Professor Helen Higson OBE of Aston Business School, discusses why gamification is embedded in all of the School's postgraduate portfolio of degrees
Give the students something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results. (attributed to John Dewey, US educational psychologist (1859-1952)
Imagine you’re the CEO of a cutting-edge robotics firm in 2031, making high-stakes decisions on R&D, marketing and finance; one misstep and your virtual company could collapse. You win, lose, adapt, and grow. This isn’t a case study, it’s your classroom experience at Aston Business School in Birmingham.
Imagine you’re participating in Europe’s biggest MBA tournament, the University Business Challenge, where your strategic flair and financial acumen will be tested against the continent’s sharpest minds. Then you’re solving real-world sustainability crises in the Accounting for Sustainability Case Competition, crafting solutions that could be showcased in Canada.
What if you could do all this from your classroom seat, armed with only your MBA learnings, teamwork and the thrill of gamified learning.
At Aston, we believe the best way to master business is by doing business. That’s why we’ve embedded active learning through games, simulations, and competitions across all our postgraduate programs. The results? Higher engagement, deeper learning, and students who graduate with confidence and real-world skills.
Research says gamified learning boosts motivation, lowers stress, and helps students adopt new habits for lifelong success.
As educational researchers Kirillov et al. (2016) found, “Gamification creates the right conditions for student motivation, reduces stress, and promotes the adoption of learning material—shaping new habits and behaviours.”
This has led to what Wiggins (2016), calls the “repackaging of traditional instructional strategies”.
In Aston Business Sschool we have long embraced this approach as a way of increasing student outcomes and stimulating more student engagement in their learning. Our Centre for Gamification in Education (A-GamE), launched in 2018, is dedicated to advancing innovative teaching methods.
We run regular seminars with internal and external speakers showcasing gamification adoption, design and research and we use these techniques across the ABS in a wide range of disciplines. (We have included two examples of this work in our list of references.)
Furthermore, in 2021 we published a book which outlines the diverse ways in which we use these methods (Elliott et al. 2021). Subsequently, during 2024 we redesigned all our postgraduate portfolio of degrees, and as part of this initiative games and simulations were embedded across all programmes.
Why Gamification Works Through simulations like BISSIM, students step into executive roles, steering futuristic companies through the twists and turns of a dynamic marketplace.
A flagship programme running since 1981, BISSIM was developed in collaboration between academics from ABS and Warwick Business School, and every decision on R&D, marketing, or HR has real consequences as teams battle each other for the top spot. After each year of trading the results are input into the computer model. The results are then generated for each company in the form of financial reports, KPIs and other non-financial results and messages. Each team’s results are affected by their own decisions and the competitive actions of the other teams, as well as the market that they all influence. This year one of our academics, Matt Davies, has been awarded an Innovation Fellowship further to commercialise the game.
Competitions with Global Impact We also encourage students to take part in national and international competitions which have the same effect of developing their engagement with real-life business problems on a global scale.
Beyond the classroom, Aston students represent the university in major competitions like the University Business Challenge (in which ABS had the highest number of UK teams this year) and the Accounting for Sustainability (A4S) Case Competition, for which we are an “anchor business school”. Here, theory gets stress-tested against real-world scenarios and top talent from around the globe. The result? Award-winning teams, global experience, and friendships built under pressure.
At the heart of this approach is Aston’s Centre for Gamification (A-GamE), dedicated to making learning interactive, motivating, and fun. Regular seminars, fresh research, and close ties to industry keep the curriculum evolving and relevant, so students graduate ready to lead, adapt, and thrive in any business environment.
Why does it matter? In a volatile, fast-paced economy, employers appreciate agility, teamwork and decisiveness. At Aston, every simulation and competition is geared towards sharpening these skills. Graduates emerge not only knowledgeable, but prepared for the job market.
Engagement Our students have been embracing these opportunities. Six MBA/Msc teams developed their A4S videos, hoping to reach the final in Canada early in 2025, and three teams out of nine reached the national UBC finals.
Additionally, the BISSEM simulation has just finished inspiring another group of MBA students (particularly as the prize for the winning team was tickets to a game at our local Aston Villa premiership football (soccer) club, currently riding high in the league!). Typical feedback from non-Finance specialists is that they suddenly surprised themselves during their participation in the simulation and were reconsidering the options of taking a career in Finance. It seems that our original purposes have been met – increased confidence, passion, deep learning and engagement have been achieved.
To interivew Professor Higson, contact Nicola Jones, Press and Communications Manager, on (+44) 7825 342091 or email: n.jones6@aston.ac.uk Elliott, C., Guest, J. and Vettraino, E. (editors) (2021), Games, Simulations and Playful Learning in Business Education, Edward Elgar. Kirillov, A. V., Vinichenko, M. V., Melnichuk, A. V., Melnichuk, Y. A., and Vinogradova, M. V. (2016), ‘Improvement in the Learning Environment through Gamification of the Educational Process’, International Electronic Journal of Mathematics Education, 11(7), pp. 2071-2085. Olczak, M, Guest, J. and Riegler, R. (2022), ‘The Use of Robotic Players in Online Games’, in Conference Proceedings, Chartered Association of Business Schools, LTSE Conference, Belfast, 24 May 2022, p. 79-81. Wiggins, B. E. (2016), ‘An Overview and Study on the Use of Games, Simulations, and Gamification in Higher Education’, International Journal of Game-Based Learning (IJGBL), 6(1), 18-29. https://doi.org/10.4018/IJGBL.2016010102
Ahead of the GCSEs results being released on Thursday 21 August Aston University work psychologist, Dr Paul Jones, discusses whether the exams are fit for purpose. He believes that our exam system narrows thinking, and GCSEs emphasise “right answers” and rote recall, creating risk-averse learners who are afraid to fail or think differently.
