Examining the Impact of Gamification on Teaching and Learning Activities in Supply Chain and Technology Management Courses

Gamification has emerged as an innovative pedagogical strategy aimed at enhancing student engagement and improving students' perceived understanding in higher education. However, empirical evidence regarding its effectiveness in improving conceptual understanding within technical management disciplines remains limited. This study examines the impact of gamification on students’ understanding of supply chain management (SCM) and technology management concepts. A quantitative pre–post research design was employed involving 180 undergraduate students enrolled in SCM-related courses at a Malaysian public university. Gamified learning activities, including interactive quizzes, collaborative problem-solving games, and decision-analysis exercises, were integrated into classroom teaching over six weeks. Students' perceived understanding of SCM terminology and concepts was measured before and after the gamification intervention using a structured questionnaire based on a five-point Likert scale. Paired sample t-test analysis revealed a significant improvement in students’ understanding following the gamified learning sessions (p < .05), indicating the effectiveness of gamification in enhancing perceived conceptual understanding. The findings suggest that gamified learning environments can transform traditional passive learning into interactive experiences that facilitate deeper engagement and knowledge retention. The study contributes to the growing body of literature on gamification in management education by providing empirical evidence of its improvements in students' perceived understanding in supply chain and technology management contexts. Implications for teaching practice and curriculum design in higher education are discussed.

Gamification, Supply Chain Management Education, Technology Management, Active Learning, Higher Education, Learning Outcomes

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