| N.-Z. Legaki, K. Karpouzis, V. Assimakopoulos, J. Hamari |
| Gamification to avoid cognitive biases: An experiment of gamifying a forecasting course |
| Technological Forecasting and Social Change Volume 167, June 2021, 120725 |
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ABSTRACT
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| In their daily lives, people are confronted with situations where they need to form a schema of possible future scenarios and the likelihood of them occurring, be it about climate change, economic up- or downturn, or even the potential success of a romantic date. Be these issues of mundane or universal importance, this judgmental forecasting poses people with a difficult pervasive cognitive challenge. Commonly, judgmental forecasting is taught in forecasting courses syllabi, and the pedagogy surrounding it is challenging. However, gamification and game-based learning have risen as promising tools to simulate different kinds of scenarios and stimulate cognitive problem-solving. This study investigates the effects of a gamified application with points, levels, challenges, storytelling and leaderboard for teaching judgmental forecasting by conducting a 2×2 between-subjects experiment (treatments: i) read: yes vs no, and ii) gamification: yes vs no), with a sample of 285 students of a School of Electrical and Computer Engineering and a Business Administration Department. The findings indicate that the gamified application improved learning outcomes regarding the heuristics and biases that affect judgmental forecasting by almost 15%, supporting the use of gamification in forecasting education.
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| 10 June , 2021 |
| N.-Z. Legaki, K. Karpouzis, V. Assimakopoulos, J. Hamari, "Gamification to avoid cognitive biases: An experiment of gamifying a forecasting course", Technological Forecasting and Social Change Volume 167, June 2021, 120725 |
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