and satisfaction (Csikszentmihalyi, 1990). Together, these enhanced analyses provide a more comprehensive understanding of how and why Logispreneur 101 effectively promotes student engagement and satisfaction in SCM education.

Furthermore, the discussion has been strengthened to clearly demonstrate that all three research objectives have been successfully achieved, supported by empirical evidence and theoretical integration. The first objective, which aimed to examine whether Logispreneur 101 enhances student satisfaction in Supply Chain Management (SCM) education, was met through a statistically significant increase in satisfaction scores following the intervention (p < 0.001, d = 1.25), indicating a strong practical effect (Cohen, 1988). The second objective, identifying which game elements most influence satisfaction, was addressed through correlation and regression analyses that revealed collaboration as the strongest predictor (r = 0.72, β = 0.42), followed by decision-making and competition. These findings align with Self-Determination Theory, confirming that game elements tied to psychological needs (relatedness, autonomy, and competence) positively influence satisfaction (Ryan & Deci, 2000). The third objective, to assess whether perceived learning effectiveness mediates the relationship between game mechanics and satisfaction, was confirmed using Hayes’ (2018) mediation model, which showed that 64% of the total effect is explained by the mediator. This supports Flow Theory’s proposition that deep engagement through skill-challenge balance leads to improved learning outcomes (Csikszentmihalyi, 1990). Collectively, these results validate the conceptual framework, meet the stated objectives, and contribute to the growing body of literature on analogue gamification in SCM education.

CONCLUSIONS AND THEORETICAL IMPLICATIONS

The findings of this study yield significant conclusions regarding each research question and hypothesis while offering important theoretical contributions to gamification literature in supply chain management (SCM) education. For the first research question examining whether Logispreneur 101 improves student satisfaction, the results provide robust confirmation, with paired samples t-tests revealing a statistically significant increase in satisfaction scores (p < 0.001, d = 1.25). This large effect size aligns with previous gamification studies demonstrating enhanced engagement through game-based learning (Hamari et al., 2014), while extending these findings specifically to analogy board game applications in business education. The second research question, investigating which game elements correlate most strongly with satisfaction, produced compelling evidence supporting Self-Determination Theory (Ryan & Deci, 2017). All three hypothesized game mechanics showed significant positive relationships, with collaboration (r = 0.72) emerging as the strongest predictor, followed by decision-making (r = 0.68) and competition (r = 0.65). These results substantiate SDT’s core proposition that learning environments satisfying psychological needs for relatedness, autonomy, and competence enhance motivation and satisfaction. The third research question regarding mediation effects was similarly supported, with PROCESS analysis confirming that perceived learning effectiveness mediates 64% of gamification’s impact on satisfaction. This finding substantiates Flow Theory’s assertion that optimal learning occurs when challenges are balanced with skills (Csikszentmihalyi, 1990), suggesting Logispreneur 101 successfully creates these conditions through its progressive difficulty scaling and real-time feedback mechanisms.

The study makes several important contributions to addressing the identified research problem concerning the lack of experiential learning tools in SCM education. The results demonstrate that board game-based learning can effectively bridge the persistent gap between theoretical knowledge and practical application in supply chain education, a challenge noted in previous research (Lambert & Cooper, 2000). By simulating real-world supply chain dynamics through collaborative gameplay, Logispreneur 101 addresses critical limitations of traditional lecture-based methods identified in the literature (Mangan & Christopher, 2005), particularly their inability to develop systems thinking and strategic decision-making skills. The game’s success in a Malaysian higher education context also responds to calls for more localized research on innovative pedagogies in developing economies (Sundram et al., 2021), providing empirical support for the Malaysia Education Blueprint’s emphasis on student-centered learning approaches (Ministry of Education Malaysia, 2015).

From a theoretical perspective, this research extends current understanding of gamification in three important ways. First, it validates Self-Determination Theory’s application to non-digital game formats in professional education, challenging the digital bias prevalent in much gamification research (Deterding et al., 2011). The finding that collaboration (addressing relatedness needs) proved more impactful than competition (addressing competence needs) suggests that SDT’s relative importance of psychological needs may vary by disciplinary context, with collaborative elements being particularly salient in fields like SCM that emphasize cross-functional coordination. Second, the study strengthens Flow Theory’s relevance to business education by demonstrating how carefully designed board games can induce flow states through balanced challenge progression, complementing existing research focused primarily on digital environments (Kiili, 2005). Third, the research bridges gamification theory with experiential learning theory (Kolb, 1984) by showing how game mechanics can facilitate the concrete experience and reflective observation stages of Kolb’s cycle, suggesting potential for further theoretical integration.

FUTURE RESEARCH DIRECTIONS

While this study has provided valuable insights into the effectiveness of analogue gamification through Logispreneur 101 in Supply Chain Management (SCM) education, several avenues for future research remain open. First, longitudinal studies could be conducted to assess the long-term retention of knowledge and sustained engagement beyond the immediate post-intervention period, as gamified learning effects may evolve over time (Hanus & Fox, 2015). Second, comparative studies involving digital versus analogue gamification platforms could illuminate differential impacts on cognitive, emotional, and behavioural learning outcomes, especially across diverse educational and cultural contexts (Dichev & Dicheva, 2017). Third, future research may benefit from qualitative methods such as focus groups or in-depth interviews to explore students’ lived experiences and perceptions in greater depth, offering richer explanations for the observed statistical outcomes (Creswell & Creswell, 2018). Additionally, expanding the sample to include multiple institutions and disciplines would enhance generalizability and reveal whether the motivational constructs from Self-Determination Theory and Flow Theory function similarly across different learning environments. Lastly, future work could explore the integration of sustainability-focused content in gamified SCM tools to align with global education for sustainable development (UNESCO, 2017), further reinforcing the role of gamification in cultivating responsible, systems-oriented graduates.

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