Exams are harming wellbeing GCSEs were designed in the 1980s, when many left education at 16. Today, almost all young people continue to 18, yet they still face a stressful halfway checkpoint that often does more harm than good.
Research shows GCSEs are linked to anxiety, sleeplessness and even self-harm. This isn’t about students being “less resilient”, t’s about a system that has prioritised bureaucracy, league tables, and exam statistics over wellbeing.
GCSEs don’t prepare students for life Exams reward the ability to memorise and recall under pressure, but the world beyond school demands much more. Employers and universities want young people who can think critically, manage their own learning, collaborate, and adapt.
By the time many reach university, students are burnt out from years of high-stakes testing. They often struggle with independence, risk-taking, and curiosity, the very qualities they need to succeed.
Over-assessment stifles innovation Our exam system narrows thinking. GCSEs emphasise “right answers” and rote recall, creating risk-averse learners who are afraid to fail or think differently.
Innovation, however, requires psychological safety: the freedom to explore, experiment, and make mistakes. In a world where AI can already handle routine tasks like recall and pattern analysis, the human edge lies in breaking moulds, challenging assumptions, and combining knowledge in new ways. Our current system suppresses exactly those skills.
Moving GCSEs into the future We need fewer, smarter assessments and a curriculum that builds creativity, resilience, and innovation. Other countries use project-based learning, portfolios, and sampling tests to capture what young people can really do.
Wales is already embedding wellbeing and digital skills into its new curriculum. England risks being left behind if it continues to cling to an exam-heavy model designed for a different era.
The bottom line Our young people deserve an education that prepares them for life, not just for exams. We should be measuring what really matters: wellbeing, creativity, and the ability to thrive in a fast-changing, AI-driven world.
To speak to Dr Jones or for any media inquiries in relation to this please contact Nicola Jones, Press and Communications Manager, Aston University on (+44) 7825 342091 or email: n.jones6@aston.ac.uk
Aston University is leading a national shift in healthcare education with the rollout of Tier 1 of the Oliver McGowan Mandatory Training (OMMT) — a pioneering initiative developed by NHS England to improve support for individuals with autism and learning disabilities.
Oliver McGowan was an 18-year-old with autism and learning disabilities who died in 2016 after a bad reaction to medication for epileptic seizures, which both he and his parents had requested should not be given after a previous bad reaction. Oliver's death was ruled 'avoidable' and revealed serious gaps in training for medical professionals caring for those with autism and learning difficulties. Oliver's mother Paula set up a foundation to campaign for appropriate training, and in 2022, an UK act of parliament mandated learning disability and autism training for all healthcare staff registered with the Care Quality Commission (CQC). This is now being introduced.
The evaluation of the project at Aston University is being led by Dr Amreen Bashir, senior lecturer in biomedical science, in close collaboration with Dr Mary Drozd, senior teaching fellow in nursing and Dr Jayne Murphy, associate professorial teaching fellow in nursing. Aston is one of the first universities in the UK to implement this training across undergraduate healthcare programmes, including Nursing, Biomedical Science, Pharmacy, Optometry, and Physician Associate Studies.
“Our students not only gained new knowledge, but they were vocal about the importance of this training staying in the curriculum permanently,” said Dr. Bashir. Student feedback highlights the transformative impact of the training: “I will use the training to ensure the patient care I provide is accommodating to people with special needs and will offer reasonable adjustments when needed. I understand autism and learning difficulties are not like other disabilities which are commonly physically noticed and that they may me hidden.” “The most useful aspect of the Oliver McGowan training is its focus on real-life experiences shared by individuals with autism and learning disabilities. These personal insights help to contextualise the challenges they face, making the training relatable and impactful.” “It opened my eyes as to how even within people who are practising and have already been working in clinical settings lack the understanding on how to care and approach those with autism and/or learning disabilities. It shouldn’t have got to a stage where what happened with Oliver happened and I am glad I have had this training so that I know what I can do as a healthcare professional in these situations. My previous job as a support worker also helped as I worked with service users who had autism and learning disabilities as well as physical disabilities and so this training assisted the knowledge I had already gained.” Measuring the impact A total of 176 students completed the pre-intervention survey and 94 students completed the survey post-OMMT. Participants were drawn from Nursing, Biomedical Science, Physician Associate Practice, Optometry, and Pharmacy at Aston University.
How the training works Tier 1 of the OMMT consists of two parts: a 90-minute e-learning session completed independently, followed by a one-hour live interactive webinar co-facilitated by trained professionals and experts by experience. This format allows for reflective discussion and a deeper understanding of autism and learning disabilities through real-world perspectives. Post-training surveys measured changes in knowledge, attitudes, and perceptions.
Early results Students showed significantly improved understanding of autism and learning disabilities, as well as greater sensitivity toward tailoring communication to individual needs. The training also identified critical areas for further attention, such as the role of ethnicity in healthcare access and the impact of silent conditions like constipation, which can go undetected and lead to preventable harm.
The findings will be presented at the upcoming 'Horizons in STEM' higher education conference, which is being hosted at Aston University, with a manuscript currently in preparation for peer-reviewed publication.
By embedding OMMT into its core curricula, Aston University is setting a benchmark for inclusive healthcare education across the UK.
To follow this research or explore collaboration on the OMMT initiative, contact: Dr Amreen Bashir – a.bashir6@aston.ac.uk Dr Mary Drozd – m.drozd@aston.ac.uk Dr Jayne Murphy – j.murphy5@aston.ac.uk
