Active Learning In Business Analytics Course Through Educational Games

  • Chuah Soon Cheng University Teknologi MARA, Campus Puncak Alam
  • Keshminder Singh Jit Singh University Teknologi MARA, Campus Puncak Alam
Keywords: Business Analytics, Educational Games, Active Learning, Decision-Making, Board Game


The challenge for business analytics course is that it requires students to revisit prior statistical knowledge and have a basic understanding of Microsoft Excel in order to master this course. Educational games have the potential to address the above-mentioned challenge since games are regarded as an effective tool to help learners master certain concepts, reinforce development and skills. This paper explores the difficulties faced by lecturers when engaging students in assessments related to business analytics and how they can use educational games to promote active learning in the classroom. A qualitative approach, using an online survey and a face-to-face semi structured interviews with lecturers from the Faculty of Business and Management, UiTM was employed for data collection. The study found that the major difficulties faced by lecturers are students do not revise their prior learned statistical knowledge, have a lack of understanding of the subject matter, and are weak in decision-making skills. Lecturers agree that educational games have the potential to increase the student’s participation in the classroom, improve their understanding, promote teamwork, and infuse creativity. This study proposes that the academics should develop educational games to proliferate active learning in the classrooms to solve the shortcomings related to business analytics course.


Anderson, C. (2010). Presenting and evaluating qualitative research. American Journal of Pharmaceutical Education, 74(8), 1–7.
Bakhshi, H., Downing, J. M., Osborne, M. A., & Schneider, P. (2017). The future of skills: Employment in 2030. Pearson London.
Battistella, P., & von Wangenheim, C. G. (2016). Games for teaching computing in higher education–a systematic review. IEEE Technology and Engineering Education, 9(1), 8–30.
Beetham, H. (2008). Review: Design for Learning programme phase 2. JISC Commissioned Report, Available Online at Doc, Last Accessed 2nd July 2019.
Boyle, E., Connolly, T. M., & Hainey, T. (2011). The role of psychology in understanding the impact of computer games. Entertainment Computing, 2(2), 69–74.
Braghirolli, L. F., Ribeiro, J. L. D., Weise, A. D., & Pizzolato, M. (2016). Benefits of educational games as an introductory activity in industrial engineering education. Computers in Human Behavior, 58, 315–324.
Cezar, P. H. N., Guimarães, F. T., Gomes, A. P., Rôças, G., & Siqueira-Batista, R. (2010). Paradigm shifts in medical education: a constructivist view of problem-based learning. Revista Brasileira de Educação Médica, 34(2), 298–303.
Coil, D. A., Ettinger, C. L., & Eisen, J. A. (2017). Gut Check: The evolution of an educational board game. PLoS Biology, 15(4), e2001984.
Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661–686.
Cornillie, F., Clarebout, G., & Desmet, P. (2012). The role of feedback in foreign language learning through digital role playing games. Procedia-Social and Behavioral Sciences, 34, 49–53.
Daniel, B. (2015). B ig D ata and analytics in higher education: Opportunities and challenges. British Journal of Educational Technology, 46(5), 904–920.
De Freitas, S. I. (2006). Using games and simulations for supporting learning. Learning, Media and Technology, 31(4), 343–358.
Erhel, S., & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness. Computers & Education, 67, 156–167.
Inhelder, B., & Piaget, J. (1969). The psychology of the child. New York: Basic Books.
Kirriemuir, J., & McFarlane, A. (2004). Literature review in games and learning.
Lameras, P., Arnab, S., Dunwell, I., Stewart, C., Clarke, S., & Petridis, P. (2017). Essential features of serious games design in higher education: Linking learning attributes to game mechanics. British Journal of Educational Technology, 48(4), 972–994.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.
Luchi, K. C. G., Montrezor, L. H., & Marcondes, F. K. (2017). Effect of an educational game on university students’ learning about action potentials. Advances in Physiology Education, 41(2), 222–230.
Michael, D. R., & Chen, S. L. (2005). Serious games: Games that educate, train, and inform. Muska & Lipman/Premier-Trade.
Mohammad, N. M. N., Mamat, M. N., & Isa, P. M. (2012). M-learning in Malaysia: Challenges and strategies. Procedia-Social and Behavioral Sciences, 67, 393–401.
Phelps, A. L., & Szabat, K. A. (2017). The current landscape of teaching analytics to business students at institutions of higher education: who is teaching what? The American Statistician, 71(2), 155–161.
Reis, C., Martins, M. de M., Mendes, R. A. F., Gonçalves, L. B., Sampaio Filho, H. C., Morais, M. R., Guimarães, A. L. S. (2013). Evaluation of how medical students perceive anatomical study. Revista Brasileira de Educação Médica, 37(3), 350–358.
Roy-Singh, R. (1991). Education for the twenty-first century: Asia-Pacific perspectives. Unesco Principal Regional Office for Asia and the Pacific.
Sawyer, B. (2007). Serious games: Broadening games impact beyond entertainment. In Computer Graphics Forum (Vol. 26, pp. xviii–xviii). Wiley Online Library.
Shahroom, A., & Hussin, N. (2018). Industrial revolution 4.0 and education. International Journal of Academic Research in Business and Social Sciences, 8(9), 314–319.
Vos, N., Van Der Meijden, H., & Denessen, E. (2011). Effects of constructing versus playing an educational game on student motivation and deep learning strategy use. Computers & Education, 56(1), 127–137.
Yin, R. K. (2009). Case Study Research: Design and Methods. Essential guide to qualitative methods in organizational research (Vol. 5).
Yin, R. K. (2011). Qualitative research from start to finish. Qualitative research from start to finish.